Presentation on theme: " Be on time Actively Listen/participate › All electronic devices (i.e. laptops, iPads, cells phones-[on vibrate]) should be put away unless instructed."— Presentation transcript:
Be on time Actively Listen/participate › All electronic devices (i.e. laptops, iPads, cells phones-[on vibrate]) should be put away unless instructed to use › Grading papers is prohibited › Give input, participate in group discussions, etc.
Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc.
Using short passages and excerpts Diving right into the text with limited pre- reading activities Focusing on the text itself Rereading deliberately Reading with a pencil Noticing things that are confusing Discussing the text with others › Think-Pair Share or Turn and Talk frequently › Small groups and whole class Responding to text-dependent questions
Three components of text complexity should be considered: Qualitative Quantitative Reader and Task Considerations
Those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.
Those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently. › Lexile levels
Variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed.
Vocabulary › Academic and domain specific terms Syntax (arrangement of words to create sentences or phrases) › Coherence (events and concepts are logically connected and clearly explained) › Unity (ideas are focused on the topic) › Audience appropriateness Text Structures › Compare/contrast › Cause/effect › Problem/solution › Chronological Order Text Features › Heading/subheading › Signal words
Before the lesson: › Select a short, worthy text to close read › Create text-dependent questions (can be spiraled in during the lesson)
During the lesson (establish a purpose for reading) : › Focus: Key Ideas/Details (important elements) 1 st Read – student reads independently and annotates text 1 st discussion – talk to partner or small group Text-dependent questions 2 nd discussion – whole group discussion (share-out) › Focus: Craft/Structure (how text works) 2 nd Read – teacher reads aloud or student continues to read independently/with a partner 3 rd discussion - talk to partner, small group, or whole group Text-dependent questions › Focus: Integration of ideas/knowledge (meaning/connections) 3 rd read (optional) – record ideas on sticky notes, graphic organizers, thinking sheet, etc. Text-dependent questions
After the lesson: › Journal Writing (summarize the text, response to literature, etc.) Text-dependent questions
The close reading lesson can be done any way the teacher chooses. Preview vocabulary before reading Vocabulary activities can be weaved into the close reading activity (during or after) Answer all text-dependent questions after the readings so that the discussions can center around the student generated questions
ELACC6RL/RI10 : By the end of the year, read and comprehend nonfiction, literature, including stories, dramas, and poems in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. LITCC6-8RHSS10 : By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. L6-8RST10 : By the end of grade 8, read and comprehend science/technical texts in the grades 6– 8 text complexity band independently and proficiently.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
Construct, justify, and communicate arguments by… › considering context › using examples and non-examples › using objects, drawings, diagrams, and actions Critique the reading of others by… › listening › comparing arguments › identifying flawed logic › asking questions to clarify or improve arguments
Questioning Leveled Text Assignments (i.e. end product)
Sullivan has to shout, “Fire! Fire! Fire!” From this detail, what can the reader infer about the technology in Chicago at that time? The author states, “The barn’s loft held over three tons of timothy hay.” What can the reader infer about how this detail could impact the development of The Great Fire? Sullivan's behavior in paragraph 4-6 suggest many things about his personality. What characteristics can be attributed to Sullivan based on evidence from these three paragraph?
The title of the text is The Great Fire: in the first sentence, what words does Murphy use to hint at the tragedy to come? What tone is the author creating by choosing “amble” and “stretch” and “leaned back?” Why does the author create this feeling or mood when the bulk of the book is about the disaster? In paragraph 1-3, what details does the author use to help the reader build a personal connection to the historical figures in this story?