Observing Close Reading

Close Reading

• What do you remember about close reading?

Anchor Standard 1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific evidence when writing speaking to support conclusions

drawn from the text.

Standard 1: Read Closely

• Kindergarten: With prompting and support, ask and answer questions about key details in a text

• Grade 1: Ask and answer questions about key details in a text

• Grade 2: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

Standard 1: Read Closely

• Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

• Grade 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

• Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

Reading Standards

• Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

• Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

Close Reading

• Read Fisher & Frey article:Close Reading in Elementary Schools

• Choose highlights from the article using: • AHA Protocol

• ! A new idea or one you have not previously considered

• ? An idea that does not align with your experiences or that you would like to explore

• ✔ Mark the ideas that you agree with or that you think is significant to the group

Reflect on the Reading

• In small groups of three, each person shares highlights for 1 minute uninterrupted that relates to the text.

! ? ✔

Discussion

Based on the article, what are some things you would hope to observe during a close reading lesson?

Observation Guide

• What do we look for in a classroom? • Review observation guide for close

reading lesson. • Questions?

Review Artifacts

• Teacher lesson plan • Close reading questions

Teacher Effectiveness Rubric1.A.4 Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

11.A.2 Consistently uses instructional practices that are likely to motivate and engage most students during the lesson.

1.B.2 Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

11.A.3 Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

11.B.1 Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

Close Reading Observation

Watch the video and use the observation guide and knowledge from the Fisher and Frey article to guide your thinking.

Formulate Teacher Feedback

• Teams of six record:• Areas of strength• Areas for development • Prescriptions

Gallery Walk

• Review feedback from other teams • Identify evidence based feedback that could

improve upon your own. Mark two. • Revise one of your prescriptions

Next Steps

• How will this inform your implementation of close reading at your school?

TRC- Progress Monitoring

Good Job on TRC-PM so far…

• Adams• Bates• Baldwin• Blackstone• Clap• Condon• Grew

• Kilmer (100% of FB & BP & 84% of P)

• Lyon (100% of FB, BP & P & 65% of AP)

• Marshall• Orchard Gardens

DIBELS-Progress Monitoring

Good Job on DIBELS -Progress Monitoring so far…

• Adams• Baldwin ELC• Blackstone• Clap• Condon• Conley

• Grew• Harvard-Kent• Haynes EEC• Hurley• Lyon (100%)• Umana

Academy

Literacy Leader Planning

What implications does our collaborative work have for your practice between this meeting and the next? What change will you make in your work with students, their families or your

colleagues?Planned Change:What will I do?

Why am I planning to do this? What do I hope will happen as a result of this change in my practice?

How will I initiate this change? What am I going to do? What steps will I take and when will I take them?

What supports do I need to be successful? Who can help me and what do I need from them?

Literacy Leader Resources