Transcript moodle.wbrschools.net

Close Reading and the
Common Core
Paperless Investigation of Primary and Secondary
Courses in the Social Studies Classroom
Jared Wall,
Devall Middle School
http://moodle.wbrschools.net/
[email protected]
Common Core
Increasing Rigor
Common Core
● Focus is on reading and analyzing complex
texts--especially primary and secondary
sources in the social studies classroom.
● Get out of the textbook.
Standards
Key Ideas and Details:
A.
CCSS.ELA-LITERACY.RH.6-8.1
1. Cite specific textual evidence to support analysis of
primary and secondary sources.
B.
CCSS.ELA-LITERACY.RH.6-8.2
1. Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge
or opinions.
Standards
Craft and Structure:
A. CCSS.ELA-LITERACY.RH.6-8.6
1.
Identify aspects of a text that reveal an author's point
of view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
Integration of Knowledge and Ideas:
A. CCSS.ELA-LITERACY.RH.6-8.8
1.
Distinguish among fact, opinion, and reasoned
judgment in a text.
Standards
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and comprehend history/social
studies texts in the grades 6-8 text complexity band
independently and proficiently.
Focus on information texts
A. Primary Sources
1. In social studies specifically, primary texts tend to be
extremely complex texts.
a) Written in the language, spelling, and dialect of the
historical period being studied.
B. Secondary Sources
1. The focus should be in finding informational text that is
outside of the “Textbook” and gives the student the
opportunity to read multiple sources on the same subject.
Close Reading
A Method for Helping Students Decipher
Complex Texts
Why Complex Texts?
Complex texts will be utilized on state assessments.
If we provide opportunities for our students to read,
analyze, and respond to complex texts routinely in our
own curriculum and with our help--providing strategies
and tools for this complex reading--then, when they are
reading on their own, they will be better equipped to
perform on their own. (If we practice regularly, it will be
much easier on the test)
http://www.shanahanonliteracy.com/
Close Reading
A.
What it is not.
1.
Reading hard text slowly.
2.
Reading and rereading word for word in order to
understand every word.
B.
What it is.
1. Reading text multiple times in order to analyze and
First Read: Comprehension
A.
How can a student answer complex questions about a text
they do not understand.? Critical thinking and higher
order questions can’t be answered without a good
understanding of the meaning of the text.
B.
Ask questions that help the reader to make meaning from
the text and allow the reader to demonstrate their
understanding of the text.
a) Answer simple, text-based questions.
b) Have students summarize the central idea.
Second Read: Text Structure
A.
Have students read all or portions of the text again
looking for new and more complex meaning.
1.
Identify the author’s main idea.
2.
Identify the supporting evidence.
3.
Identify factual statements and statements of opinion.
Subsequent Readings: Extended Thinking
A.
Have students re-read portions of the text in order to think
critically about the text. (Think like a historian)
1.
Who is the author? What is his/her bias?
2.
What is the purpose of the text?
3.
Is this source dependable? How do you know?
4.
Connect this source to other sources on the same
Subtext
Technology Tool for Paperless Investigation
Subtext
http://ar360.renlearn.com/
● For those who have access to Accelerated Reader, this is my
favorite tool for close reading. You must have a school or
district AR accounts for teachers and students.
(Free for a limited time)
● You can create separate classes and then assign readings to
the library of those specific classes. Students are added by
giving them your classroom code.
Adding Documents
You can search for primary and secondary texts online or upload
via PDF. Once you find what you are looking for online, it’s as
simple as clicking a button on your web browser to have the
article formatted for reading in subtext and a reading level
assigned so that you can know how complex the text actually is.
Adding Questions
● You can easily highlight the text you wish to have the
students read closely and type a questions. The question is
embedded right into the article and students respond as they
read.
● This gives you the power to read multiple times for the
different reasons discussed above.
Student Responses
All student responses remain hidden to other
students until that student has replied with his or her
own answer.
Other Activities
● Higher level activities can be added after the first and/or
second read that require students show what they have
learned by highlighting text that meets certain criteria.
● For example: You may ask students to identify the argument
being made and then highlight evidence that supports the
author’s argument. Each time the student highlights text, they
can tag their highlight with the word “evidence.” This lets
you know that they have found what you wanted them to find.
No more guessing if the student actually gets it.
Subtext
● Can be used as an online web app or as an Ipad app
(its original purpose).
● Has built in common core activities.
● Extremely flexible--allows you to create your own
activities.
● Allows students to annotate their reading, save their
notes and highlights to their library.
● Allows students to ask the teacher questions or pose a
questions for the class.
Jared Wall,
Devall Middle School
http://moodle.wbrschools.net/
[email protected]