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Close Reading (to share)
Transcript of Close Reading (to share)
Activator: Ticket in the Door
1) Place an orange dot, above the numbers 0-5, ranking your understanding of close reading
(0 = Huh? /5 = I use close reading in my classroom).
2) Explain your current understanding of close reading on a post-it note, and post it in the bottom portion of the chart.
Understand Close Reading through the lens of the shifts #3 and #4 in CCGPS ELA.
Learn what Close Reading looks like in the classroom.
Understand how to develop text dependent questions needed for unpacking a Close Reading lesson.
Which shifts in CCGPS ELA address Close Reading?
What is Close Reading?
What does Close Reading look like in the classroom?
How do I develop appropriate text dependent questions?
Six Shifts in CCGPS ELA
Text-based Answers: Students engage in rich and rigorous evidence based conversations about text.
Staircase of Complexity: Students read the central grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
Reading Focus - old school vs. today
(Reader vs. Text)
ritualistic reading skills focus vs. students engaging with text
emphasis on prior knowledge and reader response focus on the reader, not the text vs. very little prior knowledge with student focusing on text
Anchor Standards for Reading
* Key Ideas and Details - What did the text say?
* Craft and Structure - How did the text say it?
* Integration of Knowledge and Ideas - What does the text
mean? What is its value? How does the text connect to other texts?
* Range of Reading and Level of Text Complexity
Before we dig in...
Children in grades 2-12 will be required to read more complex text than in the past.
Text difficulty is specified in the standards.
Close Reading Process
Each reading of a text should accomplish a purpose.
The first reading of a text: Allows the reader to determine what the text says
The second reading of a text: Allows the reader to determine how a text works
The third reading of a text: Allows the reader to evaluate the quality and value of the text (and to connect the texts to other texts)
Students should be able to synthesize and compare information from print and digital sources, and critically evaulate the reasoning and rhetoric of a text.
Students should be able to interpret the meanings of words and phrases and the structure of texts to determine how they affect meaning or tone, and how points of view and purpose shape content and style.
Students should be able to determine what texts say explicitly and be able to summarize them (including central ideas/themes, how ideas and characters develop and interact), making logical inferences, and citing textual evidence to support conclusions.
1) Choose short pieces of text.
2) Limit pre-reading and background preparation. (If an idea is explained in the text, then it shouldn't be revealed in the pre-reading, but you can give them enough information that they have a reason to read.)
3) Plan out the students' analysis of the text by developing text dependent questions. You should create the questions based on your own multiple readings of the text.
4) Decide how many re-readings to use and how to order your questions.
5) Multi-day commitment to text
* Remember, the students must do the reading/interpretation (Let the author do the talking.)
Planning a Close Reading:
Close Reading of
Questions should guide students to think about the most important elements of the text (key ideas and details)
Stories are about significant, meaningful conflicts (between man and nature, with others, and with oneself)
Human nature and human motivation are central to the action and meaning
Questions should also clarify confusions about what the text says
Conclusion of First Reading:
Questions should focus on key events and motivations
Questions should guide discussion and lead to a good understanding of what the text said
Follow up activity - Tell/write summaries or "retellings" of the story
What does the text say?
How does the text work?
Questions should help guide students to think about how the text works and what the author is up to
Stories are written by people to teach lessons or reveal insights about the human condition in aesthetically pleasing and powerful ways
Awareness of author choices are critical to coming to terms with craft and structure
Conclusion of Second Reading
Questions focus on why and how the author told the story (focus on literary devices, word choices, structural elements and author purpose)
Questions guide the discussion to create a good understanding of how the text works and to a deeper understanding of its implications
Follow-up activity: Critical analysis of the story or some aspect of the story (Mr. Plumbean changes from the beginning to the end. Do the neighbors? Compare and contrast Mr. Plumbean and the neighbors.
What does the text mean?
Questions should guide students to think about what the text means to them and how it connects to other texts/stories/events/films
Stories relate to other stories and our lives
Evaluations of quality and connecting to other experiences is an essential part of the reading experience
The Big Orange Splot
Text Dependent Questions:
Can only be answered with evidence from the text.
Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.
Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.
Focus on difficult portions of text in order to enhance reading proficiency.
Can also include prompts for writing and discussion questions.
1) Take an orange dot and place it on the lower chart to rank your current understanding of close reading and text dependent questions. (0 = I still don't get it. 5 = I totally get it!)
2) On a post-it note, write a question you still have about close reading and/or developing text dependent questions. Place the post-it on the lower chart questions section.
The teacher reads first, while students follow along:
What was the street like at the beginning of the story?
What happened to Mr. Plumbean's house?
How did the neighbors feel about the splot? Why?
When the neighbors asked him what he had done, what is his response?
What does that mean?
First read text dependent questions:
Second reading text dependent questions
The author doesn't tell what they talked about that night...what do you think they might have said?
How do you think Plumbean convinced him?
Why didn't the author reveal this conversation?
What did you notice about how the man expressed himself?
Why would the author have him say it this way?
Third reading text dependent questions:
What did you take the story to mean from Plumbean's point of view?
What did you take the story to mean fromt he neighbor's point of view?
What did the story mean to you? What does it say about how you live your life?
Do you know other stories like this? How were those stories similar and different?
What did you think about how the author used literary devices? How effective were these?
The students read independently for the second reading.