• The ability to:–Read–Write–Listen/View–Speak/Discuss/Present–Demonstrate creative and critical

thinking

What is Literacy?

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.

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.

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

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

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)

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

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.

What is a linguist?

¡Ustedes son linguistas!

• Leer como un detective• Escribir como un periodista

de investigación

Silent Read

¡VAMOS A LEER!• Primero:

• Identifica…• los sujetos (los pronombres / nombres) • los verbos: ar, er, & ir

•Segundo:• Identifica…

• los cognados

• palabras familares

• √ = I knew that. • * = This is important. • ? = I have a question. • ! = I learned something new.

Cuando leen…

¿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.

LEER PREGUNTAR LEER

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

¿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.

¿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.

¿Qué pasa en el cuento?ParagraphSection

Details Main Idea

1. DURANTE LA SEMANA

**

2.LOS SÁBADOS ******

3. EL CAFÉ ***

¿Qué hacemos?• ¿Qué hace Margarita

durante la semana?

• Primero ella…• Segundo ella….• Tercero ella…• Quarto ella…• Quinto ella….• Sexto ella no….

a.Una frase completab.Una foto

Personalize It

Extend and Connect to Students

Now it’s your turn!

Join Our Edmodo Group

3ev3vm

Try it Out!

How might you implement one or more of the questioning/discussion strategies discussed today?

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Work NOT ALONE!COLLABORATE!!

Your Teacher Tool BoxQuestioning Strategies Discussion Strategies Management Strategies

1. Questions stems to use on assessments

2. Convergent Questions3. Divergent Questions4. Text-Dependent Questions5. Close Reading6. PARCC

1. Talking Chips2. Talking Stick3. Discussion Tickets4. Small Groups5. Position Seating6. Whip Around7. Chalk Talk8. Tug of War9. Anonymous Cards10. Last Word11. Body Voting12. Conversational Moves13. Snowballing14. Fishbowl15. Jigsaw16. Pinwheel17. Small Silent Collaboration18. 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 ideas5. Plan threaded discussions

using Google Docs, Edmodo, etc.

6. Conduct real time, online discussions.

7. Priority checks

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Questions?

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We Want to Hear from YOU!!Which discussion technique did you choose

to extend your close reading activity?