We’ve talked about close reading in previous posts, but we continue to hear lots of questions from teachers.  So, we decided to devote most of this newsletter to the topic. You will find a complete lesson for older learners and some videos and lessons from The Teaching Channel.  We hope you find these ideas useful as you work to implement the Common Core State Standards in your school and classroom!
 

High School Lesson Plan
Close Reading Martin Luther King Junior’s  I Have A DreamSpeech

 

• I Have a Dream:  Complete text of speech.  http://www.archives.gov/press/exhibits/dream-speech.pdf
• I Have a Dream Speech:  Audio  http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
• Facts about the speech:   http://www.cnn.com/2013/08/28/us/mlk-i-have-a-dream-9-things/
• Video recording of the speech:  http://www.youtube.com/watch?v=HRIF4_WzU1w

1. Provide a SHORT focus lesson on the background for this speech (Information in Facts resource above).
2. Pass out the complete text to students.
3. As students read along, have them listen to the audio of King delivering the speech.  Be sure to mention that because of King’s rhetorical style, it’s important to not only read the speech but also to listen to it delivered in his own voice.
4. First Reading (meaning); 
   1. As you read through the speech SLOWLY, look for what you think are the main points that King is trying to make. 
   2. Underline, highlight, and annotate the text to point out these main points.
5. Second Reading (vocabulary and diction): 
   1. One of the most powerful elements of this speech is King’s use of language.  As you read, look for words that seem to have particular meaning.
   2. Highlight words that strike you as important.  Annotate by saying why you think they are important and powerful.
   3. In your small groups, discuss the words each of you highlighted.  Be ready to share with the entire class.
6. Third Reading:  Looking for Patterns and Figurative Language:
   1. Important elements of powerful speeches include repetition and use of literary devices such as figurative language (similes and metaphors), allusions, and visual imagery.  As you read through this speech for a third time, highlight elements of repetition and literary devices.  Note:  If your students are not familiar with literary devices, you will need to help them with this.
   2. In your groups share what you highlighted and discuss how these elements add to the power of the speech.  Be ready to share out.
7. Now that you’ve read and studied this speech, let’s actually watch it being delivered (Watch video).
   1. What do you notice in watching the speech that you did not notice when reading it?
   2. How does King’s speaking style add to the power of the speech?  What are some speaking techniques that you notice him using?
8. Writing Activity:  Some people claim that the I Have A Dream Speech is one of the most powerful speeches ever delivered in American History.  Do you think this is an accurate statement?  Why or why not?  Using evidence from the text, write an essay that supports or refutes this claim.
   1. Teacher Model:  Lead a group discussion in which you model finding a couple of reasons for this being considered one of the most powerful and a couple of reasons for not doing so.
   2. Share a mentor text of an argumentative essay that uses evidence from the text to back up the arguments.
   3. Have students look back through their annotated texts and come up with additional elements from the speech itself that support or refute the claim.
   4. Remember that in argument writing, you must cite evidence from the source to back up your argument. 
   5. Students write draft of essay
   6. Students share their drafts in workshopping groups.
   7. Students revise and edit their essays before turning them in.

 

One of the terms that has come to the forefront with the Common Core State Standards is Text Complexity. In the CCSS, students are expected to “Read and comprehend complex literary and informational texts independently and proficiently.” (CCRA.R.10)

Most of us know when we’re reading more difficult text, but what does Text Complexity really mean and how do we know that we’re addressing this standard?

Three dimensions can be used to locate and identify text complexity, and for at least two of these dimensions, tools are available for teacher use.  These are quantitative, qualitative, and reader and task considerations.  As teachers become familiar with these dimensions, they will be able to plan and ensure that their students are reading and comprehending complex text.

Quantitative complexity refers to elements of the text such as word length, word frequency, sentence length, and text cohesion.  Readability formulas can determine quantitative complexity, and fortunately, this analysis is now most often completed by a computer and provides reading levels and grade bands.  Lexile Levels are probably the most common tool available, and teachers can use the Lexile Level of the text to match the “instructional” Lexile Level of the student.  

Qualitative complexity is a bit more difficult to ascertain, as it cannot be as easily determined by a computer.  Qualitative complexity refers to elements such as text structure, language clarity and conventions, knowledge demands, and levels of meaning and purpose.  I always think of this in terms of the novel Red Badge of Courage.  A short book that has a Lexile Level of 900 has a qualitative complexity well beyond that of say, the book Bud Not Buddy, that has a similar Lexile Level. Tools are becoming available to help teachers determine the appropriateness of the qualitative complexity for students, but it still requires the professional judgment of the teacher to determine what is appropriate for particular students.  

The third dimension is to consider reader and task considerations.  This includes things like the motivation, knowledge and experience of students, as well as the purpose of the text and types of questions asked about the text.  This is also going to require teacher professional judgment.   A student with no background knowledge about the Holocaust will have difficult comprehending a book such as Night.

As one can see, determining text complexity requires  professional judgment. Teachers need to be familiar with the texts and with their students’ maturity level, knowledge, and background in order to match appropriate complex text with students.  They also need to be sure to provide appropriate activities that require students to use critical thinking to comprehend the text beyond the surface level.

This is incredibly important to keep in mind because if we attempt to have students read text at their frustrational level, comprehension will be minimal at best.  Complex text, to be fully taught and understood, needs to be at a student’s instructional level.  Using the Lexile Levels provided by NWEA or administering Informal Reading Inventories that are often a part of core reading programs can help teachers with the initial quantitative match. However, teachers will need to use their professional judgment, knowledge of their students, and knowledge of the text to create meaningful opportunities for students to comprehend complex text.

For additional information on Complex Text, check out the following links:

• McGraw Hill’s CCSS Toolbox
• Kentucky’s Complex Text Resources
• achievethecore.org

 

                            -What you will model?
                             -What will you do for your focus lesson?

4.  Always be mindful of how you can address multiple standards.  In ELA, if you are going to have students read a story, what writing and speaking/listening activities “fit” with the story?  This is a much more efficient and effective way to teach the lesson.

5.  Choose how you will assess their learning.  How will you know if they “got it”?  What will you do if they didn’t?  How will you use what you observe, hear, and learn from the student work to plan your next instructional steps?

9) MATH PLAYGROUND:  This site has math games for kids.  Good summer practice and a good math computer center.  Another good share for your parent newsletter!
Math Playground

10) NCTM:  This site, created by the National Council of Teachers of Mathematics, has some great math simulations and other resources for teaching math.
NCTM

As the school year nears its end, it’s important to remember the importance of celebration.  We tend to celebrate the big things–but often, it’s the little successes that keep us motivated.  As educators, we can use celebration as a key ingredient to keep students and staff members moving forward.
Praise and compliments boost self-esteem and confidence.  Think about the last time that you were complimented. How did it make you feel?  Celebrating success helps to create positive learning environments. 
Celebrating success, however, needs to be more than merely writing “Good!” on a student’s paper.  The research on positive feedback supports specific praise.  All of us want to know exactly WHY we’re being praised; then it becomes a motivator for further action.
In planning end of the year awards assemblies, we want to remember this and make sure that we celebrate accomplishments.  And we need to make sure that we celebrate the successes of the adults in our schools, as well as the students.
Here at Byrne & Associates, we’re celebrating a number of successes from the 2012-2013 school year.  We’re thrilled that Lac Courte Oreilles made AYP, thanks to the hard work of both staff and students.  We’re also pleased that fifteen of the sixteen regular education sophomores at Tohono Oo’dham High School passed AIMS Reading on their first try–in a year when 90% of the teaching staff was new to the school!  We just completed the first cohort training of the Native American Schools Writing Project and have several additional trainings planned this summer. 
Recognition and acknowledgement of successes help to keep us going.  Teaching and learning is hard work.  We all need to both receive and give those pats on the back that let us know that our efforts are appreciated and that we’ve accomplished a goal and made movement forward.