Arizona/Common Core State Standards Literacy Resource Guide

2013-2014

Table of Contents Marking the Text ……………………………………………………………………………..

1-2

Example ……………………………………………………………………………………...

3

Key Idea – Supporting Details……………………………………………………………

4

Example ……………………………………………………………………………………...

5

A Look at Close Reading + Text Dependent Questions ………………………

6-25

What is Close Reading? ………………………………………………………...……...

6

Selecting a Text…………. ………………………………………………………...……...

7

What Makes a Text Complex? ………………………………………….…...……...

8

The Cycle of Close Reading …………………………………………………...……...

9

Scaffolding Students in Close Reading …………………………………….…...

10

Examples……………………………………………………………………………………… 11-12 Close Reading Steps &Text Dependent Questions Template (9-10)..

13

Close Reading Steps & Text Dependent Question Template (11-12).

14

Text Dependent Questions Information………………………………………..

15

Example………………………………………………………………………………………

16

Social Studies Common Core State Standards (grades 9-10) ………..

17-19

Social Studies Common Core State Standards (grades 11-12) ……….

20-22

Vertical Template (9-10) Text Dependent Questions…………………….

23

Vertical Template (11-12) Text Dependent Questions………………….

24

Example ……………………………………………………………………………………...

25

Write All About It: SMACC Paragraph……………………….………………………

26

SMACC Graphic Organizer…………………………………………………………….

27

SMAC Outline ………………………………………………………………………………

28

Example ……………………………………………………………………………………...

29

How this Literacy Resource Was Developed

Marking the Text Purpose

To actively engage students to make meaning from their text.

Rationale

Marking the Text is an active reading strategy that asks students to identify information in the text that is relevant to the reading purpose. When students mark texts purposefully, they are actively engaged in meaning making. To mark texts effectively, students must evaluate an entire passage and begin to recognize and isolate the key information. Once the text is marked, students will be able to quickly reference information that pertains to the reading purpose. Students might also use their markings to assist in summary writing, to connect ideas presented within the text, or to investigate claims, evidence, or rhetorical devices. Numbering paragraphs is also essential for class discussions. Once paragraphs are numbered, students can easily direct others to those places where they have found relevant information.

Procedure

Read the text before giving it to your students to read. If it is a text they cannot write in, make copies for them.

Step 1 Number the Paragraphs

 Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph indention and circle the number; write it small enough so that you have room to write in the margin.  Like page numbers, paragraph numbers will act as a reference so you can easily refer to specific sections of the text.

Step 2

Circle Key Terms, Names of People, Names of Places, & or Dates

To help identify a key term, consider if the word or phrase is… …repeated …used in an original (unique) way …defined by the author …a central concept or idea …used to explain or represent an idea …relevant to one’s reading purpose Step 3 Highlight or Box the Vocabulary Terms or Phrase You Do Not Know

Step 4 Underline an Author’s Claims and Key Points

A claim is an arguable statement or assertion made by the author. The main idea or key points an author is stating. Data, facts, or other backing should support an author’s assertion. Consider the following information when looking for author’s claims:  A claim may appear anywhere in the text (beginning, middle, or end) A claim may not appear explicitly in the argument, so the reader must infer it from the evidence presented in the text  Often, an author will make several claims throughout her or his argument  An author may signal his or her claim, letting you know that this is his or her position Page 1

Marking the Text (continued) Step 5 Underline Relevant Information

While reading informational texts (i.e., textbooks, reference books, etc.) read carefully to identify information that is important to the reading task. Relevant information might include:  A process  Data/Statistics  Definitions

 Descriptions  Evidence  Explanations  Descriptions

Step 6 Jot Down Notes As You Read In the Left Margin, jot down notes to answer: What is the author SAYING? What does the author want me to walk away with knowing? In the Right Margin, jot down notes to answer: What is the author DOING? Use vebs to describe what the author is doing with the text. Step 7 Scaffold the strategy. During the first three to four times you have students “Marking the Text,” scaffold your instruction. Break the reading into thirds. (Whole, Pair, Solo) In the 1st third, “Whole” read. You model your thinking and walk through the steps of numbering paragraphs, underlining the author’s claim/key points and underlining important information to the reading task. Students mimic numbering and underlining based on your modeling. In the 2nd third, “Pair” read. Have students pair up to numbering paragraphs, underlining the author’s claim/key points and underlining important information to the reading task.. As pairs work through each paragraph, walk around to see if they are getting it. Randomly call upon a pair or two to share. Ask students about their thinking. Ask why they chose to underline a particular claim or relevant piece of information. These verbal response(s) will help struggling students hear correct response(s).

In the 3rd third, “Solo” read. Individually students read and Mark Up the Text. As they work through each paragraph, walk around to see if they are getting it. Randomly call upon two students to share. Ask students about their thinking. Ask students about their thinking. Ask why they chose to underline a particular claim or relevant piece of information.

Variation Have student use two different color writing utensils. The first color for circling and the second color for underlining.

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Key Idea – Supporting Details 1. Use the KEY Idea-Supporting Details strategy for note taking. Most textbooks are organized into short sections of ideas and supporting details: Plants, algae, and even some bacteria use a process called photosynthesis to convert sunlight into energy. Photosynthesis occurs in two stages. In the first stage, light-dependent reactions capture the energy of light and use it to make highenergy carrier molecules called ATP that are used in the second stage. During the second stage, the light-independent reactions, sometimes called dark reactions, use the high-energy ATP molecules to capture carbon dioxide and create the beginnings of carbohydrates.

Key Idea Two stages of photosynthesis.

Supporting Details 1. Light-dependent reactions use light to make molecules of ATP for the second stage. 2. Light-independent or dark reactions use ATP molecules to capture carbon dioxide and begin to produce carbohydrates.

2. Use the KEY Idea-Supporting Details strategy for constructing responses: Here the writer is answer the question, “Who won The Battle of Antietam and site specific textual evidence to support your response?” Key Idea The Union won the Battle of Antietam even though both armies lost nearly the same number of casualties.

Supporting Details 1. Kept Lee from invading the North 2. Kept Britain and France from supporting the South. 3. Gave Lincoln a chance to introduce the Emancipation Proclamation.

Even though both armies lost nearly the same number of causalities, the Union position was more favorable because it kept Lee from invading the North and deterred Britain and France from supporting the South. It also gave Lincoln the chance to introduce the Emancipation Proclamation. Page 4

Key Idea – Supporting Detail Example Key Idea & Supporting Detail

Name: __Teacher Guide_____ Date:________ Period: __ st

Directions: Glance at the title, subtitle and quotes you for Common Sense by Thomas Paine 1

Chapter : “Of the Origin and design of Government in general, with concise remarks on the English Constitution.” and write your first impression of what this text might be about. Then as you read each paragraph or section, identify the Key Idea and Supporting Details Quotes and Background information. Write this in the area below.

First Impression: Students responses may vary.

Key Idea

Supporting Detail

P1 Society is produced by…….

Positive Negative Distinctions

P7

If we had a clear conscience….

Why do we choose a form of government?

P3 -4

Natural liberty vs individualism

How society and government would evolve.

The origin and rise of Government

How and why society organizes itself in a governmental form that is not led by royalty.

P5 -8

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Key Idea P9 - 19

The English constitution is exceedingly complex….

Supporting Detail Base of ancient tyrannies New republican materials Monarchial tyranny Aristocratical tyranny New republican materials Commons vs House of Lords

P20 - 24 The prejudice of Englishmen in favour of their own government….

People are afraid to trust Composition of a monarchy Explains the English constitution Felo de se Prejudice of Englishmen

P25 It is Wholly owing to the Constitution of the People

England vs Turkey

P26 An inquiry into the Constitutional Errors…

English form of government Fettered by any obstinate prejudice

Impression you walk away with… Students responses may vary.

A Look at Close Reading and

Text Dependent Questions

Scaffolding Students with Complex Texts

Beth Burke, NBCT [email protected]

Adapted by

What Is Close Reading? Close reading is a purposeful, 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, and meanings. It is a key requirement of the Common Core State Standards and directs the reader’s attention to the text itself. Close reading includes:       



Using short passages and excerpts Diving right into the text with limited pre-reading activities Focusing on the text itself Rereading deliberately Reading with a pencil Noticing things that are confusing Discussing the text with others o Think-Write-Pair-Share, Talk with Your Neighbor, or Pivot A-B o Small groups and whole class Responding to Text Dependent Questions

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Selecting a Text Not every text is appropriate for students to read closely. For example, while students may enjoy reading Diary of a Wimpy Kid books, these novels offer simple story lines and vocabulary that are easily understandable. When students are done reading them, they are not left pondering deep ideas. Close reading should leave the reader considering thought-provoking messages that go beyond the text. Close read-worthy texts include enough complex ideas to explore and discuss to sustain one or more days of instruction. According to Tim Shanahan, former International Reading Association President, close reading is a multi-day commitment to a text; the goal is for students to read a text that offers rich enough vocabulary, ideas, and information to read, examine, and discuss over those days without feeling like they’re beating a dead horse. When selecting a text, consider the three components of text complexity: Qualitative measures, Quantitative measures, and the Reader and the Task. Each of these is equally important when considering the complexity of a text.

Questions to consider: Qualitative    

Motivation, prior knowledge, experiences, etc

Does this text offer ideas or information that further students understanding of the topic? Does the text include a text structure that … Does the text follow familiar language conventions—sentence structures, word choices, etc.? What background knowledge do my students need to have to be successful with this text?

Quantitative  

Is this text at an appropriate readability level for the students in my group? How can I scaffold my students to ensure their success with this text? * The primary leveling tool used by the Common Core is Lexile. For more information or to find the lexile of a text, visit Lexile.com.

Reader and Task Considerations   

How much prior knowledge do my students have about this topic? How interested are they? What will be difficult for my students in reading this passage?

Appendix B of the Common Core State Standards includes sample lists of exemplar texts that give you an idea of what complex texts look like in each of the grade level bands.

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What Makes a Text Complex? Close reading should occur with appropriately complex texts. There are a number of factors that contribute to text complexity. Teachers should differentiate, or vary, how they approach a text with students depending on the text complexity and students’ needs. 

Vocabulary o Academic and domain-specific terms o Tier 2 vocabulary: high utility complex words that can be used in multiple contexts



Syntax o o o

Coherence—Are the events and concepts logically connected and clearly explained? Unity—Do the ideas focus on the topic and not include irrelevant or distracting information? Audience appropriateness—Does the text match the background knowledge of the target reader?



Text structures o Description o Compare and Contrast o Temporal Sequence o Cause and Effect o Problem and Solution



Text features o Headings/subheadings o Signal words

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The Cycle of Close Reading There is no specific sequence in a close read; the steps provided are meant to generally guide you in crafting a lesson that scaffolds students and focuses on increasingly complex text dependent questions. Begin with questions about the big ideas in the text and gradually ask higher level questions. 1. FIRST READ: KEY IDEAS AND DETAILS Set the purpose for reading and have students read the text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or as a paired or shared reading. The first read should be without building background; students should be integrating their own background knowledge with the text as they read. Focus on the key ideas and supporting details in the text, making sure that readers know the main idea and supporting details, cause and effects, or major events and more that the author includes. Use a Text Dependent Question to focus or set a purpose for a close reading. Have students share with partners or in small groups to discuss the purpose. have groups share out with the entire class to assess understanding. Following the first read, have students Think-Write-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc. 2. SECOND READ: CRAFT AND STRUCTURE For a second close read, select a portion or chunk of the text that is “close read worthy.” That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the author’s craft and organizational patterns. This may include vocabulary choices, text structure, or text features that the author included. Following the second read, have students discuss and share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc. Use Text Dependent Questions to focus on content specific terms. Evaluate the author’s point of view and more to assess if they understand the text. 3. THIRD READ: INTEGRATION OF KNOWLEDGE AND IDEAS The third close reading of a text should go even deeper, requiring students to analyze, synthesize, and evaluate information from several texts or media. They may record their ideas on a sticky note, graphic organizer, or a thinking sheet. Have students’ journal a response to a Text Dependent Question. Focus the discussion on text evidence.

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Scaffolding Students in Close Reading While the goal for students is to read complex texts independently, not all students will be able to achieve this immediately. Scaffolding instruction is a model in which the teacher supports students and gradually releases responsibility to the student. Pearson and Gallagher (1983) coined this term based on the 1970’s work of Vygotsky. A key model in scaffolding instruction is the Gradual Release of Responsibility. In this model, the teacher begins by modeling, offering students the highest level of support. As instruction continues and the teacher monitors students’ learning progress, and the teacher gradually releases responsibility to the students, guiding students’ progress and eventually observing as students practice the skill independently. Close reading may be scaffold through these teaching methods: • • • • • • • • • • • •

Key Ideas / Supporting Details Marking the Text Shared reading Interactive read aloud QAR (Question Answer Relationships) Literature Circles Questioning the Author Reciprocal Reading Think sheets Sticky Notes Jigsaws Connecting to themes/essential questions

Whole

-

Pair

-

Solo

For students who are struggling, you may support them though a Think-Aloud, reading the text to the students and modeling your thinking as you answer a Text Dependent Question. As students become more proficient in reading, discussing, and analyzing texts, you may gradually release the responsibility for reading and thinking to them. The idea is to offer just the right amount of support so that students can be successful.

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Name ________EXAMPLE__________________ Date _____________________________ Hour ______

Close Reading 1. Number the __paragraphs__. 2.

Circle key __terms

_, names of __people__, names of ___places_ and dates.

Suggestion: Have students complete the cloze notes before their first “Close Read.”

3. Highlight or box unfamiliar ___words____, define using context clues, and replace with a synonym. 4. Underline an author’s __claims__, points, and relevant information. 5. Ask and answer “how” and “why” __questions___ to create a deeper meaning of the text. 6. Jot down the one most important thing the author is _saying___ (or doing) in each section (paragraph). 7. At the __end__ of the text, write your final impression.

The Gettysburg Address by President Abraham Lincoln Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Most important thing: ____________________________________________________ Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field,

as a final resting place for those who here gave their lives that that nation might live. It is altogether

fitting and proper that we should do this. Most important thing: ____________________________________________________ But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth. Most important thing: ____________________________________________________ Summary of Key Idea: __________________________________________________ Page 11

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Close Reading Cycle + Text Dependent Questions Template (9-10) Teacher:

Grade:

Text (worthy of a close read): Focus chunk/portion for close read:

Date:

FIRST READ: Key Ideas and Details (photocopy or mark selection)

First Read—Purpose: Text Dependent Question(s): Creating Text Dependent Question(s): Use CCSS that will require students to use the author’s words, and prompt them to use text evidence. CCSS 9-10 Reading Standards RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Second Read Text Dependent Question(s)

1. Teacher sets purpose by providing students with the reason for reading the selection (without activating prior knowledge or pre-reading). You can introduce each step individually or 2. Students read to gain an understanding of the text: a. b. c. d. e. f. g.

together based on your students. Use “bellwork” to focus on a specific step.

Number the paragraphs. Circle key terms, names of people, names of places, and dates. Highlight or box unfamiliar words, define using context clues, and replace with a synonym. Underline an author’s claims, points, and relevant information. Ask and answer “how” and “why” questions to create a deeper meaning of the text. Jot down the one most important thing the author is saying (or doing) in each section (paragraph). At the end of the text, write your final impression.

3. Students Think-Write-Pair-Share to check for understanding (Use to focus close reading.) 4. Teacher provides students with what they will share. (Use to check for understanding.)

SECOND READ: Craft & Structure 1. Students reread the text focusing on the text dependent question(s). (Which reading mode will increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)

2. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid in citing text based evidence?)

3. Discuss in small and whole group. 4. Teacher provides students with what they will share. (Use to check for understanding.)

THIRD READ: Integration of Knowledge and Ideas 1. Students reread the text focusing on the text dependent question(s). (Which reading mode will increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)

2. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid in citing text based evidence?)

Third Read Text Dependent Question(s)

3. Discuss in small and whole group. 4. Write a SMACCS (summarize the main idea, analyze it, comment on it and develop a concluding sentence) paragraph responding to text dependent question (to check for understanding). Page 13

Close Reading Cycle Template (11-12) Teacher:

Grade:

Text (worthy of a close read): Focus chunk/portion for close read:

Date:

FIRST READ: Key Ideas and Details (photocopy or mark selection)

First Read—Purpose: Text Dependent Question(s): Creating Text Dependent Question(s): Use CCSS that will require students to use the

author’s words, and prompt them to use text evidence. CCSS 11-12 Reading Standards RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text. RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text contribute to the whole. RH.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Second Read Text Dependent Question(s)

5. Teacher sets purpose by providing students with the reason for reading the selection (without activating prior knowledge or pre-reading). 6. Students read to gain an understanding of the text: a. b. c. d. e. f. g.

Number the paragraphs. Circle key terms, names of people, names of places, and dates. Highlight or box unfamiliar words, define using context clues, and replace with a synonym. Underline an author’s claims, points, and relevant information Ask and answer “how” and “why” questions to create a deeper meaning of the text. Jot down the one most important thing the author is saying (or doing) in each section (paragraph). At the end of the text, write your final impression.

7. Students Think-Write-Pair-Share to check for understanding (Use to focus close reading.) 8. Teacher provides students with what they will share. (Use to check for understanding.)

SECOND READ: Craft & Structure 5. Students reread the text focusing on the text dependent question(s). (Which reading mode will increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)

6. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid in citing text based evidence?)

7. Discuss in small and whole group. 8. Teacher provides students with what they will share. (Use to check for understanding.)

THIRD READ: Integration of Knowledge and Ideas 5. Students reread the text focusing on the text dependent question(s). (Which reading mode will increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)

6. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid in citing text based evidence?)

7. Discuss in small and whole group.

Third Read Text Dependent Question(s)

8. Write a SMACCS (summarize the main idea, analyze it, comment on it and develop a concluding sentence) paragraph responding to text dependent question (to check for understanding). Page 14

Text Dependent Questions Text Dependent Questions are a critical element in the Common Core State Standards. They require students to dig deeply into the text to answer them. In fact, a text dependent question cannot be answered without using the text; background knowledge and prior knowledge should not be included or considered. To craft effective text dependent questions, you must read and understand the text thoroughly. As you plan a lesson, begin with the end in mind: what do you want students to know and be able to do as a result of the lesson? This may be a written or oral response.

Close Reading Routine Ask text dependent questions as part of a close reading routine. After an initial reading, encourage students to go back to the text to find details in the text to support their answers. Reread the text several times over several days.

Questions Stems The question stems on the following pages are samples of the types of questions that require students to revisit and use information in a text. There are sample questions for each Social Studies CCSS RH Standard (Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas).These focuses on the depth and breadth of the texts that students read and is addressed continuously through reading instruction.

Revisiting the Text Effective Text Dependent Questions require students to go back to the text in order to answer them.

Text Dependent Question Tips for Students...  

• • •

First Read—focus on most important elements of a text Key Ideas and Details) Second Read—focus on how the text works (Craft and Structure) Third Read—focus on what the text means to the reader and how it connects to other experiences (Integration of Knowledge and Ideas)

     

Use textual evidence to support your ideas. Use words and phrases from the text to prove your answer. Include specific evidence from the text to support your ideas. Include words/phrases from the text to support your opinions. Use specific words and details from the text to support your ideas. Inferences should be supported by text. What in the text helped you to know? What words/phrases did the author use that led you to your answer?

Quote Accurately Social Studies Common Core State Standards requires students to be able to quote accurately and appropriately. That is, they have to select the right information to support their answer. In addition, students should be able to use proper punctuation to quote an original text. Page 15

Close Reading Cycle - EXAMPLE of Gettysburg Address Teacher: Social Studies Text (worthy of a close read): “The Gettysburg Address” by Abraham Lincoln

Focus chunk/portion for close read:

(photocopy or mark selection)

Grade: High School FIRST READ: Key Ideas and Details

Date: August 2013

1. Teacher sets purpose by providing students with the reason for reading the selection (without activating prior knowledge or pre-reading).

Paragraph three (national identity and personal devotion)

First Read—Purpose: Students are told the reason for the reading.

This is one of the most significant speeches in the historical canon. It is also regarded as one of the most eloquent yet sophisticated speech ever given.

Creating Text Dependent Question(s): Use CCSS that will require students to use the author’s words, and prompt them to use text evidence. CCSS 9-10 Reading Standards RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Second Read Text Dependent Question(s)

2. Students read to gain an understanding of the text: a. b. c. d. e. f. g.

Number the paragraphs. Circle key terms, names of people, names of places, and dates. Highlight or box unfamiliar words, define using context clues, and replace with a synonym. Underline an author’s claims, points, and relevant information. Ask and answer “how” and “why” questions to create a deeper meaning of the text. Jot down the one most important thing the author is saying (or doing) in each section (paragraph). At the end of the text, write your final impression.

3. Students Think-Write-Pair-Share to check for understanding (Use to focus close reading.) 4. Teacher provides students with what they will share. (Use to check for understanding.)

SECOND READ: Craft & Structure 1. Students reread the text focusing on the text dependent question(s). (Which reading mode will increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)

2. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid in citing text based evidence?)

3. Discuss in small and whole group. 4. Teacher provides students with what they will share. (Use to check for understanding.)

THIRD READ: Integration of Knowledge and Ideas

How does the meaning of the word “dedicate” change in the speech, and what does this reveal about Gettysburg?  Why does Lincoln take readers on a “journey”, and how does that impact the purpose of the speech

1. Students reread the text focusing on the text dependent question(s). (Which reading mode will

Third Read Text Dependent Question(s)

3. Discuss in small and whole group.



How does Lincoln support his claims? Identify the reason/evidence he provided.  Compare and contrast the Nicolay and Bliss versions of the address. 

increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)

2. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid in citing text based evidence?)

4. Write a SMACCS (summarize the main idea, analyze it, comment on it and develop a concluding sentence) paragraph responding to text dependent question (to check for understanding). Page 16

Social Studies AZ/Common Core State Standards

(9th-10th grades) Text Dependent Question Examples

Key Ideas and Details 1. Cite specific textual evidence to

2. Determine the central ideas or

support analysis of primary and secondary sources, attending to such features as the date and origin of the information. (9-10.RH.1)

3. Analyze in detail a series of events

information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.(9-10.RH.2)

described in a text; determine whether earlier events caused later ones or simply preceded them. (910.RH.3)

ELA: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when reading or writing to support conclusions drawn from the text.

ELA: Determine central ideas or themes of a text and analyze their development; summarize the key ideas and supporting details.

ELA: Analyze how and why individuals, events, and ideas develop and interact over the course of the text.

 What are the key ideas in this text?  What can you infer from the title, headings and anecdotes in this text?  What evidence supports __?  Provide the date and/or origin of information that provides evidence for __.  What was the most important event in this text?  Who, what, where, when and how questions.  What key details help support the main idea of __?  What key details and/or examples support the main idea of __ ?  What have you learned from this text?

 Summarize the key ideas.  Provide an accurate account of the key events.  Provide an accurate account of the key ideas that have developed in this text.  What do you gather from reading the beginning of the text?  What message was the author trying to share?  What could the main character have learned that I could also learn?  What was the moral or lesson in the text?  Summarize the text.  What is the cause and effect in the text?  What is the main idea of this text?  What re two or more main ideas in this text?  What key supporting details did the author cite?

 Identify which events caused later events.  Identify what causes produced the event __.  Identify characters, major events, major cause and effects.  Compare and contrast (___).  Explain how __ and __ interact in this text.  Describe how (name of character) respond to (major event and/or challenge).  Describe how a major cause(s) produced effect(s).  What does the author provide that helps the reader learn about ___?  What events did the author include to show the reader __?  Describe the connection between __.  Describe the cause(s) for this event __.  Explain relationships or interactions between two or more (individuals, events, ideas, concepts) in this text based on specific information in it.  Explain the procedure describe in the text.

Add your own…. 

Add your own…. 

Add your own…. 

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Social Studies AZ/Common Core State Standards

(9th-10th grades) Text Dependent Question Examples

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. (9-10.RH.4) ELA: Interpret words and phrases as they are used in the text, including determining technical, connotative, and figurative meanings.

 What does (word or phrase) from the text mean or infer?  What does (word or phrase) represent in this text?  How does (word or phrase) change in meaning in this text?  Explain the meaning of (content specific word).  Which (word or phrase) helps to describe a social, civic, historic, economic or political aspect.

5. Analyze how a text uses structure to

6. Compare the point of view of two or

emphasize key points or advance an explanation or analysis. (9-10.RH.5)

more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. (9-10.RH.6)

ELA: Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.

 What kind of text is this? (Primary, secondary,  How does the author use the text structure to emphasize key point?  How does the author use the text structure to advance an explanation?  How does the author use the text structure to analyze __?  What was the (problem, solution)?  What was the (cause, effect)?

Add your own…. 

Add your own…. 

ELA: Assess how point of view or purpose shapes the content and style of a text. .

 From what point of view is this text written or told?  Who wrote this text?  Through whose eyes did you see this reading?  Read (two or more accounts of the same even/topic). Analyze the information the authors present.  What similarities and/or differences are there in (titles of two text on similar topics)?  How does the author feel about the (topic)?  How did the graphics help you understand the text about __?  Distinguish between information provided by pictures, diagrams, tables, graphs and words in the text.  How does your own point of view compare to the author of __? Add your own…. 

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Social Studies AZ/Common Core State Standards

(9th-10th grades) Text Dependent Question Examples

Integration of Knowledge and Ideas 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9-10.RH.7) ELA: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as words.

 Describe the quantitative data used in this text.  How does the author use specific quantitative data to support ___.  Describe the qualitative data used in this text.  How does the author use specific qualitative data to support ___.  Which diagrams, tables, graphs, illustrations and text are used to describe ___.

8. Assess the extent to which the

the same topic in several primary and secondary sources. (9-10.RH.9)

ELA: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

ELA: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author take.

 Identify the reasons and/or evidence the author provides to support the claim.  Explain how the author uses reasons and/or evidence to support the main idea of __.  Identify which reasons and/or evidence support which points.  What is the author’s point of view on the topic __? What in the text makes you say this?  Explain cause and effect relationships in this text / these text.

 Identify similarities and differences between two text on the same topic.  Compare that evidence each text provides to support the topic __.  Compare the text to: a piece of art, or music, or webpage, or other media.  How does this text selection connect to (other text we have read, other content areas, etc.)  How is __ in paragraphs __ and __ like the same idea in paragraphs __ and __.

Add your own…. 

9. Compare and contrast treatments of

reasoning and evidence in a text support the author’s claims. (9-10.RH.8)

Add your own…. 

Add your own…. 

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Social Studies AZ/Common Core State Standards

(11th -12th grades) Text Dependent Question Examples

Key Ideas and Details 1. Cite specific textual evidence to

2. Determine the central ideas or

support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11-12.RH.1)

3. Evaluate various explanations for

information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (11-12.RH.2)

actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (11-12.RH.3)

ELA: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when reading or writing to support conclusions drawn from the text.

ELA: Determine central ideas or themes of a text and analyze their development; summarize the key ideas and supporting details.

ELA: Analyze how and why individuals, events, and ideas develop and interact over the course of the text.

 What are the key ideas in this text?  What can you infer from the title, headings and anecdotes in this text?  What evidence supports __?  Provide the date and/or origin of information that provides evidence for __.  What specific textual evidence supports___?  What textual evidence can you provide that supports your insights on __?  Who, what, where, when and how questions.  What specific details provide insight to the overarching concept ___?  What key details and/or examples support the main idea of __ ?  What have you learned from this text?

 Determine the central ideas presented in this text.  Summarize the central ideas this author states.  Summarize the central idea citing a relationship among the authors key ideas and details.  Provide an accurate account of the key ideas that have developed in this text.  What message was the author trying to share?  What could the main character have learned that I could also learn?  What was the moral or lesson should be gained from reading this text?  What is the cause and effect in the text?  What is the main idea of this text?  What re two or more main ideas in this text?  What key supporting details did the author cite?

 Compare and contrast (___).  Evaluate how __ and __ interact in this text.  Assess how (name of character) respond to (major event and/or challenge).  Evaluate various explanations of causes of an event to determine the best textual evidence.  Evaluate various explanations of effects of major events to determine the best textual evidence.  What does the author provide that helps the reader learn about ___?  Explain the connection between various explanations to determine where the text leaves matters uncertain.

Add your own…. 

Add your own…. 

Add your own…. 

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Social Studies AZ/Common Core State Standards

(11th -12th grades) Text Dependent Question Examples

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (11-12.RH.4) ELA: Interpret words and phrases as they are used in the text, including determining technical, connotative, and figurative meanings.

 What does (word or phrase) from the text mean or infer?  What does (word or phrase) represent in this text?  Explain how the meaning of (content specific word) changes within the confines of this text.  Which (word or phrase) helps to describe a social, civic, historic, economic or political aspect?

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. (11-12.RH.5) ELA: Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.

 What kind of text is this? (Primary, secondary,  How does the author use the text structure to emphasize key point?  How does the author use the text structure to advance an explanation?  How does the author use the text structure to analyze __?  Which key sentences, paragraphs and/or larger portions of text contribute to your knowledge base of __?

Add your own…. 

6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. (11-12.RH.6) ELA: Assess how point of view or purpose shapes the content and style of a text. .

 From what point of view is this text written or told?  Through whose eyes did you see this reading?  Read (two or more accounts of the same even/topic). Evaluate the information the authors present.  Evaluate the similarities and/or differences in (titles of two text on similar topics)?  Evaluate how does two or more author feel about the (topic)?  Assess how two or more authors use information provided by pictures, diagrams, tables, graphs and words in the text.

Add your own…. 

Add your own…. 

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Social Studies AZ/Common Core State Standards

(11th -12th grades) Text Dependent Question Examples

Integration of Knowledge and Ideas 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (11-12.RH.7) ELA: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as words.

 How does the author use specific quantitative data to support ___.  Evaluate the quantitative data used in this text.  Evaluate the qualitative data used in this text.  Compare the quantitative data of two or more texts in order to address this question __.  Compare the quantitative data of two or more text in order to solve this problem __.

8. Evaluate an author’s premises, claims,

ELA: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

 Evaluate how the author uses reasons and/or evidence to support their premise, claim and/or evidence.  Evaluate the author’s premises, claims, and/or evidence by verifying or challenging it with information from additional text sources.

Add your own…. 

9. Integrate information from diverse

and evidence by corroborating or challenging them with other information. (11-12.RH.8)

sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. (11-12.RH.9) ELA: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author take.

 Develop a coherent statement of an idea or event through integrating information from multiple sources.  Compare that evidence from diverse sources to support __.  Assimilate the text of diverse resources to provide a comprehensible understanding and/or explanation of ___.

Add your own…. 

Add your own…. 

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Close Reading + Text Dependent Cycle Template Teacher:

Course:

Date:

Title of Text (worthy of a close read)

Focus chunk/portion for close read: First Read - Purpose

Period: Location of Text:

(Photocopy or Mark reading selection)

Create Text Dependent Question(s) Select high cognitive level questions that will require students to use the author’s words. Question should prompt to use evidence. CCSS 9-10 Reading Standards RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

First Read – Text Dependent Question(s) – Key Ideas and Details

Second Read – Text Dependent Question(s) – Craft and Structure

Third Read – Text Dependent Question(s) – Integration of Knowledge and Ideas

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Close Reading + Text Dependent Cycle Template Teacher:

Course:

Date:

Title of Text (worthy of a close read)

Focus chunk/portion for close read: First Read - Purpose

Period: Location of Text:

(Photocopy or Mark reading selection)

Create Text Dependent Question(s) Select high cognitive level questions that will require students to use the author’s words. Question should prompt to use evidence. CCSS 11-12 Reading Standards RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text. RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text contribute to the whole. RH.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

First Read – Text Dependent Question(s) – Key Ideas and Details

Second Read – Text Dependent Question(s) – Craft and Structure

Third Read – Text Dependent Question(s) – Integration of Knowledge and Ideas

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Write All About It! Once students have gone through the three cycles of the close reading process, they can share, extend, or transform their newly acquired knowledge. However, for novice writers, this task is challenging and often frustrating. One method to make this easier is the SMACCS paragraph, which summarizes the main idea of a text, analyzes the details, and comments with a reaction, and concludes with a sentence offering a final thought). The SMACCS paragraph provides a structure that allows students to demonstrate their comprehension and inferential understanding of texts.

SMACCS Paragraph Hints SM—Summarizing the Main Idea—introduces the text and summarizes the main idea. Make certain to include the title and author of the text. Starter: In the _(text)_, _(title)__, _(author)__ final impression. Example: In the article, “For the Love of the Game” on TeenInk.com, the author, John, a high school basketball player, is in the midst of a ferocious battle that may lead him to the championship. A—Analyzing the Details—offers detailed evidence (facts, specific details, examples) to prove the main idea from the text. Because they are the author’s ideas, they must be cited. Typically, 2-3 in a paragraph. Starter: The article claims (states, shows, urges, says, etc.) Example 1: As the “battle begins,” John faces his “adversary” and does everything in his power to “snag the tip and toss the ball” to his teammate. Example 2: During this clash, Jon has several flashbacks that remind him of the ways his father coached and drilled him in the art of basketball. C—Commentary—explains the evidence in your words. Analyze (break it down and look at it closely) and interpret (find the meaning and point out the importance) of the evidence. This is your reaction. Share your ideas, feelings, and opinions. Typically, 2-3 in a paragraph. Tip: It helps to begin with: This shows  Notice how  This is important because  In addition This also shows  Therefore  For example  Furthermore Example 1: This shows that he is an aggressive player who does everything in his power to win. Example 2: This is important because ever since he was a child, beginning with “rolling a small rubber basketball,” his father has been training him to become a soldier on the court. Starter:

 

CS—Concluding Sentence—sums up the paragraph. It closes the thoughts and gives insight to the next paragraph. It can begin with "As a result." Starter: As a result, Example: It was not a surprise that as the buzzer sounded, the ball swished through the net, and Jon’s squad was victorious.

SMACCS Paragraph Example Perseverance in Battle In the essay, “For the Love of the Game” in TeenInk.com, the author, John, a high school basketball player, is in the midst of a ferocious battle that may lead him to the championship. As the “battle begins,” John faces his “adversary” and does everything in his power to “snag the tip and toss the ball” to his teammate. This shows that he is an aggressive who does everything in his power to win. During this clash, Jon has several flashbacks that remind him of the ways his father coached and drilled him in the art of basketball. This is important because ever since he was a child, beginning with “rolling a small rubber basketball,” his father has been training him to become a soldier on the court. It was not a surprise that as the buzzer sounded, the ball swished through the net, and Jon’s squad was victorious. Page 26

Name:

Date:

Period:

SMACCS Graphic Organizer Summarize the Main Idea (title, author, and main idea)

Analyze Detail #1 (proof that supports the main idea)

Commentary #1 (my idea about what it means)

Analyze Detail #2 (more proof that supports the main idea)

Commentary #2 (another idea about what it means)

Concluding Sentence (Wrap up the paragraph)

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Name:

Date:

Period:

SMACCS Outline

SM:_________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________. A:__________________________________________________________ ____________________________________________________________ ____________________________________________________________. C:__________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________. A:__________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________. C:__________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________. A:__________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________. C:__________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________. CS:_________________________________________________________ ____________________________________________________________ ____________________________________________________________. Page 28

Teacher:

Example

Course:

USH 1 – Unit 1

Date:

Title of Text (worthy of a close read)

Period: Location of Text:

Common Sense by Thomas Paine (February 14, 1776) Focus chunk/portion for close read: First Read - Purpose

(Photocopy or Mark reading selection)

Understand the motivations and reasoning for declaring independence from Great Britain. Create Text Dependent Question(s) Select high cognitive level questions that will require students to use the author’s words. Question should prompt to use evidence. CCSS 11-12 Reading Standards RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text. RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text contribute to the whole. RH.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

First Read – Text Dependent Question(s) – Key Ideas and Details 11-12.RH.1. – What can you infer from the title of this text? 11-12.RH.2. – Summarize the central idea before Common Sense. 11-12.RH.3. – Compare and contrast Paine’s claims about governmental versus societal rule. Second Read – Text Dependent Question(s) – Craft and Structure 11-12.RH.4. – What do the words “patron” and “punisher” infer in the text? 11-12.RH.5. - How does Paine use the text structure to advance his argument? 11-12.RH.6 – Evaluate how Paine feels about government. Cite evidence to support your claim.

Third Read – Text Dependent Question(s) – Integration of Knowledge and Ideas 11-12.RH.8. – Evaluate how Paine uses reason to support his claim. 11-12.RH.8. – Evaluate Paine’s claims by verifying or challenging the text with information from additional text sources. 11-12.RH.9 – Develop a coherent statement of Paine’s idea about government by integrating information from multiple sources.

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Text Dependent Question Tips for Students...        

Use textual evidence to support your ideas. Use words and phrases from the text to prove your answer. Include specific evidence from the text to support your ideas. Include words/phrases from the text to support your opinions. Use specific words and details from the text to support your ideas. Inferences should be supported by text. What in the text helped you to know? What words/phrases did the author use that led you to your answer?

How this Literacy Resource Guide Was Developed…. During the summer of 2013, Social Studies teachers worked collaboratively to learn more about the Common Core Reading Standards with four objectives in mind: 1. Examine into Common Core’s reading standards for Social Studies; 9-10 and 11-12 2. Pinpoint “text” that all students should read before graduating from PUHSD. 3. Identify “reading comprehension strategies” to accompany these “required” readings. 4. Develop examples of reading strategies for “required” readings. Information on the summer workshops was sent to each social studies teacher. Every Social Studies teacher that was employed by PUHSD during the 2012-2013 school year had the opportunity to be involved in this endeavor: To have their voiced heard and be part of this process we’ve just begun. If you were not a part of this, please apply for future Social Studies workshops. We love to have all social studies teachers involved as we learn, practice and grow as teachers, colleagues and leaders. If you have any questions regarding the contents of this literacy resource guide, please contact any member listed below. Please contact Dawn Spiak if have suggestions for Common Core reading and writing strategies.

Teachers

Campus

Teachers

Campus

Cathy Ballman

South

Mary McDowell

North

Blankenship, Patricia

Fairfax

Barry Nitschke

Maryvale

Stacy Brown

North

Delaynie Potts

Franklin

Anthony Dolata

Hayden

Mitch Ruttenberg

Browne

Casey Espinoza

North

Andrea Sargent

South

Kim Funk

Hayden

Dawn Spiak

CES

Donna Germuska

Metro

Kristen Van Der Linden South

Jim Goggin

Chavez

Richard Vial

North

Janet Gould

Central

Suzanne Vogt

Browne

Katie Hansen

North

Richard Winger

North

Amy Kiefling

Camelback

Rachelle Zeitlin

SDEA

Richard Levine

Metro

Mark Maskalenko

South

Scott Lindsey

North

This could have been You!

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