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Strategies for Close Reading

modification of ppt by Diane Lapp for Common Core Standards presentation in SAUSD

Heather Lorenz

on 28 January 2015

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Transcript of Strategies for Close Reading

Helping Students Unlock Complex Texts
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
Scaffolds enable
all students
to access complex text directly rather than reducing the complexity of the text
Questions and tasks require the use of
textual evidence
, including supporting logical inferences from the text
A significant percentage of questions/tasks are
text dependent
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
academic vocabulary
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.
Teacher Roles:
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
text structure
main idea or message
sentence structure
academic vocabulary
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")
Key Words
Pulled Quotes
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.
*Key Words
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?
*Pulled Quotes
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

Student Roles
*Read 3 Times
Establish a Purpose With Students

First Reading:
Students read independently and annotate the text. Students write out their first impressions. Then do a partner talk to share their annotations.
Second Reading:
Teacher reads to model fluency. Students add to their annotations.
Third Reading:
The teacher reads thinking aloud to locate clues about the narrator and use text-dependent questions.
Annotating Marks
Underline important details or information

Circle Unknown Words

connections...this reminds me of..

this surprises me

Huh, I am not sure what this means
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