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Todays Agenda
Comprehension Close Reading
Reading Systems Control the Game Accountable Independent Reading Implicit Vocabulary Explicit Vocabulary
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Taxonalities!
Taxonalities!
One person will go through the taxonomy terms and the rest of the group will try to guess them.
Each round will last 1 minute. Keep track of how many terms your group guesses in each round.
Reflection What book or books were your watershed texts as a student? Which ones changed the way that you thought, made you love the study of book, and just maybe, set you on the path to becoming an teacher?
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Bayonet
What two takeaways do you have about Close Reading after participating in the model?
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Close Reading
Archaic Language
Historical context, vocabulary, and syntax of older texts (over 50 years old) are typically more complex than texts written today.
My fathers family name being Pirrip, and my Christian name Philip, my infant tongue could make of both names nothing longer or more explicit than Pip. So, I called myself Pip, and came to be called Pip.
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Symbolic Text
Literary texts with a single level of meaning are easier to read than those where the message is figurative/symbolic.
"Yup," said George. He tried to think a little about the ballerinas. They weren't really very good-no better than anybody else would have been, anyway. They were burdened with sashweights and bags of birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face, would feel like something the cat drug in. George was toying with the vague notion that maybe dancers shouldn't be handicapped. But he didn't get very far with it before another noise in his ear radio scattered his thoughts.
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Frequent use of flashbacks, flashforwards, and other manipulations of time and sequence.
As the central ribs of strength grew weak, each leaf tilted downward. Then it was June, and the sun shone more fiercely.
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Misleadin g Texts
Fictional texts can have unreliable narrators whose depiction of events is deliberately or accidentally inaccurate. They can have multiple narrators, nonhuman narrators, or satiric narration.
TRUE! - nervous - very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses - not destroyed - not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell.
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Hyper(difficult) Text
Over the weekend the vultures got into the presidential palace by pecking through the screens on the balcony windows and the flapping of their wings stirred up the stagnant time inside, and at dawn on Monday the city awoke out of its lethargy of centuries with the warm, soft breeze of a great man dead and rotting grandeur.
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Close Reading
Close Reading
Key Idea: Close Reading is a method of unlocking difficult text--above students comfort level--using intentional reading and intentional questioning.
The Purposes of Close Reading 1. To understand Plot and Argument 2. Symbolism, imagery, rhetorical structure 3. To prepare for independence and master the Cold Read
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Close Reading
Key Idea: Close Reading is a method of unlocking difficult text--above students comfort level--using intentional reading and intentional questioning. Includes 1. Multiple reads; multiple reading approaches 2. Attention to type of text complexity 3. Text dependent questions
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Layered Readings
Line by Line Read. Pause. Read. Pause Text Focus: Lower the Level, Paraphrase, Deliberate Design
Contiguou Full read with flow s Read Independent or Shared Leapfrog Read Jumps from spot to spot to trace a key idea throughout the text Especially useful in figurative and symbolic texts
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Finite Evidence
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Study how a text defines a phrase in layers of depth and context What does the word dedicate mean the first two times Lincoln uses it? How does Lincoln use it the final two times? How is it related to devotion?
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Deliberat e Design
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Step Two
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Step Four
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Step Two
Plan how you will have students read the passage (Line by Line read, Contiguous Reading, or Leap Frog Read).
Step Three
Now script 2-3 additional questions and practice again asking your questions.
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Break
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20 min/day
17 min/hour
Road Miles
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Road Miles
What are some of the barriers that prevent students from reading more during class?
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Video Analysis
Colleen Driggs How many are students reading in Colleens class? How do you know?
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Bridging
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Anna Myers
How does Anna support her most struggling reader during this Control the Game reading of a non-narrative nonfiction text?
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1. How to make durations and readers unpredictable 2. Keep durations short 3. How will you minimize transaction costs? (i.e. how will you call on students to read) 4. When/how will you bridge? 5. Will you spot check? How?
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Students
Coaches
Give teacher feedback, using the principles and common language of Control the Game: One thing you did well was One thing you could try differently..
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Students
Coaches
Lunch
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AIR
Accountabilit y Tools
Question Mark Up Hash Marks Read Back
Gradual Release
Length of Reading Time lag for follow up Rigor of Questions Difficulty of passage Autonomy
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Christy Lundy
Beth Verrilli
What is High School about Beth Verrillis use of Accountable Independent Reading in this clip?
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Students
Coaches
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Break
Implicit Vocabulary
Implicit Vocabulary
Key Idea: Teaching a word or two daily with depth and subtlety, teachers also have to reinforce implicit vocabulary while students are reading. Four Key Actions: Define Define and Practice Pronounce Ignore
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Video Analysis
Frame & Pastore What criteria do you think about to decide whether to use Patricks or Nikkis technique? What is especially effective about how Tondra addresses Implicit Vocabulary? What other elements of reading instruction do you see here?
Tondra Bailey
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Step 2
Step 3
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Students
Coach
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Explicit Vocabulary
Explicit Vocabulary
Key Idea: Definitions are insufficient for word mastery. Focus on using words correctly to develop depth of word knowledge. Reflection: How many times do you have to use a word before you own it?
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Picture This
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Glare
Word Play
Stephen Chiger
What takeaways do you have for how to effectively review vocabulary words with your students?
Word Play
Option 1: Single Word
Using the template on page 1819, script how you might roll out a single word for the first time in 3.5 minutes. Try to use (and have students use) the word 10 times.
Chose from the words and definitions on the next slide and draft how you will use word play to review 3 words with students in 3.5 minutes.
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generate pleaded intrigued content clambering network resource dominate alliance restrain
To bring into existence Begged; special legal case: argued for or against a claim; Aroused the interest or curiosity of Satisfied with what one has or is-- (its an adjective and refers to people) Climbing awkwardly A system of related and connected parts Something useful and valuable To have a commanding position or controlling power over A union (with a goal) between people or groups To prevent from doing; to curb; to limit or keep under control
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