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Teaching Close Reading and Citing Evidence Using Historical Primary Sources Shennan Hutton, California History- Social Science Project Michelle Delgado,

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Presentation on theme: "Teaching Close Reading and Citing Evidence Using Historical Primary Sources Shennan Hutton, California History- Social Science Project Michelle Delgado,"— Presentation transcript:

1 Teaching Close Reading and Citing Evidence Using Historical Primary Sources Shennan Hutton, California History- Social Science Project Michelle Delgado, Edward Harris, Jr. Middle School, Elk Grove, CA Spring 2014 Common Core Training Oxnard, CA May 3, 2014 “Map of the world created by traveller and writer, al-Idrisi in 1154 for Roger II, King of Sicily (oriented with South at the top),” The Bodleian Libraries, University of Oxford, MS. Pococke 375, fols. 3v-4r. Courtesy of the Bodleian Libraries, University of Oxford.

2 Copyright © 2013, The Regents of the University of California, All Rights Reserved College and Career Readiness Anchor Standard 1 for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3 Research Base “The purpose [of close reading] is to build habits of readers as they engage with the complex texts of the discipline and to build their stamina and skills for being able to do so independently.” --Douglas Fisher and Nancy Frey Engaging the Adolescent Learner: Text Complexity and Close Readings (International Reading Association, 2013) Copyright © 2013, The Regents of the University of California, All Rights Reserved Image: "Dig" / Sadie Wendell Mitchell, Artist. C Source: Library of Congress,

4 Elements of Close Reading Analyze and scaffold textually based inferences Understand language of passage Use context clues to gain more precise understanding Apply related background knowledge to: – support connections – eliminate ambiguity – enable visualizing – fill in informational gaps – predict – draw conclusions – form logical opinions Deeply comprehend the message(s) of the text --Diane Lapp, Barbara Moss, Kelly Johnson, Maria Grant. Rigorous Real-World Teaching and Learning: Teaching Students to Closely Read Texts: How and When? (International Reading Association, 2013) Copyright © 2013, The Regents of the University of California, All Rights Reserved. Image: Be kind to books club. Are you a member? Gregg Arlington, Artist. Works Progress Administration, Source: Library of Congress,

5 Close Reading – Multiple Readings with Purpose Read – Get to know the document, understand its gist Then Read Again – Comprehend, note things which strike or puzzle, identify patterns, make connections Then Read Again – Annotate: flush out meaning, divine purpose, identify strategy Then Read One More Time – Respond to Text Dependent questions (Perhaps) Read Again – Identify Reference Devices in text Copyright © 2013, The Regents of the University of California, All Rights Reserved

6 Skills Needed to “Cite Evidence” Differentiate between reasons (or conclusions, or generalizations) and evidence Recognize evidence in the text Select logical evidence Explain how evidence supports a conclusion Use evidence properly in speaking (quoting, citing informally and formally) Evidence in writing – Introduce quotations – Analyze evidence (what does it mean & how does it support the argument) – Paraphrase evidence – Cite evidence within the text – Cite evidence in MLA or Chicago style Copyright © 2014, The Regents of the University of California, All Rights Reserved


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