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Planning for A Close Read “Close reading is an instructional routine in which students critically examine a text, especially through repeated readings.”

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Presentation on theme: "Planning for A Close Read “Close reading is an instructional routine in which students critically examine a text, especially through repeated readings.”"— 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 & Frey Jill Liapis Links for

2 Planning for a Close Read  Use a short passage or excerpt  “Read with a pencil”  Note what is confusing  Pay attention to patterns  Give your students the chance to struggle a bit knowing that you will scaffold support throughout the routine

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 “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, 2011 Text-Dependent Question s

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, 1998 “Talk, like reading and writing, is a major motor—I could even say THE major motor– of intellectual development.” Lucy Calkins, 2001

6 The Lesson Plan Format

7 Opinions, Arguments & Intertextual ConnectionsInferencesPurposeVocabulary & Text StructureKey DetailsGeneral Understanding

8 Routines General Understandings Key Details Vocabulary & Text Structure Inferences Purpose Opinions, Arguments & Intertextual Connections

9 3rd Reading & Potential Prose Constructed Response 2 nd Reading & 2 nd Discussion 1 st Reading & 1 st Discussion Establish Purpose

10 Explain the purpose of the read Students need to know prior to reading that this is an opportunity for a Close Read

11 1 st Reading Students read independently Students annotate text Teacher observes students’ annotations and looks for patterns

12 1 st Discussion Turn & Talk to Check Meaning Encourage Students’ to reference text annotations during discussion

13 General Understanding Get the gist of the text Focus on the author’s main claim

14 What is the same about the front and back of the penny? General Understanding

15 Why would unsweetened chocolate be changed?

16 What are the dangers of an avalanche? General Understanding

17 Key Details Focus on important details Often who, what, where, when, why or how

18 Key Details Why do we honor Abraham Lincoln?

19 What ingredients make the three types of chocolate? Key Details

20 What 2 ways can avalanches occur? Which is the most dangerous and why? Key Details

21 2 nd Reading Teacher reads aloud the text Students listen Students continue to annotate

22 2 nd 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, 2013

23 2 nd Discussion Students’ revisit table talk Students’ share and participate in whole class discussion

24 Vocabulary & Text Structure Consider how the reading is organized Vocab includes denotations (definitions) & connotations (ideas or feelings evoked) Why the author chose the word…

25 Vocabulary & Text Structure How does the author let you know the meaning of the word carved?

26 How does the author help you understand the meaning of vary in the 2 nd paragraph? Vocabulary & Text Structure

27 What is the meaning of the word faces as used in paragraph 6? Vocabulary & Text Structure

28 Purpose Inform, entertain, persuade or explain something Allows the reader to follow the flow of the reading

29 Purpose What is the author’s purpose of writing this text?

30 Why did the author write this article? AKA – What is the author’s purpose of writing this article? Purpose

31 What 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 going Reconsider key points as contributing to the whole

33 Inferences Why is the author telling us about the penny, memorial and Mount Rushmore?

34 Why do purists not consider white chocolate a chocolate? Inferences

35 How does the author informing you of the types of avalanches help you understand the dangers of an avalanche? Inferences

36 3 rd Reading Teacher Led Reading with Text Dependent Questions Opportunity for a Prose Constructed Response

37 Opinions, Arguments & Intertextual Connections Used sparingly Used 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. Opinions, Arguments & Intertextual Connections

41 Questions

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