Thieves Bookmarks - Shared by Janet

Linda Upshaw's comments on RIGOR

The concept of rigor has been emphasized for many years but it seems to be one of the "new hot" words in education.  We are continuing to read "our goal is to be increasing rigor." In the Virginia SOL manuals there is a push to implement a more rigorous content of standards to meet national and international benchmarks for career and career readiness.

In a recent article I read entitled Never Say Anything a Kid Can Say an experienced teacher realized her style of teaching (Math) was working several examples on the overhead projector (smart-board) then answering every student's questions in detail and explaining the concept so clearly she was sure every student understood.  However, she would find out the following day this was not true. She realized she needed to increase the "rigor" in her classroom which is not a measure of quality of material covered or number of times it is covered but an element of the learning environment that promotes an in-depth, active and engaged learning process for students.  This rigorous classroom would create excitement and enthusiasm for learning. When you walk into her classroom now you see a more student-centered, problem-based approach, and higher order thinking skills to her math lessons.

This article ran parallel to our book club book Close Reading of Informal Texts.  The students do the explaining and the teacher the listening.  The students now explain things so well they can be understood.

Rigor really is keeping the students, be it in Math or Reading, always working slightly above their ability and giving them the help they need to grow.

A Resource from the Reading Teacher on Elementary Teachers Using Close Reading for Nonfiction Science Texts

Description: This article from the Reading Teacher gives examples of elementary  teachers using the close reading strategy with nonfiction science texts.  Many of the components described in Close Reading of Informational Texts by Cummins are incorporated into the sample lessons.

Sample Resource Post 2 - Reading A-Z Close Reading Packs

Reading A-Z Close Reading Packs

Description: This website has several lesson plans and close reading passages for grades 2-5.  The passages for each grade level have different levels within, to help with differentiation in small groups.  They also provide suggested questions and worksheets to help with comprehension and encourage discussion.

Sample Resource Post 1 - Reading A-Z Close Reading Packs

Reading A-Z Close Reading Packs

http://www.readinga-z.com/comprehension/close-reading-packs/

Description: This website has several lesson plans and close reading passages for grades 2-5.  The passages for each grade level have different levels within, to help with differentiation in small groups.  They also provide suggested questions and worksheets to help with comprehension and encourage discussion.

Key Points and Summaries from the First Meeting on 2/20/14

Key Points / Summaries from the First Meeting on 2/20/14

Close Reading of Informational Texts: Assessment Driven Instruction in Grades 3-8
Key Points/Summaries from the First Meeting on 2/20/14

Chapter 1   What does "Close Reading" Mean?

• Close Reading (Brummett, 2010) is a purposeful and disciplined reading of a text to get a deeper understanding of its meaning.  The reader analyzes the text at the word or phrase level and the sentence and paragraph level.  The goal of close reading is for the reader to be able to identify the author's central ideas and describe why any particular idea is significant.  The reader also finds supporting details in the text and explains how the details support the central ideas.

• Analyze text at the word or phrase level - sentence and paragraph levels

• Essential Skills for Close Reading

          1)  Prior knowledge of text structure
          2)  Prior  knowledge of topic and related vocabulary

          3)  Setting a purpose for reading

          4)  Self-monitoring for meaning

          5)  Determining what is important

          6)  Synthesizing  

• Close reading is most effective when integrated across content areas

• Identify author's central idea and describe why

• Important to know students strengths before each lesson

• Prior Knowledge of Text Structure and Related Vocabulary
• Student practices using strategies to understand unfamiliar vocabulary 
• Students learn the features of how authors present information in  a non-fiction text to begin to make predictions about text and set a plan for reading  

• Setting a Purpose for Reading
• The reader previews text to make a relevant prediction about the author's purpose for writing text     

• Self-Monitoring for Meaning

         1)  What are you reading that you already know?

         2)  What are you reading that is less familiar? / Slow down, reread, utilize prior knowledge of text 

              structure and prior knowledge of topic and vocabulary 

         3)  What are your questions?

• Determining What is Important 
• Determine and understand the author's central ideas by identifying the key words and phrases at the sentence and paragraph levels
• See "pasta" analogy on page 22

• Synthesizing 
• Reader develops a deeper understanding of the text by using knowledge of vocabulary and text structure; setting a purpose for reading the text, self-monitoring, and determining what is important in order to identify details that support the central ideas and how this information influences the reader's own thinking and knowledge of topic(s) presented in text
• Synthesizing involves active reading and thinking
• See "frame" analogy on page 26
• Synthesizing knowledge ultimate purpose of close reading described in this text

Chapter 2   An Assessment Driven, Structured Approach to Teaching

• Teaching -learning Cycle 
• Ongoing assessment by teacher before, during, and after reading

• Structured Teaching
• The gradual release of the responsibility of learning to the student
• Scaffolding - Teacher uses "Step-in" - "Step-back" approach 

• Key Components of Assessment Driven, Structured Approach to Teaching
• Assessment of students' strengths and needs
• Lesson preparation and text study
• Focus lesson - explaining the instructional objectives with teacher modeling using read-aloud, thinking- aloud, and writing-aloud strategies
• Guided practice
• Independent practice
• Student self-assessment

• Writing about the text during and after reading helps the reader synthesize 
• Teacher writes-aloud during focus lesson to model the process
• Teacher uses "I" not "you" when writing-aloud 

• Guided Practice (after Focus Lesson and Teacher Modeling)
• Students think through a section of text by using strategies modeled in focus lesson
• Students collaborate - partners or small groups
• Teacher only listening and supporting - step-in and step-back/scaffolding

• Independent Practice
• Essential that student practice reading and writing about text independently using text on his/her reading level

• Student Self-Assessment
• Helps student develop a sense of self-efficacy - I can do this
• Provide opportunities for student to be in conversations with peers about strategies used when reading and writing about text
• Think-Pair-Share

• Using Close Reading  Effectively with Diverse Groups of Readers
• Students with Learning Disabilities
• English Learners
• Students Reading above Grade Level

Here are two additional articles from Nate Collin's New Kent Learning Newsletter about Close Reading.  These articles are focused on modeling Close Reading and Close Reading resources.  They may provide insight into how Close Reading would look in your classroom, and give you ideas as to where other teachers are getting resources from.  Thanks Nate!

Article 1: Modeling Close Reading for Future Teachers: Why Video Works

Article 2: Modeling Close Reading for Future Teachers: Professional Resources