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3 The ability to: – Read – Write – Listen/View – Speak/Discuss/Present – Demonstrate creative and critical thinking What is Literacy?

4 What does this look like in the classroom? Routines that engage students in reading, writing, listening, speaking, thinking critically, and performing in meaningful ways. This includes interacting with the text by highlighting key vocabulary, posting questions, completing charts, drawing pictures, making connections, summarizing, and observing patterns for a meaningful purpose.

5 What Is Close Reading? Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc. It is a key requirement of the Common Core State Standards and directs the reader’s attention to the text itself.

6 What does this mean? Read like a detective. Write like an investigative reporter.

7 How do LINGUISTS approach text? Identify vocabulary Identify language structures Refer to text features Use context clues Make connections Apply knowledge about the culture Visualize Chunk the text Expect not to understand every word Use a dictionary sparingly

8 Students must interact with text and with others about text in meaningful ways SCAFFOLDING 1. I do. You watch. (Modeled) 2. I do. You help. (Shared) 4. You do. I watch. (Independent.) 3. You do. I help. (Guided / Interpretive)

9 Process Prior Knowledge of Students Teach New Vocabulary (5-6) 1 st Read: Silent Read - Purpose for Reading ? 2 nd Read: Coding: Look at words, phrases, and sentences. (Highlight/Circle…) / Discuss 3 rd Read: Reading Self-Assessment 4 th Read: Read – Question – Read / Chunk Reading 5 th Read: Chunk Text/Write Questions 6 th Read: Extension leading to Discussion

10 Chunking Text > Questions Divide Text to manageable chunks Students create a question that can be answered with the information in a given section Students write questions in margin next to designated section Teacher privately directs each group to write a question from each section onto a sentence strip. Sentence strips are displayed on board. Students participate in a gallery walk and designate which section of the text best answers the question. Review as a class.

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12 What is a linguist?

13 ¡Ustedes son linguistas! Leer como un detective Escribir como un periodista de investigación

14 Silent Read

15 ¡VAMOS A LEER! Primero: Identifica… los sujetos (los pronombres / nombres) los verbos: ar, er, & ir Segundo: Identifica… los cognados palabras familares

16 √= I knew that. * = This is important. ? = I have a question. ! = I learned something new. Cuando leen…

17 ¿Por qué leemos? Escribe la pregunta debajo de la foto. ¿Qué hace Margarita durante la semana? – Identifica cinco actividades del cuento. 1. asistir a la esuela 2. 3. 4. 5.

18 LEERPREGUNTARLEER ¿Qué hace Margarita durante la semana? Identifica cinco actividades del cuento.

19 ¿Por qué leemos? Escribe la pregunta debajo de la foto. ¿Qué hace Margarita durante la semana? – Identifica cinco actividades del cuento. 1. asistir a la esuela 2. 3. 4. 5.

20 ¿Por qué leemos? Escribe la pregunta debajo de la foto. ¿Qué hace Margarita durante la semana? – Identifica cinco actividades del cuento. 1. 2. 3. 4. 5.

21 ¿Qué pasa en el cuento? Paragraph Section DetailsMain Idea 1. DURANTE LA SEMANA **** 2.LOS SÁBADOS ************ 3. EL CAFÉ ******

22 ¿Qué hacemos? ¿Qué hace Margarita durante la semana? Primero ella… Segundo ella…. Tercero ella… Quarto ella… Quinto ella…. Sexto ella no…. a.Una frase completa b.Una foto

23 Personalize It Extend and Connect to Students

24 Now it’s your turn! Join Our Edmodo Group 3ev3vm

25 Try it Out! How might you implement one or more of the questioning/discussion strategies discussed today?

26 Work NOT ALONE! COLLABORATE!! 26

27 Your Teacher Tool Box Questioning StrategiesDiscussion StrategiesManagement Strategies 1.Questions stems to use on assessments 2.Convergent Questions 3.Divergent Questions 4.Text-Dependent Questions 5.Close Reading 6.PARCC 1.Talking Chips 2.Talking Stick 3.Discussion Tickets 4.Small Groups 5.Position Seating 6.Whip Around 7.Chalk Talk 8.Tug of War 9.Anonymous Cards 10.Last Word 11.Body Voting 12.Conversational Moves 13.Snowballing 14.Fishbowl 15.Jigsaw 16.Pinwheel 17.Small Silent Collaboration 18.Technology 1.Start small—allow student to discuss with teacher, then with selected peer, additional peers, etc. 2.Provide student with opportunities to practice “scripted” contributions before the actual discussion. 3.Establish cueing system between teacher and student. 4.Record student ideas 5.Plan threaded discussions using Google Docs, Edmodo, etc. 6.Conduct real time, online discussions. 7.Priority checks

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29 Questions?

30 We Want to Hear from YOU!! Which discussion technique did you choose to extend your close reading activity? 30