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Close Reading

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Jeffrey Johnson

on 7 September 2014

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Transcript of Close Reading

So . . . Close Reading is not "what does the fox say?"
Reader's and Writer's Notebook
Teaches students how to think about text
Teaches students how to comprehend what they read
Teaches students how to annotate text
Read Alouds
I agree . . .
I disagree . . .
This means . . .
This reminds me of . . .
I say . . .
Chunked or Short Authentic Text
Think Alouds
A place for studens to write about the texts they are reading
A place for students to respond to prompts
A place to keep track of mini lessons
A place to experiment
A place to write drafts
Classroom Slide Show
What is Close Reading?
Reader's & Writer's Notebook
Reading Comp. Strategies
Teaching Strategies
Close Reading
6th-12th Grade

Reader Response Theory
New Criticism
What is Close Reading?
and weighing that with what I say

Close Reading is "what does the text say?"
B Side
Reader's and Writer's Notebook
Jeffrey Johnson
Luther Burbank High School
English 9 and 10

Introductions and Quick Check
Introduce yourself
Knowledge Level
=I develop content
and teach lessons
=I can teach it if
others develop it
=I implement a lot
in my class
=I've attended 1 or 2
workshops and have
implemented a little
= I have heard of it/
read about it
=no knowledge
Our Agreed Upon Norms
We will all agree to:
Be a Learner
Be Cooperative
Be on Time
Be Flexible
Be Responsible
Be Respectful of Others
Please turn cell phones to 'off' or 'silent'
Practice Reading
Genre Studies
Full Textual Anaysis
Chunked Text

Full Texts
Reader Response Theory
Focuses on the transaction between reader and text
"If you want to assess adults' or children's current reading practices, ask them to discuss a poem or story with a familiar plot or issue. Do they veer off into discussions of their own experiences? They'll need nudging to move to CCSS work."
--Lucy Culkins
Pathways to the Common Core
New Criticism
Puts the text in the center
Close Reading or using textual support for interpretations comes from the New Critics who dominated literary criticism in 30's and 40's.
"These are phrases repeated in the grade level specifics (grades K-12): 'demonstrate understanding of a text, referring explicitly to the text' (12), 'refer to details and examples in a text' (12), 'quote accurately from a text' (12) objective summary' (36), 'determine . . . describe . . . explain . . . compare and contrast . . . analyze' (12.)"
--Lucy Calkins
Pathways to the Common Core
It says/I say
A Side: Place where students write
B Side: Place for mini-lessons
B Side Mini Lesson
Reading Comprehension Strategies
Context Clues
Moniter and Repair
A Side Writing Prompt:
How can you use the Reader's and Writer's Notebook in your classroom? What mini lessons can you include in the B Side? How can your students use the Reading Comprehension Strategies in your classroom?
I do/
You watch
Teaching Model
I do/
You Help
You do/
I Help
You do/
I Watch
Key Engagement Move: students write teachers' thoughts on text
Reader's and Writer's Notebook

A Side
Writing Prompt: How can you use Think Alouds in your classroom? What texts would you use? How could you adjust this strategy to work with the texts you offer?
Teacher reads outloud
Students highlight
Students write thoughts in margin
Students write to prompt
Prompt Writing 101
Summarize/Paraphrase Text
Ask a Think-About Question
Connect to Reader
Super Prompt Example:
The I say should go deep or"uncover layers of meaning"
Nancy Boyles
from "Closing in on Close Reading"
The Indoasian Tsunami Killed over 200,000 people. What could meteorologists have done differently to decrease the death toll? How could we have helped?
Get to the "So What . . ."
Cris Tovani,
Do I Really Have to Teach Reading
Reader's and Writer's Notebook

A Side
Writing Prompt: How can you use Read Alouds in your classroom? What texts would you use? How could you apply They say/I Say writing frames to support your students' close readings?
Movie Clip Close Reading
First Viewing: I alert them to what they are looking for/just watch.
Second Viewing: students write all details they see in A side of Notebook.
Homies share.
I call on students to share out and write down details/students write down the ones they did not see.
Students write
Homies share
Class Discussion
Reading to Analyze Structure: Genre Study
What is a Genre?
Elements of Genre:
Audience For whom are you writing?

Purpose Why are you writing?

Context Where will this writing be seen?

Content What is the message?

Structure What are the attributes?
What is it?
Modeling that . . .
Practice Reading
Full transcript