Final Report

The initial goals of the group included:
- Evaluating NYS Engage Close Reads to determine the rigor of texts that were of "close read quality"
- Extensively research materials in print and online that could be used as close read texts
- Share with our colleagues materials we found to be acceptable for close reads

Clearly, as we forged through the process of evaluating materials, many adjustments were made.  Some of the resources we thought would be great turned out not to be of the rigor we felt a close read text should have.  Therefore, some of the resources we thought we would spend a lot of time on we abandoned and explored others.  We also adjusted our idea of giving the faculty a survey of close reads.  We felt this to be too informal and thought that, instead, we attend department meetings to share.  This worked extremely well for our group and our research.  We were able to share many valuable sources with our colleagues.  In addition, they provided us with some resources we were not aware of and were helpful to our collection of close read texts. 

For the most part, we were able to follow our initial action plan.  We did spend a little more time exploring the selected texts for close reads, as chosen by Engage NY.  In doing so, we were able to identify many aspects of a text that would qualify it as exemplary and rigorous.  In some of our readings our research was also guided by our collective passion to ensure our students are not only reading a rigorous text, but enjoying and taking away important ideas and concepts.  This led us to "Choosing Text for Friendly Brain Based Learning."  Although at this meeting we veered away from solely focusing on the aspects of the text to qualify it as a close read, we were able to find quality texts that we feel will truly engage our students.  In our research, we were also able to better understand much of the vocabulary of the common core, specifically Academic Vocabulary.  We spent quite a bit of time on this topic and feel we gained valuable information and resources in regards to ensuring our students are exposed to vocabulary in selected text that they may not encounter in everyday writing. 

The exemplars on Engage NY are full of examples to show that teaching practices have most certainly changed.  As we choose texts with our students, we are now faced with a new rubric and set of standards to judge whether or not our students will be challenged.  As teachers, we need to dedicate much time to ensuring the texts we choose meet the new standards and contain academic vocabulary.  Prior to common core, teachers were cautious and careful in selecting texts, but based on different standards.  Now, it's imperative we ensure our students are reading texts that meet the new standards.
In regards to students achievement improving, Karli and Christina can speak to this firsthand, as they both completed lessons using texts we selected and the new standards.  Both lessons produced thoughtful, complex discussions based on what the students read as well as thorough written responses that were assessed using the new standards.

The goals of our group and our action plan have been met and our final product can be found on the high school library website at:  http://nvhslibrary.weebly.com   This is a culmination of the resources we found that meet the criteria of close read texts and are available to all of our colleagues.  Our colleagues have been provided with this link to view and use the resources.