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Copy of Common Core Text Workshop

close reading of text and text-based questioning
by

Heidi J Schmidt

on 12 April 2013

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Transcript of Copy of Common Core Text Workshop

The Shifts We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form as to them shall seem most likely to effect their Safety and Happiness. The Shifts:

How does this text embody the shifts cited in the Common Core State Standards? 1. Informational text: foundational document.

3. Rigorous, complex text that challenges
the student. If we were to scaffold the Declaration of Independence's preamble for your students, what would you consider to help those students engage in this text? Take 3 minutes to read and study A Guide to Creating Text Dependent Questions. Costa's Levels of Inquiry "Read like a detective and write like an investigative reporter."
David Coleman Close reading focus:

Text, not context or summary

Help students decode the language
syntax
vocabulary
concepts
patterns
tensions What qualifies as text?

Written (literature, essay, informational)
Graphic (novels, political cartoons)
Visual art
Performing arts
Music
Popular media Introduction to
CLOSE READING of a Text 1. Content-rich informational texts.
Social studies, math and science are
partners in literacy.
2. Focus on the text.
Questions are text-based.
3. Use of rigorous, complex text.
Text should challenge reader, require
scaffolding.
4. Response to text
Text dependent questions
Oral and written What did you mark?

What patterns did you find?

What tensions did you notice? Other strategies to promote close reading:
SQ3R: Survey
Question
Read
Recall
Review

Literary Response Journals
Chunk it, don't summarize it
T-Charts or other tools that require analytical
thinking
Class drills and discussion
Think, pair, share
Oreo The Road not Taken
TWO roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth; 5

Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same, 10

And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back. 15

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference. 20 Close reading of text:

1. Begin with a pencil in hand and annotate
the text.

2. Look for patterns, similarities, tensions.

3. Ask questions about patterns noticed. Close analytic reading stresses engaging with a
text of sufficient complexity directly and
examining its meaning thoroughly and methodically,
encouraging students to read and reread deliberately. Directing student attention on the text
itself empowers students to understand
the central ideas and key supporting details. It also enables students to reflect on the meaning
of individual words and sentences; the order in which
sentences unfold; and the development of ideas over
the course of the text, which ultimately leads students
to arrive at an understanding of the text as a whole. Close, analytic reading entails the careful gathering of observations about a text and careful consideration about what those observations taken together add up to—from the smallest linguistic matters to larger issues of overall understanding and judgment. Use the poem and guide provided to create a series of questions that would enable students to do a close reading of the text. Write your questions on the
chart paper provided.
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