Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Copy of Close Reading

No description
by

Suzanne Gill

on 25 April 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Copy of Close Reading

and Text Dependent Questions Close Reading Goal: Follow the path to find out more! For students to gain
a deeper understanding of a text. PARCC's definition of Close Reading:

Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. Close, analytic reading entails the careful gathering of observations about a text and careful consideration about what those observations taken together add up to — from the smallest linguistic matters to larger issues of overall understanding and judgment.

PARCC Model Content Frameworks for ELA/Literacy, p. 6. Whoa! What did that say? We might need a second look at that!!! PARCC's definition of Close Reading:

Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. Close, analytic reading entails the careful gathering of observations about a text and careful consideration about what those observations taken together add up to — from the smallest linguistic matters to larger issues of overall understanding and judgment.

PARCC Model Content Frameworks for ELA/Literacy, p. 6. So really what we are saying is... When we read, it's like getting into the author's head. Close Reading in the Common Core But...close reading really starts with Standard 10 Read and comprehend literary and informational texts independently and proficiently. We need to use complex text that is worthy of a close reading... So, not just any text...it must be
complex enough to be worthy of a
close read. Students need to
get the "gist" first
and then dive back into the text to get the deeper meaning. In essence, close reading is not
a strategy...it's an outcome. We want
students to be able to do this independently
when necessary to truly understand a text. Has a time and a place,
but not worthy of a close read. Complex enough to be
worthy of a close read. How Do You Do a Close Reading? Step 1: The Initial Reading
The first reading (the whole text) is about figuring out what the text says
Focus on Standards 1 – 3: Key Ideas and Details
If a literary text is read then a student should be able to retell the plot.
If an informational text is read then a student should be able to answer questions about the key ideas and details. Step 2: Reread
Rereading might entail the whole text OR a partial and targeted portion of key sections.
Ask text dependent questions and have discussions that focus on
Standards 4 – 6: Craft and Structure
Standards 7 – 9: Integration of Knowledge and Ideas

(See handout for example on these types of questions) Watch a close reading of a section of text... Questions that can be literal or inferential, but get students back into the text to search for clues to formulate a response. These questions are purposeful and not random...they build upon each other to help students gain a deeper understanding. Choose A Classroom Video... Description: This is a grade 4 read aloud that weaves in close reading. Students are actively engaged when reading a book about Gorillas Description: This is a grade 1 read aloud with a focus on vocabulary acquisition using the book Miss Rumphius. The teacher uses the close reading process to engage students and help them understand the text. Description: In this fifth grade classroom, the students practice
close reading independently. Let's try it out... 1. Read this poem first to "get the gist." What kinds of questions might you ask your students to see if they are understanding some key details?

2. Read the poem again. What kinds of questions might you ask your students to see if they are understanding the deeper meaning (think word choice, craft, message) The Moon Catchin' Net by Shel Silverstein

I’ve made a moon-catchin’ net,
And I’m goin’ huntin’ tonight,
I’ll run along swingin’ it over my head,
And grab for that big ball of light.

So tomorrow just look at the sky,
And if there’s no moon you can bet
I’ve found what I sought and I finally caught
The moon in my moon catchin’ net.

But if the moon's still shinin’ there,
Look close underneath and you’ll get
A clear look at me in the sky swingin’ free
With a star in my moon-catchin’ net. other poems...
Shel Silverstein blog
http://shelsilversteinpoems.wordpress.com/ In Closing... Close reading is an outcome. We want kids to be able to read a text closely with independence so that they become more thoughtful readers. In order to do this, we need to ask thoughtful questions and provide students with sufficient independent reading time to build the stamina to read complex text.
Full transcript