Monday August 17, 2015 at 8:30 PM EDT
Tuesday August 18, 2015 at 4:00 PM EDT

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  • Regular fee - $350/person
  • Groups of 2+: $300/person

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HILL for Literacy, 4th Floor Conference Room
800 West Cummings Park
Woburn, MA 01801

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What People Are Saying!

"The Close Reading and Critical Thinking Trainings at the HILL were so informative and hands on. The Literacy Coaches and I were able to take the information right back to our teachers and give the teachers valuable comprehensive tools that they could use right away in their class-rooms. These vital strategies can be used by any teacher, no matter what grade level or subject matter. Definitely, 2 days you don't want to miss."
-Janice Raymond, Director of Literacy & Title 1, Malden Public Schools

 "I returned to school the following day and immediately shared with kindergarten-grade 5 teachers a critical thinking strategy (Get the Gist) I was exposed to during the training. I came away well-informed on how to be certain to get the most out of students' oral language engagement activities. Because Shira not only provided reasoning for each technique presented, she also encouraged me to fully participate, reflect and share my understanding of each activity presented. Thus, I am prepared to model a Close Reading lesson in any kindergarten-grade 5 classroom. In fact, I am looking forward to the opportunity to share my knowledge base of Close Reading and Critical Thinking techniques with colleagues."
 -Michele Morrissey Smith, Reading Resource Specialist, Brockton Public Schools

Read More

The adoption of the Common Core State Standards in English Language Arts has focused teachers on the practice of close, analytic reading...

From The Reading Teacher:
Close Reading in Elementary Schools


MarcyKate Connolly
Hill for Literacy, Inc. 
888 860 0190
fax: 888 860 0190 


Close Reading & Critical Thinking for the Common Core

Monday and Tuesday 8/17 & 8/18/15

How do we fulfill the expectations of the Common Core with struggling readers, advanced readers and everyone in-between, when we know that close reading is a difficult skill even for experienced, adult readers?  

Close Reading can be extremely engaging, productive and confidence-boosting for the struggling reader and the advanced reader alike. Critical thinking, a highly valuable skill, together with close reading are the keys not only to the Common Core, but future academic success.  Furthermore, how do we extend the thinking around a piece of text, enabling students to access deep meanings, create thinking analogies and encourage perspective taking? How do we provide our students with the ability and opportunity to think critically about ideas while they engage with a piece of text? Participants will explore these questions while cultivating their own ability to think critically about these practices. Workshop is appropriate for K-5.

Day 1:

  • Learn strategies for helping students gather evidence, knowledge, and insight from what they read and discuss methods for gradually releasing them towards independence.
  • Participate in an adult-level close reading experience. Learn to write text-dependent questions for both narrative and expository genres, and how to provide entry-points for all children through discourse, visual media, and annotation.
  • Participants are encouraged to bring a text in order to develop close reading lesson strategies that they can use with their own students.

Day 2:

  • Understand the disciplinary overlaps in CCSS and how elements of critical thinking are integrated throughout.
  • Engage in multiple opportunities to think critically using video, social media and primary source texts.
  • Explore scaffolds for integrating critical thinking into multiple classroom contexts.
  • Plan to apply critical thinking models into reading and writing within your common core classroom.
Note: Students with difficulties decoding the text can be assisted to grapple with the deep meanings and sophisticated syntax that complex texts provide. These motivating practices provide an excellent counterpoint to intensive decoding and fluency intervention that many struggling readers receive.

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Shira M. Cohen Goldberg, Ed.M. is currently a lead facilitator at the HILL forShira  Literacy, Inc. She received a BA from Barnard College, Columbia University in English and Education, a certificate in Program Planning, Management, Monitoring and Evaluation from Boston Universityand an EdM in Language and Literacy from Harvard Graduate School of Education. While at Harvard, she studied reading comprehension, language development, and reading difficulties with Drs. Catherine Snow and Connie Juel, and served as a research assistant to Rebecca Silverman, collecting data on effective methods of vocabulary instruction with Kindergarten students. Prior to working at the HILL, she was a Literacy Coach in a large urban school system where she supported a school-wide, multi-year vocabulary initiative. She also served as a Reading First Implementation Facilitator for the Massachusetts Department of Education, and a classroom teacher in New York City and California. Ms. Cohen’s research interests include facilitating vocabulary development, working with English Language Learners, and the whole-school change process.