Close and Critical Reading Workshop

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Close and Critical Reading Workshop

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Todays Agenda

• 845-900 Continental Breakfast
• 900-930 Welcome Back
• 930-950 The Common Core and Close and
  Critical Reading
• 9501055 Experience Close and Critical Reading
• Made To Break
• Break
• The Story of Stuff
• Apple Beats Microsoft
• 1055-1125 Activity Experience Guided
  Highlighted Reading
• Dinosaur Sue
• 11251225 Lunch
• 1225125 Group Activity Practice with Guided
  Highlighted Reading United States
  Quarters
• 125135 Break
• 135250 Web Resources
• Creating Grade Level Guided Highlighted
  Reads
• 250315 Wrap-up and Evaluations

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The Common Core and Close and Critical Reading

• The Common Core State Standards Initiative  is a
  state-led effort coordinated by the National
  Governors Association Center for Best Practices
  (NGA Center) and the Council of Chief State
  School Officers (CCSSO) .  
• Governors and state commissioners of education
  from 48 states, 2 territories and the District of
  Columbia committed to developing a common core of
  state standards in English-language arts and
  mathematics for grades K-12.

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Key Take Aways
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Text Structures
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- ACT Reading Between the Lines

• Performance on complex texts is the clearest
  differentiator in reading between students who
  are likely to be ready for college and those who
  are not.
• And this is true for both genders, all
  racial/ethnic groups, and all annual family
  income levels.

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Close and Critical Reading

• Comprehension is not enough, critical analysis is
  essential to determine the truth and value of the
  message.

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The Four Questions - ALL Content ALL the Time

• What a text says restatement
• What a text does description
• What a text means interpretation
• So what does it mean to me application

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Close and Critical Reading - Bookmarks
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Experience Close Critical Reading

• The Story of Stuff Video
• Made to Break Technology and Obsolescence in
  America Book Review
• Apple beats Microsoft on Greenpeace environmental
  index Art Work

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Made to Break Technology and Obsolescence in
America Book Review

• Think About
• How many cell phones do you have in your house?
  VCRs? old electronics?
• Read Article
• Question 1 Summary (Most Important Point)
• Question 2 - Description
• Question 4 So What (Text Connections)

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The Story of Stuff - Video

• View Video
• - Question 1 Summary
• - Question 3 - Theme

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Experience Close and Critical Reading The Story
of Stuff

• Theme
• Both perceived obsolescence and planned
  obsolescence create the illusion of progress.

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Art/Picture

• Analyze Picture
• Question 2 - Perspective

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• The dirty little secret behind the
  keyboard-tapping, button-mashing, cell
  phone-yapping, Valley lifestyle? Electronics
  manufacturing and waste are incredibly toxic.
• The cycle of planned obsolescence may drive
  profit growth.
• It also drives continuing shipments of used and
  broken electronics to places like Guiyu, China,
  where workers like the one pictured here make
  pennies picking over silica wafers for precious
  metals, while drinking water polluted by lead and
  other industrial contaminants.

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Guided Highlighted Reading

• Purpose Engage students in print Develop
  fluent scanning Highlight most important
  information Prepare text for substantive
  conversation
• Strategies for Questions 1 and 2

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Planning

• Select an article or piece of text that is
  accessible to all the students.
• Identify the vocabulary that needs to be taught
  in advance.
• Determine a context for the information that
  could frame it for the students prior knowledge.
• Consider what kind of discussion you want to come
  out of the reading of the text.
• Select the appropriate information to be
  highlighted based on the goal for the discussion.
• Map out the text paragraph by paragraph with
  prompts to highlight the information.

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Procedure

• Build the context for the reading by activating
  prior knowledge.
• Have students find the vocabulary words in the
  text and highlight them.
• As you read the questions you prepared for each
  paragraph, have the students scan through the
  text, highlighting the answers. (Like finding
  Waldo)
• Have students go back to the text with partners
  to determine the meaning from context or from
  their prior knowledge. Have students share their
  results. Use the definitions for your reference
  as students share their results.

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Guided Highlight Activity

• Experience Guided Highlighted Reading as a
  Strategy for
• Questions 1 and 2
• Article My Visit With Dinosaur Sue

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Using Your Guided Highlighted Read

• Who?
• What?
• When?
• Where?
• Why?
• How?

• Summarization Paragraph Using the Highlighted
  Words

Question 1
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Using Your Guided Highlighted Read
How does the text say it? What techniques or
craft does the author use in text? Question 2

• Genre
• Authors Point of View
• Author Craft
• Visualization
• Text Structure

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LUNCH

• Resume at 1230 - 1 hour Lunch
• ENJOY!

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Developing a Guided Highlight Reading Using the
Six Step Guide

• Passage on United States Quarters
• Use lesson guide/outline
• Create guided highlight for questions
• 1 2
• Graphic Organizer

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Grade Level Activity

• Creating Content Specific Guided Highlights

On Your Own
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Planning

• Select an article or piece of text that is
  accessible to all the students.
• Identify the vocabulary that needs to be taught
  in advance.
• Determine a context for the information that
  could frame it for the students prior knowledge.
• Consider what kind of discussion you want to come
  out of the reading of the text.
• Select the appropriate information to be
  highlighted based on the goal for the discussion.
• Map out the text paragraph by paragraph with
  prompts to highlight the information.

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Web Resources

• Weekly Reader Connect
• www.wrconnect.com
• Urban Education Exchange
• www.ueexchange.org
• Supporting Comprehension
• http//delicious.com/cwozniak