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Step Into Close Reading

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Christine O'Rourke

on 28 October 2013

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Transcript of Step Into Close Reading

What is Close Reading?
Step Into Close Reading
Thank you for Stepping into Close Reading!
The Essentials
Use short passages and excerpts
Set a purpose
Dive into text with limited pre-reading activities
Focus on the text itself
Deliberate re-reading
Read with a pencil
Notice things that are confusing
Discussion with others
turn and talk, think-pair-share
small group or whole group
Respond to text dependent questions

First Reading:
Key Ideas and Details
Figure out what a text says
Set the purpose
Refrain from focusing on background knowledge
Main idea, story elements, or key details
Summary of what text says
Second Reading: Craft and Structure
Focus on how the text said what it said
Determining how a text works and what the author's prospective is
Third Reading: Integration of Knowledge and Ideas
With information from first two readings, reader is ready to go even deeper
Critically evaluate the text
Compare ideas and approach with other texts
Riverside Public Schools
District 96
LiST (Literacy Support Team)

Maria Bereckis
Sarah Clark
Renee Lebegue
Meg O'Brien
Christine O'Rourke
You Do It!
Purposeful re-reading with complex texts
No one correct way
Attain a deeper understanding of a text
With scaffolding, students can overcome difficulty of a text
Teach strategies for students to apply when reading independently
Ask the Expert!
Why Close Reading?
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS ELA Anchor Standard 1
Participants will:
Closely read a section of a professional article
Understand the key features of a close reading
Learn how close reading helps address the CCSS
Practice developing a close reading lesson
Why Close Reading?
Reading has become focused on prior knowledge and the reader's connections
Extensive frontloading makes the reading too easy or unnecessary
Students read all text at the same speed
Readers do not have enough guided or independent practice with struggling through difficult text
Standard 2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Standard 6
Assess how point of view or purpose shapes the content and style of a text.
Standard 8
Ask the Expert!
- Read selected section of article, "Close Reading in Elementary Schools" pp. 181-182.

Jump Right In!
Boyles, N. (2012/13). Closing in on Close Reading. Educational Leadership , 70 (4), 36-41.

Burke, B. (n.d.). A Close Look At Close Reading. Retrieved from Teachers First: www.teachersfrst.com

Close Reading Model Lessons. (2013, Sep 30). (S. A. Partners, Producer) Retrieved from Achieve the Core: www.achievethecore.org

Connell, G. (2013, April 25). Investigating Nonfiction Part 2: Digging Deeper With Close Reading. (Scholastic, Producer) Retrieved October 10, 2013, from Scholastic Teachers: www.scholasticteacher.com/teachers/top-teaching/2013/04/investigating-nonfiction-part-2-digging-deeper-close-reading

Cummins, S. (2013). Close Reading of Informational Texts. New York: The Guilford Press.

Fisher, D. &. (2012). Close Reading in Elementary Schools. The Reading Teacher , 66 (3), 179-188.

Fisher, D. F. (2012). Text Complexity: Raising Rigor in Reading. Newark, DE: International Reading Association.

Guide to Creating Text-Dependent Questions. (2013, September). (S. A. Partners, Producer) Retrieved October 10, 3013, from Achieve the Core: www.achievethecore.org

Shanahan, T. (2013). Letting the Text Take Center Stage. American Educator , 37 (3).

Close Reading Example
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.
First Reading
Read with a pencil
- underline what you thought was important
- circle words or parts that are unclear
- make notes along the side about anything meaningful
Second Reading
How does the authors' choice of words, tone of the language, illuminate the author's point of view on close reading?

(CCSS R.4- Craft and Structure)

Read with a pencil
- highlight evidence that shapes the tone and reveals the author's point of view
- use post-its to jot down any text based
Third Reading
How does Fisher and Frey's definition of close reading compare to Shanahan's?

(CCSS R.8- Integration of Knowledge and Ideas)
First Reading
What are the key features of a close reading?

(CCSS R.2- Key Ideas and Details)
Text Dependent Questions
Focus is on the text
Do not rely on students' experiences
Cite evidence from text to support answer
Don't teach strategies in isolation
Focus on sections with greatest difficulty
1. Pick a text, exemplars are available for your grade level.
2. Read the text.
3. Use the template given to begin creating your own close reading lesson.
4. Refer to text dependent question resources in your packet.
Gradual Release of Responsibility
Full transcript