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A Close Look at Close Reading

Becoming more familiar with the shifts in ELA Common Core
by

Jennie Scott

on 19 February 2013

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Transcript of A Close Look at Close Reading

A Close Look at Close Reading Why are we here? Norms -Be present and engaged

-Share your voice while respecting others’ ideas and different perspectives

-Make the most of our time together

-Keep student learning in the forefront of your thinking Close Reading- Process Great books (challenging books) need to be read and reread!

Each reading of a text should accomplish a separate purpose...

The first reading of a text should allow the reader to determine what a text says

The second reading should allow the reader to determine how a text works

The third reading should allow the reader to evaluate the quality and value of the text (and to connect the text to other texts) Close Reading
Key Points -All focus is on text meaning

-Minimize frontloading

-Students must do the reading/interpretation

-Teacher’s major role is to ask text dependent questions

-Multi-day commitment to texts

-Purposeful rereading
(not practice, but separate journeys)

-Short reads To become more familiar with the shifts in ELA Common Core

Shift #3: Staircase of Complexity
- Close Reading

Shift #4: Text Dependent Questions Ticket in the Door 1) Please write your name on your paper.

2) Put down on a scale of 1 to 5 how comfortable you feel about understanding what Close Reading is all about (5 high/1 low).

3) Explain your understanding, if any, of what you know right now about Close Reading. Objectives We will understand what close reading is.

We will learn what Close Reading looks like in the classroom.

We will practice developing the type of questions we need to unpack a Close Reading lesson. Turn and Talk Why do you think Common Core focuses on Close Reading? Pre-reading What as teachers, do we need to be careful of when pre-reading text with our students?

- Not giving too much of the text away
- Allowing students to experience the text for themselves
- Letting our students struggle and dig for their answers Pre-reading Rules Rule 1: Limit Pre-reading

Pre-reading should be no longer than the reading itself

Rule 2: Let the author do the talking

Try not to reveal too much information from the text.

If an idea is explained in the text, then it ought not to be in the pre-reading

Rule 3: Give students enough information that they have a reason to read

A brief blurb or tease is not harmful, especially if it does not repeat too much of the author’s message or method

Think about how newspapers use just a headline to hook the reader....
BANK ROBBERY IN KNOXVILLE- READ ALL ABOUT IT!!! ZOOMING
into the
3-read process
of
Close Reading FIRST READ
General Understanding and Key Details Remember each read has its own purpose.

Think of a "backwards design"
What is the culmination assignment for the text?

Read and annotate the text (What does the text say?)
General understandings
Key ideas
Clarify confusions (in this case, confusion about what the text says) Example of a First Read

The Big Orange Splot
By:Daniel Pinkwater As we go through each read, our questions will progress from part to whole.
General Understanding
Key Details I DO What was the street like at the beginning of the story?
How did everybody feel about that? What did they want?
What happened to Mr. Plumbean's house?
How did the neighbors feel about the splot?
What did they do about it? Conclusion of First Read Questions Focused on key ideas and details

Specific enough so students gain confidence to tackle more difficult questions (for second read)

Formative assessment: tell/write summaries or retellings of the text WE DO Which three types of questions moving from part to whole would you ask after the second read? Second Read

Vocab & Text Structure, Author's Purpose, Inferences Vocabulary:
- Focus on "Tier II" words (We look at this in Shift 6)

Text Structure and Author's Purpose
- Questions should help GUIDE students to think about how the text works and what the author was up to

Inferences
-Because vocabulary, text structure, and author's purpose have been uncovered, students are ready to infer Important Reminder:
- Second and subsequent readings do NOT have to mean rereading the entire text.
- Your deeper questions looking for text evidence can focus on one chapter, one page, or even one good written paragraph Second Read

with

The Big Orange Splot A Closer Look at Page 11 Think Pair-Share


-How does the author describe Plumbean's house? Why does he compare it to a rainbow, a jungle, and explosion?



- Why does the author tell you the neighbors' feelings in this way? CCSS and Close Reading - School reading has become focused:
on rituals rather than text-student negotiations
on a general reading skill rather than sense making of particular texts

- Emphasis on prior knowledge and reader's personal schema response had placed the attention on the reader instead of the text

- Teacher purpose - setting had often replaced actual reading The Big Orange Splot
by Daniel Pinkwater -What was he thinking?

-How did he say this...bright and happy? Reluctantly?

-Why does the author explain why he painted at night?

- What's going on here?

- Why does Plumbean respond now? He didn't react to all of the insults? THIRD
READ As we go through each read, our questions will progress from part to whole. THIRD
READ THIRD
READ Second Read Conclusion of Second Read -Questions focused on vocabulary and text structure, author's purpose, and inferences. - literary devices - tricky transitions
- word choices - dense information
- structural elements - difficult syntax - Goal of Second Read:
deeper understanding of how the text workds and its implications

- Formative Assessment: critical analysis of the text or some aspect of the text. Think Time (Pause to Evaluate) Thinking about today's objectives...

- Are you beginning to understand more clearly what Close reading looks like?

- Can you think about text questions that would require the students to think, discuss, and dig deeper into the text?

- Please magnify your understanding. THIRD
READ Third
Read Third Read
(Opinions, Arguments, Intertextual Connections) Planning the Third Read

- Analyze claims, evidence, and counter- claims

- Questions should help guide students to think about what this text means to them and how it connects to other texts/stories/events/films The Big Orange Splot 3rd Read Questions -What did you take the story to mean from Plumbean's point of view?

- What did you take the story to mean from the neighbor's point of view?

- What did the story mean to you? What does it say about how you live your life? Opinions and Arguments Intertextual Connections - Do you know other stories like this? How were those stories similar and different?

- Which of these stories did you like best? Why?

- What did you think about how the author used literary devices? How effective were these compared to (book)? Conclusion of Third Read - Questions focused on opinions, arguments, and intertextual connections

- The goal is to have students master the content and standards planned for this text.

- Culminating activity/formative assessment could lend itself to writing or discussion. Now for the "YOU DO" - Use your guide to Text Dependent Questions to assist you
- Depending on your grade level, select a page a chapter, or the whole leveled reader
- After your first read, develop questions suitable for the first read.
- Now read for the seond time and focus on questions you would use after a second read.
- Finally, read and develop the kinds of questions needed for a third reading.
- Remember....this is your first practice. Do the best you can! Conclusions for Close Reading Each Reading should accomplish a separate purpose

-The first reading of a text should allow the reader to determine what the text is saying
-The second reading should allow the reader to determine how the text works
-The third reading should allow the reader to evaluate the quality and value of the text (and connect the text to other texts) Reading lessons based upon the idea of close readings require that teachers focus:

- More student attention on reading, interpreting, and evaluating text
- Less student attention on themselves and on the teacher's interpretation In Our Classrooms Could Our Reading and Questioning Begin To Look Like This? Less time front loading, means more time spent digging deeper into a text.

Departing from the text in classroom discussion privileges only those who already have experience with the topic.

Expect our students to dig much deeper into the text and answer more complex and text dependent questions.

It is easier to talk about our experiences than to analyze the text- especially for students reluctant to engage with reading.

It levels the playing field. Wrap- Up Activity
(Exit Ticket) Please take the time and write on your ticket out the door some "Ah Ha" moment you had today concerning Close Reading.

What problems do you think, if any, you might encounter when planning a Close Reading lesson?

Please place these in the tray on your way out the door. Your input will be very helpful.


THANK YOU VERY MUCH!!! Close Reading Anchor Standards Close reading is perhaps the best strategy to help students meet the expectations of the CCSS for ELA. Anchor Standards for Reading # 1-6:
- "Read closely to determine what the text says explicitly and to make logical inferences from it.

Anchor Standard for Reading #10:
- "Read and comprehend complex literary and informational texts independently and proficiently."

Anchor Standard for Writing #9: "Draw evidence from literary or informational texts to support analysis, reflection, and research." Close Reading Crime This is what Close Reading is NOT!!!
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