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What is College & Career Ready?
Schauna Findlay, Ph.D.Schauna.findlay@gmail.com
Welcome!
Do You Recognize These Students?
Are inexperienced but not beginning readers
Have limited comprehension when they do read academic texts
View reading as only a school-based activity
Are not held accountable for much reading
Lack confidence and are mentally passive with academic reading
Expend a lot of energy covering up what they don’t understand
Appear to have limited knowledge of topics in school texts
Have misconceptions about reading and learning
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Do You Recognize These Teachers?
My students can’t, don’t, won’t read
I don’t know how to teach reading
I have too much to cover to add anything else
Besides, it’s not my job
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Shared Responsibility
“The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.”
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from the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, page 4.
All Teachers Support Literacy
• This interdisciplinary approach to literacy stems from extensive research establishing the need for college and career ready students to be proficient in reading complex informational texts, independently, in a variety of content areas.
• Most of the required reading in college and workforce training programs is informational in structure and challenging in content
• Postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.
• The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.
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Today’s Outcomes
Define College & Career Ready
Understand the importance of College & Career Readiness
Explore the Critical Literacy Shifts
Understand Characteristics of Text-Based Questions
Apply Socratic Practices, Engagement Routines, and Accountable Talk
Lesson Study for Close Reading
Practicum 1: Teach your students the Engagement Routines and Accountable Talk phrases, and have them practice before we come together again.
Practicum 2: Complete a text and task analysis for a core text you teach and create and present a lesson for that text incorporating close reading practices
College & Career Readiness
NGA defines a CCR student as “an individual that is ready to succeed in entry-level, credit-bearing, academic college courses and in workforce training programs … toward careers that offer competitive, livable salaries above the poverty line; offer opportunities for career advancement; and are in a growing or sustainable industry.”*
* National Governors Association, “Common Core State Standards Initiative: Standards-Setting Criteria” (Washington, D.C.: 2009).
FUTURE Workforce projections indicate ongoing shortages – especially in high-growth career fields
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Management Education Health Care ComputerSpecialties
CommunityServices
Career Fields
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rce
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Projected Annual Job Openings Career Interested and Math Proficient
©BHEF
SOURCE: Derived from ACT’s The Condition of College and Career Readiness, 2010
College Readiness Benchmarks by subject
Percent of ACT-Tested School Graduates Meeting College Readiness Benchmarks by Subject, 2011
66% of all ACT-tested high school graduates met the English College Readiness Benchmark in 2011. Just 1 in 4 (25%) met all four College Readiness Benchmarks.
In 2011, 52% of graduates met the Reading Benchmark, while 45% met the Mathematics Benchmark. Just under 1 in 3 (30%) met the College Readiness Benchmark in Science.
College and Career Readiness Currently At-Risk
Each year, approximately 1.2 million students fail to graduate from high school, more than half of whom are from minority groups.
Percent of freshmen who enroll in at least one remedial course:
Community College Four-Year Institution
42% 20%
Alliance for Excellent Education, February 2009 edition.
http:www.in.gov/che/2489.htm
Check out the performance of your school.
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58%
17%
0%
10%
20%
30%
40%
50%
60%
70%
No Remedial Course(s) Remedial Course(s)
Alliance for Excellent Education, February 2009 edition.
College Drop Outs & Remedial Courses
Students who enroll in a remedial reading course are 41% more likely to drop out of college.
(NCES, 2004a)
A Threat to National Security
75% ineligible for military because they cannot pass the test
Margaret Spellings, former Secretary of Education
We have a Global Achievement Gap
“Right now, three-quarters of the fastest-growing occupations require more than a high school diploma. And yet, just over half of our citizens have only that level of education. We have one of the highest high school dropout rates of any industrialized nation.”
President Obama, Feb 24, 2009 Address to Joint Session of Congress
Reading … How high is the mountain?
ACT Study — Schmeiser, 2006
Unprepared in Reading
Preparedin Reading
Chance of Later Success
1%
32%
Science
15%
67%
Mathematics
Reading Proficiency is KEY
How does education CHANGE to meet
that need?
List three priorities of needs for your
class/school/district.
Share with your “shoulder buddy.”
Literacy is KEY!
Annotate Harvard Library ArticleSample: Quick Annotation Strategy
? = Ask a question“The text mentions a DNA study. What does DNA stand for?”
!!! = Note an interesting passage“I didn’t realize that tapeworms can grow to 23 meters!”
C = connection to another text or piece of evidence“The Ebola virus is like the AIDS virus we read about yesterday because….”
= Access prior knowledge; I already knew that!“I knew that photosynthesis requires water.”
X = Challenge your own thinking, new information“I had no idea that Nobel invented dynamite.”
* = Reason that looks important“I’ll need this piece of evidence about Madison to support my thesis.”
Box it = Remember words you don't know, are repeated, or you just like“I’ve seen the word ignominious several times, and I need to look it up.”
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Introduction to the Literacy Shifts in Content Areas
Reading Anchor Standards for ELA and Content Areas
ELA Instructional Shifts Engageny.org
Shifts Mean a Change in Practice!
From…
Content knowledge primarily from teacher-led lecture
To…
Content knowledge comes from a balance of reading, writing lecture, and hands-on experience
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Shift: Building knowledge through Content-Rich Nonfiction
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Building Knowledge Through Content-rich Nonfiction – Why?
• Students are required to read very little informational text in elementary and middle school.
• Non-fiction makes up the vast majority of required reading in college/workplace.
• Informational text is harder for students to comprehend than narrative text.
• Supports students learning how to read different types of informational text.
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Distribution of Literacy and Informational Texts
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Shift: Regular practice with complex text and its academic language
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Regular Practice With Complex text and Its Academic Language: Why?
• Gap between complexity of college and high school texts is huge.
• What students can read, in terms of complexity, is greatest predictor of success in college ( 2006 ACT study).
• Too many students are reading at too low a level.
• Standards include a staircase of increasing text complexity from elementary through high school.
• Standards also focus on building general academic vocabulary so critical to comprehension.
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Preparing our students for College & Careers
Metametrics
Current Text Complexity Analysis
Re-conceptualizing the Text Complexity Demand Curve and Using Technology to Promote Growth Towards College and Career Readiness, Jack Stenner, Heather Koons, and Carl W SwartzOriginal Manuscript Provided to Student Achievement Partners in Partial Fulfillment of Workon Common Core Standards (2009)
Source: Metametrics
Today’s Text Gap
Re-conceptualizing the Text Complexity Demand Curve and Using Technology to Promote Growth Towards College and Career Readiness, Jack Stenner, Heather Koons, and Carl W SwartzOriginal Manuscript Provided to Student Achievement Partners in Partial Fulfillment of Workon Common Core Standards (2009)
Determining Text Complexity
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LEXILE® LEVELS TODAY AND WITH COMMON CORE
Quantitative: Rigor Increases 2-3 Grade Levels
*COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012
What are the Qualitative Features of Complex Text?
• Subtle and/or frequent transitions
• Multiple and/or subtle themes and purposes
• Density of information
• Unfamiliar settings, topics or events
• Lack of repetition, overlap or similarity in words and sentences
• Complex sentences
• Uncommon vocabulary
• Lack of words, sentences or paragraphs that review or pull things together for the student
• Longer paragraphs
• Any text structure which is less narrative and/or mixes structures
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Qualitative Features of Text Complexity
Informational Text
Levels of Purpose StructureLanguage Conventionality and ClarityKnowledge Demands
Literary Text
Levels of Meaning StructureLanguage Conventionality and ClarityKnowledge Demands
The Reader Influences Text Complexity
Cognitive CapabilitiesMotivationKnowledgeExperiences
Which text is more complex?
Lincoln was shaken by the presidency. Back in Springfield, politics had been a sort of exhilarating game; but in the White House, politics was power, and power was responsibility. Never before had Lincoln held executive office. In public life he had always been an insignificant legislator whose votes were cast in concert with others and whose decisions in themselves had neither finality nor importance. As President he might consult with others, but innumerable grave decisions were in the end his own, and with them came a burden of responsibility terrifying in its dimensions.
According to those who knew him, Lincoln was a man of many faces. In repose, he often seemed sad and gloomy. But when he began to speak, his expression changed. “The dull, listless features dropped like a mask,” said a Chicago newspaperman. “The eyes began to sparkle, the mouth to smile, the whole countenance was wreathed in animation, so that a stranger would have said, ‘Why, this man, so angular and solemn a moment ago, is really handsome.’”
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Text 1 Text 2
• Simplified texts often synonymous with restricted, limited, and thin in meaning
• Academic vocabulary can only be learned from complex texts
• Mature language skills can only be gained by working with demanding materials
• No evidence that struggling readers—especially at middle and high school—catch up by gradually increasing the complexity of simpler texts
Why not use simplified text?
A Staircase to Text Complexity
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Quick Write—Choose One
1) Think of a unit you currently teach, based on the video, what changes would you make to the texts in that unit or how you have students read them?
2) What shifts in your practice or practices at your school need to be made regarding the use of complex text versus independent/instructional level text?
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Scaffolds for Reading Complex Text
• Chunking• Reading and rereading• Read aloud• Strategic think aloud• Scaffolding questions• Heterogeneous small groups• Recording• Pre-prepping struggling readers to support confidence and
participation• Annotation strategies• Cornell notes• Paraphrasing and journaling
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Close Analytic Reading
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• Requires prompting students with text-dependent questions to unpack complex text and gain knowledge.
• Text dependent questions require text-based answers – evidence.
• Not teacher summarizing text, but guiding students through the text for information.
• Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions.
• Supports fluency.
1. Read a text – cold, without set-up.2. Re-Read in chunks.3. Paraphrase each chunk in writing.4. Discuss in own language, aloud, safely.5. Read aloud for accessibility.6. Identify hard words. Learn word meanings working
with a partner.7. Re-read several times, using specific prompts which
require looking for very specific details – using the text.
A CCSS Routine for Close Reading
8. Re-read for specific vocabulary.9. Compare / Contract vocabulary meanings – in
writing, and through sharing with a buddy.10. Write an essay requiring the student to take a
persuasive viewpoint and argue their case for the author’s (motivation, etc)
A CCSS Routine for Close Reading
The Gettysburg Address
• Read the Gettysburg Address to yourself.• Reread and write a paraphrase (your own words) of
the first two paragraphs. Answer who, what, when, where, why, and how.
• With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase and be sure to use at least one Accountable Talk phrase with your partner.
Listen as I read The Gettysburg Address aloud for us.
The Gettysburg Address
ACCOUNTABLE TALKPRODUCTIVE DISCUSSION BEHAVIORS
Encouraging accountable talk with phrases like:
‒ Say more about that...‒ Help me to understand...‒ Talk more about that...‒ Can anyone talk into that?‒ Can anyone build on that idea?‒ I wonder...‒ I'd like to build on that idea…‒ I disagree with that because...
Holding yourself and members of the group accountable by:
‒ Asking for clarification;‒ Supporting a statement that is on the topic;‒ Actually bringing the group back to the topic;‒ Making sure everyone in the group has participated
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• Looking at the entire text, circle three words you believe are difficult for a below-level reader to comprehend.
• Discuss the meaning of the words with your shoulder buddy. Use Accountable Talk phrases as you discuss.
• What have we done in this lesson, so far, to help the student access the new vocabulary?
The Gettysburg Address
Numbered Heads Together
Assign Groups:•4 students to one group•Each group is numbered off 1–4•Pairs = # 1 & 2, # 3 & 4•Group = # 1 thru 4•Stay together for 1 month
Process:•Question asked•Group discussion•Number 4’s stand up and speak for groups.•The remaining group members may coach speaker when it is his turn to talk.
Reread the text and complete the first question.
Using the Numbered Heads Together strategy, answer the question:
According to Lincoln, what made this nation new?
The Gettysburg Address
Reread the text and complete the second question.
Using the Numbered Heads Together strategy, answer the question:
What is being tested by war?
The Gettysburg Address
Reread the text and complete the third question.
Using the Numbered Heads Together strategy, answer the question:
What if Lincoln had used the verb “start” instead of “conceive?” (lines 2 and 4)
The Gettysburg Address
Reread the text and complete the fourth question.
Using the Numbered Heads Together strategy, answer the question:
How does Lincoln establish what is at stake in this war in the first two sentences of the Gettysburg Address?
The Gettysburg Address
Record the contextual meaning of dedicate as it is used in each instance and discuss your meanings with a Shoulder Buddy. Dedicated, line 2Dedicated, line 4Dedicate, line 5Dedicate, line 8
The Gettysburg Address
Read the essay prompt (culminating or performance task). Do you feel prepared based on our activities to complete this essay? Tell your shoulder buddy why or why not. If not, what else do you need?
Essay Prompt: In the last paragraph of the “Gettysburg Address,” Lincoln shifts the focus of his speech away from what he says is its purpose at the end of the second paragraph. What reasons does he give for the shift in focus? What does Lincoln think is the task left to those listening to his speech? Use evidence from the text to support your analysis. Formulate an answer to these questions in a thoughtful brief essay.
The Gettysburg Address
How was this lesson different? Complete a Quick Write for this question. You have 2 minutes.
Do you have a new understanding of “Reading Deeper” or “Close Reading”? What did you learn?
Complete a Quick Talk. You have 2 minutes to talk to your Shoulder Buddy.
The Gettysburg Address
• What do you think happens when struggling readers go through a lesson like The Gettysburg Address?
• Can they read the text?
• What kind of accommodations did we include here? What might we add?
Prior to this activity, how well did you really understand the REQUIREMENTS of the first CCR? (Read Closely, Infer, Use Evidence from the text in writing to support conclusions)
The Gettysburg Address
Close Reading Video—30 minutes
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Shift: Reading, Writing and Speaking Grounded in Evidence From Text, Both Literary and Informational
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Reading, Writing and Speaking Grounded in Evidence from Text: Why?
• Most college and workplace writing requires evidence.
• Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text.
• Ability to cite evidence differentiates strong from weak student performance on NAEP.
• Being able to locate and deploy evidence are hallmarks of strong readers and writers.
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Time – In and Out of the Text
• More instructional time spent outside the text means less time inside the text.
• Departing from the text in classroom discussion privileges only those who already have experience with the topic.
• It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.
• The CCSS are College and Career Readiness Standards.
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Text-Dependent Questions are not…
Low-level, literal, or recall questions
Focused on comprehension strategies
Just questions…
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Text-Dependent Questions...
• Can only be answered with evidence from the text.
• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.
• Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.
• Focus on difficult portions of text in order to enhance reading proficiency.
• Can also include prompts for writing and discussion questions.
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Text-Based Answers Video
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Three Types of Text-Dependent Questions
When you're writing or reviewing a set of questions, consider the following three categories:
•Questions that assess themes and central ideas
•Questions that assess knowledge of vocabulary
•Questions that assess syntax and structure
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Non-Examples and Examples
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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.
In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
What makes Casey’s experiences at bat humorous?
What can you infer from King’s letter about the letter that he received?
“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
Not Text-Dependent Text-Dependent
Creating Text-Dependent Questions
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Step One: Identify the core understandings and key ideas of the text.
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.
What is the purpose?What are the key details of the text?
•Reverse-engineered or backwards-designed
•Crucial for creating an overarching set of successful questions
•Critical for creating an appropriate culminating assignment.
Step One: Identify the Core Understandings and Key Ideas of the Text
Core Understanding and Key Ideas: Example
Core Understanding and Key Idea:
Two people of very different ages may still have much in common and become friends.
Synopsis:
Opal has just moved to a new town in a new state and has no friends yet. Through a series of comic mishaps inadvertently started by her very special dog, Winn-Dixie, Opal meets Miss Franny, the town librarian. Opal realizes they have much in common and a friendship is ignited.
DO NOT PROVIDE THIS INFORMATION TO STUDENTS, BUT ASK QUESTIONS SO THAT THEY DISCOVER IT.
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Orientate students to the text. Ask “getting the gist” kinds of questions to ensure they understand the basic idea of the text.
Be sufficiently specific enough for them to answer so that they gain confidence to tackle more difficult questions later on.
Step Two: Start Small to Build Confidence
Step Three: Target Vocabulary, Syntax, and Text Structure
Which words should be taught?
• Essential to understanding text
• Likely to appear in future reading
Which words should get more time and attention?
• More abstract words (as opposed to concrete words)persist vs. checkpoint
noticed vs. accident
• Words which are part of semantic word familysecure, securely, security, secured
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Academic Vocabulary
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Syntax and Text Dependent Questions
• Syntax can predict student performance as much as vocabulary does.
• Questions and tasks addressing syntax are powerful.
Example:
Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack.
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Structure and Text-Dependent Questions
Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative).
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Structure and Text Dependent Questions
Examples:
• “Look at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?”
• “Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?”
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Structure and Text-Dependent Questions
Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative).
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Structure and Text Dependent Questions
Examples:
• “Look at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?”
• “Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?”
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Ask questions to help students understand small chunks of tough sections.
Step Four: Tackle Tough Sections Head On
Organize your questions into a series for Day 1, Day 2, Day 3, etc.
The sequence should help students create a deeper understanding of the text with each read.
Step Five: Create Coherent Sequences
for Questioning
Take stock of what standards are being addressed in the series of questions and decide if any other standards are suited to being a focus for this text (forming additional questions that exercise those standards).
Step Six: Identify the Standards that Are Being Addressed
Develop a culminating activity around the key ideas or understandings identified earlier that reflects:
(a) mastery of one or more of the standards(b) involves writing(c) is structured to be completed by students independently
Step Seven: Create the Culminating Assessment
Typical Types of Text Dependent Questions
•Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words.
•Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another.
•Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.
achievethecore.org, created by the Student Achievement Partners
Typical Types of Text Dependent Questions (cont.)
•Examine how shifts in the direction of an argument or explanation are achieved, and the impact of those shifts.
•Question why authors choose to begin and end when they do.
•Note and assess patterns of writing and what they achieve.
•Consider what the text leaves uncertain or unstated.
achievethecore.org, created by the Student Achievement Partners
Reading Strategies and Text-Dependent Questions
• Text-dependent questions generally call on students to employ reading strategies.
• Strategies are no longer taught in isolation.
• The text and readers’ need to comprehend it should determine what strategies are activated - not the other way around.
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Bands
11-CCR
9-10
6-8
4-5
2-3
K-1 Incr
ease
d Ab
ility
to U
se T
ext E
vide
nce
Standards Two through Nine
Bands
11-CCR
9-10
6-8
4-5
2-3
K-1
Standard One Standard Ten
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Incr
easi
ng R
ange
and
Com
plex
ity
Culminating Tasks
• Should relate to core understanding and key ideas.
• A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.
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High school students read an excerpt of James D. Watson’s The Double Helix and respond to the following:
James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.
Sample Informational Text Assessment Question: Pre-College and Career Readiness Standards
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High school students read an excerpt of James D. Watson’s The Double Helix and respond to the following:
By the end of this article, James Watson felt that "the answer to everything was in our hands."
What was the answer? What problem was Watson trying to solve? What steps or process did he use to discover the answer?
Sample Informational Text Assessment Question: College and Career Readiness Standards
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High school students read an excerpt of James D. Watson’s The Double Helix and respond to the following:
What mistakes did he make along the way to his discovery? What was his response to this mistake?
Sample Informational Text Assessment Question: College and Career Readiness Standards
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Final Thoughts
• There is no one right way to have students work with text- dependent questions.
• Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text.
• Listening and speaking should be built into any sequence of activities along with reading and writing.
• “Re-read it, think it, talk it, write it”
• The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms.
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This lesson was designed for three days (including the essay prompt). This could also be extended through research.
• What is the result of TEACHING LESS CONTENT over three days, but teaching MORE DEEPLY WITHIN THE CONTENT over three days?
Go SLOW to Teach MORE
If we don’t teach our students how to engage in meaningful discussions with their peers, then our close reading lessons lose their impact.
Teach your students the Engagement Routines and Accountable Talk phrases, and have them practice before we come together again.
Practicum
Welcome!Day Two
1. Read a text – cold, without set-up.2. Re-Read in chunks.3. Paraphrase each chunk in writing.4. Discuss in own language, aloud, safely.5. Read aloud for accessibility.6. Identify hard words. Learn word meanings working
with a partner.7. Re-read several times, using specific prompts which
require looking for very specific details – using the text.
A CCSS Routine for Close Reading
8. Re-read for specific vocabulary.9. Compare / Contract vocabulary meanings – in
writing, and through sharing with a buddy.10. Write an essay requiring the student to take a
persuasive viewpoint and argue their case for the author’s (motivation, etc)
A CCSS Routine for Close Reading
Creating Text-Dependent Questions
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Step One: Identify the core understandings and key ideas of the text.
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.
Analyze A Close Reading Lesson
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• Read an exemplar lesson using Close Reading
• Complete the Evidence | Interpretation Chart as you read
• With a shoulder partner, read your evidence and your interpretation. Alternate reading line by line until you both have shared all of your observations.
• Social Studies: http://achievethecore.org/page/33/words-we-live-by-your-annotated-guide-to-the-constitution-by-linda-r-monk
• Science: http://achievethecore.org/page/31/the-omnivore-s-dilemma-the-secrets-behind-what-you-eat-by-michael-pollan
• English: http://achievethecore.org/page/32/narrative-of-the-life-of-frederick-douglass-by-frederick-douglass-detail-pg
Planning Your Own Close Reading Lesson
Text and Task Planner
Read and re-read your class text annotating it as you read.Take notes on your Text and Task Planner. Determine the number of times you will ask students to read the text, and sequence the questions.Write your culminating activity.
Review your Text-Dependent Questions using the TBQ Checklist.
Share your lesson with a peer and provide each other feedback.
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