Presentation on theme: "Planning for A Close Read"— Presentation transcript:
1 Planning for A Close Read “Close reading is an instructional routine in which students critically examine a text, especially through repeated readings.”- Fisher & FreyPlanning for A Close ReadHave participants create the foldable for Close ReadingThink-Pair-ShareWrite down what you think a close reading entailsHave them discuss with a partner what they think it isShare with the group and revise your definitionJill LiapisLinks for
2 Planning for a Close Read Use a short passage or excerpt“Read with a pencil”Note what is confusingPay attention to patternsGive your students the chance to struggle a bit knowing that you will scaffold support throughout the routineUse a short passage:Read with a pencil:Note what is confusingPay attention to patternsGiver your students the change to struggle a bit
3 Text Complexity Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.Quantitative measures – readability and other scores of text complexity often best measured by computer software.Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.CCSS, Appendix A
4 Text-Dependent Questions “Rigorous, text-dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text.”PARCC Model Content Frameworks, 2011Text-dependent questions can’t be answered w/o looking back into the text; required inferring; cannot be used with any other textCaution about the difference of text-dependent vs text inspired (don’t have to read the text, but are drawn from text)
5 Discussion An active, constructive, and social process for learning “In the last 25 years or so, research has provided significant evidence that collaborative academic talk is at the heart of the learning experience.”Carmen Simich-Dudgeon, 1998Carmen Simich-Dudgeon is a Language Education professor at Indiana Universityresearched the benefits of collaborative discussion in the classroomsLucy Calkins – author of Units of Study for Teaching Writing and Pathways to the Common Core: The Art of Teaching writing“Talk , like reading and writing, is a major motor—I could even say THE major motor– of intellectual development.”Lucy Calkins, 2001
8 Routines General Understandings Key Details Vocabulary & Text StructureInferencesPurposeOpinions, Arguments & Intertextual Connections
9 Potential Prose Constructed Response 2nd Reading & 2nd Discussion 3rd Reading &Potential Prose Constructed Response2nd Reading & 2nd Discussion1st Reading & 1st DiscussionEstablish PurposeEstablish Purpose = explain the purpose of the lesson – close read1st reading= students read the text first to themselves- annotating along the way (teacher rotates)2nd reading = teacher reads the entire text aloud as students follow along1st discussion = turn and talk to check meaning2nd discussion = invite students to share their table group conversations3rd Reading = Teacher – Led Reading w text dependent Questions
10 Establish Purpose Explain the purpose of the read Students need to know prior to reading that this is an opportunity for a Close ReadExplai
11 1st Reading Students read independently Students annotate text Teacher observes students’ annotations and looks for patterns“Read with a pencil”
12 1st Discussion Turn & Talk to Check Meaning Encourage Students’ to reference text annotations during discussion
13 General Understanding Get the gist of the textFocus on the author’s main claim
14 General Understanding What is the same about the front and back of the penny?
15 General Understanding Why would unsweetened chocolate be changed?
16 General Understanding What are the dangers of an avalanche?
17 Key Details Focus on important details Often who, what, where, when, why or how
18 Why do we honor Abraham Lincoln? Key DetailsWhy do we honor Abraham Lincoln?
19 Key DetailsWhat ingredients make the three types of chocolate?
20 Key DetailsWhat 2 ways can avalanches occur? Which is the most dangerous and why?
21 2nd Reading Teacher reads aloud the text Students listen Students continue to annotateTeacher reads text aloud as students follow along.
22 2nd Reading“Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts.”Tim Shanahan, 2013“The close = re-read + worthy assumption here is critical: we assume that a rich text simply cannot be understood and appreciated by a single read, no matter how skilled and motivated the reader.”Grant Wiggin, 2013Teacher reads text aloud as students follow along.
23 2nd Discussion Students’ revisit table talk Students’ share and participate in whole class discussion
24 Vocabulary & Text Structure Consider how the reading is organizedVocab includes denotations (definitions) & connotations (ideas or feelings evoked)Why the author chose the word…Vocabulary & Text Structure
25 Vocabulary & Text Structure How does the author let you know the meaning of the word carved?
26 Vocabulary & Text Structure How does the author help you understand the meaning of vary in the 2nd paragraph?
27 Vocabulary & Text Structure What is the meaning of the word faces as used in paragraph 6?
28 Purpose Inform, entertain, persuade or explain something Allows the reader to follow the flow of the readingPurpose
29 PurposeWhat is the author’s purpose of writing this text?
30 Purpose Why did the author write this article? AKA – What is the author’s purpose of writing this article?
31 PurposeWhat is the authors intended purpose for writing this text? How do you know that this is the purpose. Use evidence to support your answer.
32 Inferences Require reading of the whole selection Consider where the text is goingReconsider key points as contributing to the wholeInferences
33 InferencesWhy is the author telling us about the penny, memorial and Mount Rushmore?
34 InferencesWhy do purists not consider white chocolate a chocolate?
35 InferencesHow does the author informing you of the types of avalanches help you understand the dangers of an avalanche?
36 3rd Reading Teacher Led Reading with Text Dependent Questions Opportunity for a Prose Constructed Response
37 Opinions, Arguments & Intertextual Connections Used sparinglyUsed after multiple reads and opportunities to expand understanding
38 Opinions, Arguments & Intertextual Connections Why or why not???Should Abraham Lincoln be on the penny?Support you answer with evidence.
39 Opinions, Arguments & Intertextual Connections Are purists right with believing that white chocolate is not chocolate?
40 Opinions, Arguments & Intertextual Connections How would this article impact your desire to participate in snow sports? Use evidence from the text to support your answer.
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