1 The “How” and “When” of Close Reading:Grades 6-8 Diocese of Allentown Diocese of Allentown ELA Updates August 12, 2015 St. Mary’s Hamburg Dr. Joanne LoFaso

2 Today’s Objectives To provide a brief overview of close reading To examine how to engage students in close text analysis while not abandoning familiar and effective daily routines such as guided reading, shared reading and book study. Compare close and scaffolded reading Assign a close reading activity in small groups

3 What is Close Reading? “Close reading is careful and purposeful rereading of complex text.” Frey & Fisher, 2013 Visit:

4 Anchor Standard 1: Close 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.

5 Grade Expectations for Literature and Informational Texts, Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 7. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text 5. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

6 Grade Expectations: K-4 Grade 4 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text Grade 3 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers. Grade 2 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text Grade 1 Ask and answer questions about key details in a text Grade K With prompting and support, ask and answer questions about key details in a text.

7 Question When during the instructional day should students be taught how to do a close text reading? A close reading lesson should be no longer than minutes Close reading can be done in small or whole groups If close reading is initially too complex for some readers, begin with scaffolded reading

8 We begin with… Have students begin an initial “attempt” of a text passage (could be from the Weekly Reader) This initial read can serve as a formative assessment (what were they able to “take away” from the text without my support) From this initial assessment, you can design instruction (e.g., whole group, small group, etc.) Through modeling, you can direct readers’ attention to vocabulary, ideas, language structures, etc.

9 The Six Guiding Principles of Close Reading It is not a new practice Use with texts that are “worthy” Texts should be complex enough to undergo repeated readings for deep analysis The reader is focused on the author’s meaning Close readings should be directed in all content areas in which complex texts plays a role Close reading instruction may be used K- 12 grades

10 Close Reading It is not new practice Texts that are worthy, not for all texts Texts should be complex enough to undergo repeated readings for deep comprehension Foremost, reader is focused on the author’s meaning Directed in all content classes Implemented for K–12 Six guiding practices for all close reading instruction, regardless of the content

11 Six Practices of Close Reading Select Short, Worthy Passages Student Rereading Limited frontloading (pre-teaching) Text-Dependent Questions Annotation After-Reading Tasks

12 Select Short Worthy Passages Usually a passage between three and nine paragraphs in length is best for practicing analytic skills Texts should be deeply understood by the teacher in order to know where the complex and difficult parts may inhibit student understanding Texts do not need to be stand-alone texts

13 Student Rereading Rereadings should have a clear purpose and are frequently connected to looking for evidence to a particular questions Rereadings may be accomplished independently, with peers and/or with teacher think-alouds Rereading decreases the need for frontloading Rereading improves fluency and comprehension

14 Limited Frontloading Limited pre-teaching or frontloading by the teacher Inquiry through rereading results in the discovery of the author’s meaning and helps develop metacognitive skills Too much limits students’ opportunities for inquiry and discovery; these are essential for becoming critical, independent readers

15 Text-Dependent Questions Question types that are asked affect how a reader reads All students to provide evidence from the text rather than from their own experiences Help build foundational knowledge so students are equipped to then formulate meaningful connections and opinions Scaffold understanding from explicit to implicit Requires preparation by the teacher for thorough text discussion and analysis

16 Annotation Students play an active role in growing their knowledge and understanding Should be completed with each rereading guided by text-dependent questions Use student annotation as formative assessments Slows the readers down for deeper thinking, so it becomes a habit of mind Use universal annotation marks No wrong answer in annotating; the only wrong thing is NOT TO annotate

17 After Reading Tasks Post-reading tasks should require students to refer to the text Tasks should help students deepen their comprehension far beyond what they would be able to accomplish on their own Instruction in writing a precise piece develops a deeper textual understanding of the text, as it should be a clear and concise summary of the essential points, without a personal opinion or connection

18 Six Types of Text-Dependent Questions WholeQuestion Types Standards Across Text  Opinions, Arguments, inter-textual connections 8, 9 Entire Text  Inferences3, 7 Segments  Author’s Purpose 6 Paragraph  Vocabulary and Text Structure 4, 5 Sentence  Key Details2 Word  Key Details2 Part General Understanding 1

19 Universal Annotation Marks Read With a Pen Grades K-2 Grades 3-5 Use Wiki sticks, sticky notes, Smart Boards Model your thinking with annotation Underline the major points Circle words or phrases that are confusing to you Use a ? and write out your question Use ! for things that surprise you Draw an  to link connections Mark ex to denote examples, write comments in the margins, numerate arguments, & important details Grades 6-8 Grade 9- 12

20 Close Reading for Young Readers, K-3 Exposure to complex texts challenges students’ thinking. Two instructional practices for close reading (close listening): Interactive Read-Alouds (Fisher, Flood, Lapp, & Frey, 2004)— same practices: a short, worthy text text-dependent questions limited frontloading after-listening tasks to refer to the text, as grades 3– 12 no annotation Shared Reading—all the same practices for grades 3–12: simple annotation after-listening tasks

21 Scaffolded Instruction: Be Mindful All students benefit from scaffolded instruction, not just struggling readers Lessons are tailored to group needs, based on recent assessments Teachers provide more support for students than in a close reading lesson Questions are essential to scaffolded instruction When cues and prompts are exhausted and misconceptions remain, provide a direct explanation

22 Directions for Jigsaw Procedure for the Four Principles of Scaffolded Instruction 1.Work in groups of three. 2.Each person chooses one of the following principle elements to read, take notes on, and share: A.The student, not the teacher, is the reader. B.Small groups differentiate support C.Students have different strengths and supports. D.Grouping patterns change frequently 3.Read for 5 minutes. Write down salient points on the graphic organizer to share. 4.Share significant points with group.

23 Text-Based Seminar Activity Read, “Round-Robin Reading Never! (McLaughlin, 2013)”then discuss in your group the following questions:  What statement or section in this article strikes you most dramatically?  What is the single most significant theme of this article and where is it stated?  What statement, idea, process, practice, strategy, theme do you disagree with most (if any)? 1. What actions would flow from this article?

24 Text-Based Seminar: Guidelines Purpose: To enlarge and extend the Participants’ understanding of a text Read the article closely (annotate, underline, circle, highlight, etc.) Ground Rules: Listen actively focusing on mutual sharing Build upon what others have to say Let the conversation flow without raising hands Speak directly with each other Make your assumptions clear and explicit Strive for clarification and implication of ideas Watch your own “air” time Refer to the text using page numbers and paragraph location

25 References Frey, N. & Fisher, D.(2013). Rigorous Reading: 5 Access Points for Comprehending Complex Texts. Corwin Press: CA

26 End Notes ① Scaffolding - First introduced by Wood, Bruner, and Ross (1976), the concept of scaffolding likens the process of building a concept or skill within a child to the kind of temporary structure that supports the construction of a house. Although at present, this concept is used in a fairly broad sense and is often synonymous with “teaching,” the original analogy refers to a learning situation in which there is a gradual release of responsibility to the learner, as the learner becomes more responsible for his/her own learning and able to maintain a new skill. The teacher gives hints and prompts to support the learner and then gradually withdraws these supports, as the learner performs with increasing independence. Scaffolding in its many forms plays an important role in the Tools of the Mind curriculum

27 End Notes Zone of Proximal Development (ZPD) is the best known Vygotskian concept. To successfully apply it in a classroom, it is important to know not only where a child is functioning now and where that child will be tomorrow, but also how best to assist that child in mastering more advanced skills and concepts. This is where scaffolding comes in. Although not used by Vygotsky himself, the concept of scaffolding helps us understand how aiming instruction within a child’s ZPD can promote the child’s learning and development