Transcript CCSS Close Reading and IVF Summaries

CCSS Literacy Practices
Reading
AUGUST 9, 2012
Let’s get started…
 Yesterday, you worked with the CCSS Literacy
Standards in the afternoon…
 How do you think the new standards will impact
your teaching?
 What did you notice that was different about the
CCSS?
Close Reading
 Throughout the standards, Close Reading is
frequently mentioned.
 In order to learn more about it, we will watch a
portion of a Pearson Education webinar with Nicole
Franks
 We will read a text selection and practice close
reading
 We will learn about and practice writing “textdependent” questions
PEARSON EDUCATION WEBINAR
 With Nicole Franks
 http://www.brainshark.com/pearsonschool/CCSSNi
coleFranks022312
Close Reading by Any Other Name
 Now that you know more about Close Reading, have
you been trained in a similar strategy? What was it
called?
Close Reading and the CCSS
Four steps of analysis are reflected in four types of
reading and discussion:
1. What a text says –
(CCSS – Anchor Reading #1)
Restatement
2. What a text does –
(CCSS – Anchor Reading #3, 4, and 5)
Description
3. What a text means –
(CCSS – Anchor Reading #2, 6,and 8)
Interpretation
4. So what does it mean to me? –
(CCSS – Anchor Reading #7 and 9)
Application
All Four Questions: (CCSS – Anchor Reading #10)
Going Deeper…
 When we read with our students, we are sometimes
satisfied when they can recall and comprehend the
meaning of the text…as they do after the first reading
 With the CCSS, we must go into the more critical and
analytical questions
Reading a Text Selection…from the Four Corners
Read
1.
What aWhat
text says
does– the text
(CCSS – Anchor
#1
say?
Reading #1)
How does it say it?
Restatement
2. What a text
does
– says –
What
a text
(CCSS – Anchor
Reading #3, 4, and 5)
RESTATEMENT
Description
What a text does –
DESCRIPTION
 Read the article.
 Answer questions 1 and 2 on your handout
Close Reading and the CCSS
Read
3.
What aWhat
text means
does it–mean?
(CCSS – Anchor Reading #2, 6,and
#2
8)
text to
means
4. So what What
does itamean
me? ––
INTERPRETATION
(CCSS – Anchor
Reading #7 and 9)
So what does it mean
Interpretation
to me?
So what? –
Application
APPLICATION
• Now, re-read the text and answer
questions 3 and 4 on your handout
Close Reading
The Four Corners of Text – ALL Content ALL the Time…
Read #1
What does the text
say?
How does it say it?
What a text says –
RESTATEMENT
What a text does –
DESCRIPTION
Read #2 What does it mean?
What a text means –
INTERPRETATION
So what does it mean
to me?
So what? –
APPLICATION
Processing…
 What did you notice about the text the second time
you read it that you didn’t catch the first time
through?
 What inferences did you make the second time
around?
 Did re-reading and answering questions 3 and 4
require you to process at a different level?
 How will close reading benefit our students?
CCSS Literacy Practices
Writing
AUGUST 9, 2012
Using the IVF formula to
create a topic sentence and
write a short summary
paragraph.
ADAPTED FROM STEP-UP TO WRITING FROM SOPRISWEST
What do you think?
 Considering the writing standards for the CCSS,
what do you think your students will have difficulty
doing?
Writing a topic
sentence
Providing evidence
summarizing
How can we help?
 In order to write a clear, concise topic sentence,
many students need guidance.
 An easy formula is using the IVF.
 I—identify the item
 V—select a verb
 F—finish the thought
Step 1
Write a topic sentence using an IVF.
Identify the item
Provide a Verb
“Navy to End
acknowledges
Ban on Women in
Submarines” from
News for You
Finish the thought
it is time to allow
women on naval
submarines.
Using a word bank for verbs can
make a big difference.
 Acknowledges
 Describes
 Blames
 Encourages
 Clarifies
 Endorses
 Confirms
 Explains
 Confronts
 Gives
 Compares
 Illustrates
 Critiques
 Offers
 Defends
 Praises
 Defines
 Provides
 Demonstrates
 Etc.
Step 2
 Copy your topic sentence to look like a real sentence.
Edit to fix spelling, grammar and capitalization
errors.
 “Navy to End Ban on Women in Submarines” from
News for You acknowledges it is time to allow for
women on naval submarines.
Step 3 Create a fact outline
 Women will board submarines in 2011
 First women will probably be officers because
officers already have separate living quarters.
 There will never be less than two women on a sub at
one time.
Step 4 Use your fact outline to write a summary
paragraph.
“Navy to End Ban on Women in Submarines” in
News for You is an article that acknowledges it is
time to allow women on naval submarines. The
Navy hopes to do this by allowing women to
board submarines on 2011. The first women will
probably be officers because officers already
have separate living quarters. This is easier and
cheaper than trying to restructure a submarine.
Also, the plan includes the rule that there would
never be less than two women on a submarine at
one time. We look forward to seeing women as
submarine commanders in the near future.
Some more examples
Finding the area
of a rectangle
requires
multiplying the
length times the
width.
The circulatory
system
transfers
Supersize Me, a
documentary by
Morgan
Spurlock,
follows
oxygen to all the
cells in the brain and
the rest of the body.
a 30-day period in
which he ate only
McDonald’s food.
Let’s try another
IVF
(Using your handout)
Identify the item
add a
verb
Finish the thought
Use of the IVF
 Once the topic sentence has been written and the fact
outline is done, writing the summary will be easier
for the student.
 Like the 3.8 paragraph, it has a distinct organization
which helps the students.
 The verb “word bank” can be specialized for specific
content areas.
Thank you!
PLEASE COMPLETE THE EVALUATION FOR
THIS MORNING, AND LET US KNOW WHAT
TYPES OF PROFESSIONAL DEVELOPMENT
YOU WILL NEED TO BEGIN USING THESE
STRATEGIES IN THE CLASSROOM