Summer 2012 Day 2, Session 1 Educator Effectiveness Academy English Language Arts “Transitioning...

Summer 2012Summer 2012Day 2, Session 1Day 2, Session 1

Educator Effectiveness AcademyEducator Effectiveness AcademyEnglish Language ArtsEnglish Language Arts

“Transitioning to the Common Core State Standards by Making Strategic and Informed Choices in the Classroom”

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REMINDER: If you have not yet done so, please read both the handout

titled “A Guide to Creating Text-Dependent Questions for Close Analytic Reading” and the close reading lesson.

EEA Summer 2012: ELA OutcomesEEA Summer 2012: ELA Outcomes

Participants will…Participants will…

• examine and apply the Maryland CCSC resources• text complexity; lesson alignment• CMS• UDL, Learning Links

• analyze the instructional shifts inherent in the CCSS• increased rigor• integration of the English language arts strands• balance of informational and literary texts• close analytic reading• writing instruction• short, focused research projects; comparison and synthesis of ideas

• develop an understanding of current PARCC information• assessments• supports

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Participants willParticipants will

• define close analytic readingdefine close analytic reading

• examine the characteristics of close analytic readingcharacteristics of close analytic reading

Session OutcomesSession Outcomes

ELA EEA Day 2, Session 1

• practice generating text-dependent questions as the foundation of a close analytic reading

Close Analytic ReadingClose Analytic Reading


What is it? What does it look like?

Two Key Questions


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What is close analytic reading?What is close analytic reading?

A close reading is the careful, sustained analysis of any text that focuses on significant details or patterns and that typically examines some aspect of the text’s form, craft, meanings, etc.

http://owl.english.purdue.edu/owl/resource/751/01/


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What does PARCC say about What does PARCC say about close analytic reading?close analytic reading?

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.

PARCC Model Content Frameworks for ELA/Literacy, p. 6.


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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.



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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 onthe meanings of individual words and sentences; the order in whichsentences 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 awhole.



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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.

together add up to — from the smallest linguistic matters to larger issues of overall understanding and judgment.

Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect onthe meanings of individual words and sentences; the order in whichsentences 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 awhole. Close analytic reading entails the careful gathering of observationsabout a text and careful consideration about what those observations taken



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What have ELA experts observed about the CCSS for ELA/Literacy vis-à-vis close analytic reading?

• Past standards have been based largely upon theories of reading comprehension drawn from cognitive science.

Emphasize procedures or strategies that readers use to guide their reading (e.g., summarization, questioning, monitoring, visualizing)

• The common core standards are also based upon theory, but literary theory not psychological theory.

Depend heavily upon “New Criticism”

Timothy Shanahan. University of Illinois at Chicago. CTPP Fall Summit 2011 http://www.chicagoteacherpartnership.org/resources/


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Okay, so that’s what it is.

But, what does it look like at my

grade level?

Two Key Questions


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Activity #1

• Locate the close reading sample in your notebooks.

• Take a few minutes to review the sample silently.

• Discuss at your table the characteristics of close reading that you can infer from the sample.



Let’s talk!

• Discuss at your table the characteristics of close reading that you can infer from the sample.

• Be prepared to share with Be prepared to share with the large group.the large group.


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Let’s share!


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Activity #2

• In your binders, locate the chapter titled “The Wooden Horse” from The One-Eyed Giant.

• Take a few minutes to review the chapter silently.

• Review the “Guide to Creating Text-Dependent Questions for Close Analytic Reading.”



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Activity #2

• In your binders, locate the excerpt titled “The Lord of the Winds” from The Wanderings of Odysseus AND the excerpt from the speech by Mark Twain.

• Take a few minutes to review each text silently.




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Activity #2

• In your binders, locate the excerpt from The Odyssey AND the excerpt from the speech by Mark Twain.

• Take a few minutes to review each text silently.




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Activity #2

Text-dependent questions:



• “privilege” the text

• enable students to notice what they might otherwise miss

• delve “systematically into a text”

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Activity #2

• Generate a set of purposeful, text-dependent questions that would require a close analytic reading of the text assigned to your small group.



• Record your set of questions on chart paper and post the chart for sharing with the large group.

• Consult the sample of a close analytic reading.

• Consider the suggestions in the “Guide to Creating Text-Dependent Questions for Close Analytic Reading.”

What are the implications of close analytic reading for making strategic and informed

decisions in ELA?

• Selection of text

• Role of strategic reading v close reading

• Reader stamina: “thorough, methodical analysis”

• Level of questioning

• Use of evidence in writing or speaking to support claims about the text


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A key question to examine…

How do we navigate the tension between reading comprehension theory and literary theory to provide

the best instruction for our students?

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Session Closure: Session Closure: 3-2-13-2-1

3:3: Describe 3 ways in which the information and activities about close analytic reading will help teachers make strategic and informed choices.

2:2: Describe 2 ideas or points about close analytic reading that you plan to explore further to help teachers make strategic and informed choices.

11:: Describe 1 idea or point about close analytic reading that you think is critical for planning professional development for your school.


R/ELA.EEA.2012.©MSDE

Summer 2012 Day 2, Session 1 Educator Effectiveness Academy English Language Arts “Transitioning...

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