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Close Analytical Readingin the Common Core
Robin Fogarty & Associatesrobinfogarty.com
Robin Fogarty Brian Pete
How to Teach
ThinkingSkillsWithin the
Common Core7 Key Student Proficiencies of the New National Standards
School Leaders GuideTo the Common CoreAchieving Results Through Rigor and Relevance
Meet and
Greet
Share what you remember about how you
learned to read . . .
Analyze
In the ELA Common Core State Standards the word Appears 81 times
. . .
Analyze
In the MATH Common Core State Standards the word Appears 28 times
. . .
7 KeyProficiencies
7 Proficiencies• Critical Thinking• Creative Thinking• Complex Thinking• Comprehensive Thinking• Collaborative Thinking• Communicative Thinking• Cognitive Transfer
Common CoreHigh
FrequencyWords
21 Selected
A detour . . . A temporary
inconvenience for permanent improvement
SCIENCEAnalyzeVelocity
Interdisciplinary Model
SSAnalyze
Point of View
ELAAnalyze Theme
MATHAnalyze
Statistics
“Analyze”
HEALTH/PEAnalyzeBenefits
ART/MUSICAnalyze
Style
CONSUMER ED
AnalyzePrices
Digital LiteracyAnalyzeWebsite
Explicit Teaching
Common Core Standards
Phase 1: Talk ThroughTeacher-Directed Lesson
Phase II: Walk-ThroughGuided Classroom Lesson
Phase II Drive-Through CCSS Performance
Three Phase Model
Talk Through
CCSS Performance TaskApplying Thinking Skill(s) Independently
Look at your bill and decide what are the
parts that you will need to address . . .
Counterfeit. . .
Things we might consider . . .
• Size• Type of Paper• Ink• Designs• Serial Numbers
Menu of Operations:“How-to” Steps for Students
PARTPreview the whole situation.Assess the individual parts.Reorganize by similarities and differences.Turn the analysis into a summary or synthesis.
EA B C D
1
2
3
4
5
Think Pair Share
Analyze means . . .
• Examining• Taking apart• Appraising• Noticing Details• Dissecting• Discerning
Analyzing is . . .
Menu of Operations:“How-to” Steps for Students
PARTPreview the whole situation.Assess the individual parts.Reorganize by similarities and differences.Turn the analysis into a summary or synthesis.
Video Content
• 90 seconds long• Cell Phone Ad• From S. Korea
What things (elements) might you see that you will have to account for when analyzing this video
Menu of Operations:“How-to” Steps for Students
PARTPreview the whole situation.Assess the individual parts.Reorganize by similarities and differences.Turn the analysis into a summary or synthesis.
What is the same about each scene? Characters? Setting? Action?
What is the different about each scene? Characters? Setting? Action?
PARTPreview the whole situation.Assess the individual parts.Reorganize by similarities and differences.Turn the analysis into a summary or synthesis.
Video
Youtube Video – Disconnect to Connect
http://www.youtube.com/watch?v=7ae0tzVo8Fw
Art Costa
Habits of Mind
What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So, now we test how well we have taught what we do not value.
Art Costa
To whom is the author directing this message?
Give 3 possible answers.
A PartnersB
SERVE&Volley
Who needs to hear this message? Explain
Partner # A
Agree or Disagree – Give at least 1 reason
Partner #B
Summarize both comments into one sentence.
Partner #A
Synthesize conversation into three words or less.
Partner #B
Higher Order Thinking Skills
Preview the whole situation.Assess the individual parts.Reorganize by similarities & differences.Turn the analysis into a summary or synthesis.
AnalyzeAccount for literal similarities and differences.Look again; don’t miss the obvious.Investigate the hidden details of likeness & difference.Know the categories.Express in alternating or dual descriptions.
CompareContrast
Begin with the big picture.Look at the elements.Extract the essence.Name the nuggets.Design a seamless image.
Synthesize
How to Teach
ThinkingSkills
Within the
Common Core
7 Key Student Proficiencies of
the New National Standards
MorningBreak
Walk Through
CCSS Performance TaskApplying Thinking Skill(s) Independently
CloseReading
CloseReading
Close Reading
StepBook
Close Reading
WithRSVP-E(Text Dependent
Questions)R Reading Task
S Structure Task
V Vocabulary Task
P Purpose TaskE Expressive Task
StepBook
Close Reading
WithRSVP-E(Text Dependent
Questions)R Reading Task
S Structure Task
V Vocabulary Task
P Purpose TaskE Expressive Task
StepBook
R Reading TaskS Structure TaskV Vocabulary Task
P Purpose Task
E Expressive Task
OptionsIndependentTeacher-LedBuddy ChoralReader’s TheaterEchoBlue Tooth
Read 2-3-4 times
Read for detail, deep understanding
StepBook
S Structure TaskV Vocabulary Task
P Purpose Task
E Expressive Task
“What does the text say?”“Show evidence of . . .”“How do you support that?”
Sentence Syntax Compound / Complex
Paragraph Structure 1st Sentence / Last Sentence Text Structure Organization
StepBook
V Vocabulary Task
P Purpose Task
E Expressive Task
“Everyday”-Spoken Words
“Academic”-Written Words
“Discipline Specific”Word Games
AB PyramidABC GraffitiWord WallsWord CardsCard Games
Vocabulary / Word Choice
StepBook
P Purpose Task
E Expressive Task
Purpose: “What does text say?”
Tone & Tenor: “How do you know?” Evidence?Author’s Style: Explain with examplesPoint of View: Bias? Perspective?
Author’s Purpose
Source: Where? Valid? Reliable?Central Theme: How do you know from text?
StepBook
E Expressive Task
Expository:ExplanationPersuasionInstructionArgument
Narrative:Story / Poem / Play / Song
OptionsOne Minute WriteMJ EntryPass Along Story or ParaRead – Write - Reflect
Express in Writing
Journal Entry
1.Name someone who is a good
thinker.(historical, fictional, personal)
2. Give 2 traits of your good
thinker.
3. Describe someone who is not a
good thinker.
4. Tell how the 2 are different.
5. Write summary statement.
6. Give your piece a telling title.
StepBook
Close Reading
WithRSVP-E(Text Dependent
Questions)R Reading Task
S Structure Task
V Vocabulary Task
P Purpose TaskE Expressive Task
Close Reading TasksTest Dependent Questions
• Reading Task• Syntax Task• Vocabulary Task• Purpose Task• ExpressionTask
AnalyzePART
Preview All
Assess the Parts
Reorganize; Group
Turn into Summary
Close Reading TasksTest Dependent Questions
• Reading Task• Syntax Task• Vocabulary Task• Purpose Task• ExpressionTask
AnalyzePART
Preview All
Assess the Parts
Reorganize; Group
Turn into Summary
Roll the Dice
Reading
Task
Thommie Piercey, Ph.D
How Close Reading Increases student’s Access into Complex Text as Expected in the ELA Common Core Standards Piercy 9.08.11
Thommie Piercey
What is Close Reading?
Excerpt
What is Close Reading?
Close Reading is keeping your eyes on the text to read the
content very carefully, paying attention to details. Being
quite different from a summary or the big idea, close reading
requires active thinking and analyzing of the content to make
decisions. You can see how text-dependent, discipline-specific
questions support the need for students’ to incorporate close
reading of their text because they must cite evidence directly
from the text. This is a skill that will remain one of the
students’ most practical literacy skills throughout their
college and careers. Few disciplines do not benefit from
students’ close reading to achieve understanding. The
majority of career paths depend on close reading to remain
current in the particular field. For this reason, close reading
is a skill that supports students’ comprehension in different
disciplines. Elementary, Middle, and High School students
benefit from the close reading of complex texts in different
content areas.
1 - Independent2 - Teacher-Led3 – Buddy Reading 4 - Choral Reading5 – Echo Reading6 – Bluetooth Reading
Reading Task
Structure
Task
What is Close Reading?
Close Reading is keeping your eyes on the text to
read the content very carefully, paying attention to
details. Being quite different from a summary or the
big idea, close reading requires active thinking and
analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths depend on close reading to remain current in the particular field. For this reason, close reading is a skill that supports students’ comprehension in different disciplines. Elementary, Middle, and High School students benefit from the close reading of complex texts in different content areas.
What does the author mean in the text when she says, “keeping your eyes on the text?”
Vocabulary
Task
What is Close Reading?
Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Being quite different from a summary or the big idea, close reading requires active thinking and analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths
depend on close reading to remain current in the
particular field. For this reason, close reading is a
skill that supports students’ comprehension in
different disciplines. Elementary, Middle, and High School students benefit from the close reading of complex texts in different content areas.
When arguing for the value of close reading why does the the author use the phrase “career paths” vs. jobs?
Word Choice
Vocabulary
Text-dependent
PurposeTask
What is Close Reading?
Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Being quite different from a summary or the big idea, close reading requires active thinking and analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths depend on close reading to remain current in the particular field. For this reason, close reading is a skill that
supports students’ comprehension in different
disciplines. Elementary, Middle, and High School
students benefit from the close reading of
complex texts in different content areas.
What is the authors purpose or point of view? Justify with evidence from the text.
Expressive
Task
What is Close Reading?
Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Being quite different from a summary or the big idea, close reading requires active thinking and analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths depend on close reading to remain current in the particular field. For this reason, close reading is a skill that supports students’ comprehension in different disciplines. Elementary, Middle, and High School students benefit from the close reading of complex texts in different content areas.
Explain how the author contrasts close reading to a summary or big idea? Paraphrase your understanding of close reading.
What makes a Great Reader?
Meet and GreetWhat makes a
Great Reader?
OneMinute
Write
OneMinute
Write
Write for one
minute . . .
As much as you
can . . .
Use complete
sentences . .
Topic:
Reading
Count the number of
words . . .
Count the number of
3 Syllables Words
Set a goal . . . Share your
goal
Prepare for the next
One Minute Write
Topic:
Analyzing
Look over you writing& choose 3 words
List 3 possible synonyms for these words
Vocabulary
OK to use technology for one of the words
Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years. According to the commission on 21st Century Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety.As a parent of a 4th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly
Evaluate your writing . . .
Criteria: Word ChoiceSentence Quality
Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that
educators dreamed about for years.
According to the commission on 21st
Century Skills, just about every job uses
technology in some way. In fact, more and more this technology is the handheld variety.As a parent of a 4th grade son I want part
of his curriculum to be not only dependent on a handheld or cell
phone but I would expect dome of the curriculum to cover how to use technology responsibly
Dreamed- Imagined- Hoped for- Fantasized about
Jobs- Careers- Vocations- gigs
dependent- primary- unconditional- fundamental
Underline 2 sentencesYour best one &one you would edit.
Syntax/Structure
Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years. According to the commission on 21st Century Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety.As a parent of a 4th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly
Brain Foods
BlueberriesNutsFishBroccoliBananaYogurtOlive OilBrown BreadSpinachTomatoes
Endof
Day
