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Strategies for Close Reading
Transcript of Strategies for Close Reading
Close Reading Strategies
Identify the characteristics of a close read
Categorize text dependent questions in literal level questions, interpretation level questions, and reflection/connection level questions.
Read a text closely and annotate the text.
Describe and participate in four close reading strategies: Key Words, Pulled Quotes, Wrecking the Text, and Shades of Meaning
*Unlocking Complex Texts
to access complex text directly rather than reducing the complexity of the text
Questions and tasks require the use of
, including supporting logical inferences from the text
A significant percentage of questions/tasks are
Quality of the suggested texts in CCSS suggest shorter, challenging texts at each grade level.
Materials ensure students are reading complex text with fluency as well as comprehension.
Materials focus on
prevalent in complex texts throughout reading, writing, listening, and speaking instruction.
Use a short passage
"Read with a pencil"
Note what's confusing
Pay attention to patterns
Give students the chance to struggle a little
Creating a Close Reading
Read the text more than once.
Persevere in reading and comprehending challenging text.
Analyze the text for purpose and levels of meaning.
Use evidence from the text to ask and answer text dependent questions.
Increase comprehension of a text through multiple re-readings.
Participate in rich and rigorous conversations about a common text.
Select challenging and appropriate text
Analyze the text content and language ahead of time
Anticipate potential challenges
Write text dependent questions that engage student in interpretive tasks
Lead rich and rigorous conversations that keep students engaged with the texts deeper meaning
Standards based questions answered through reading the text
Should be higher level (old "Blooms"/new "Depth of Knowledge")
Give attention to different levels of discourse
main idea or message
Requires teacher preparation and student thought
*Text Dependent Questions
What does it say? (literal comprehension)
What does it mean? (interpretation level-identifying themes, symbols, deeper meaning, connections to other content)
What does it matter? (levels of reflection, connection with "Big Idea")
Wrecking the text
Shades of meaning
Other ways to unlock the text
Identify one or more words you consider to be central to the meaning of the text.
Be prepared to explain your choices.
Why do you think the author chose this word instead of another?
How does this word capture the centrality of the text?
EXTENSION: "5-word summary"
Negotiate with a small group the 5 most important words to use in a summary of the text. Work together to write a summary that conveys the essence of the text.
Magazines often pull and box important quotations from articles to attract reader attention
Requiring students to pull quotes helps them determine significance.
Identify a significant quotation.
Write a short justification for the quotation you selected.
Why is it significant?
Highlight the choices the author makes in the text.
How could you rewrite this sentence?
How does your word choice change the meaning?
Why do you think the author made the word choices he/she did?
*Wrecking the text
Explore small, subtle differences in MEANING between similar words or phrases
Read a list of words carefully
Put them in order according to their meaning
Ask yourself - Which word has the strongest meaning? Which word has the weakest meaning?
Write the weakest word first.
Variation: select a word from the text and have students determine other words on the continuum of meaning (or provide variations)
*Shades of Meaning
It's your turn!!!!
Using your text, plan a close reading, INCLUDE STANDARDS!
Involve students digging more deeply in language, meaning, and structure.
Strategies for Close Reading
*Read 3 Times
Establish a Purpose With Students
Students read independently and annotate the text. Students write out their first impressions. Then do a partner talk to share their annotations.
Teacher reads to model fluency. Students add to their annotations.
The teacher reads thinking aloud to locate clues about the narrator and use text-dependent questions.
Underline important details or information
Circle Unknown Words
connections...this reminds me of..
this surprises me
Huh, I am not sure what this means