2.  An abbreviated look at the evolution of comprehension instruction › Check and assess comprehension after reading, but not really teach it › Brain research of the 80’s spurred understanding of how we comprehend (Comprehension strategy work, from sources like Ellin Keene, Stephanie Harvey, Debbie Miller) › Research from late 2000’s/early 2010’s revisiting comprehension strategies: how they’re processes we use to understand, and how we need to be more thoughtful and purposeful in our strategy instruction › Common core reading standards asking students to “read closely”, “cite specific textual evidence,” “analyze the structure of texts,” Interpret words and phrases” and “analyze how specific word choices shape meaning.”

3.  Close reading involves multiple readings over multiple instructional lessons with a complex text that is worthy of close reading.  Close reading has more specific, often higher level purposes, than rereading  The teacher’s role in close reading is not to guide students to the answers, but to scaffold students with questions so that they can uncover layers of meaning for themselves.

4.  Short, complex texts  Repeated readings  Annotation by students during reading  Collaborative conversations about the text  Text dependent questions

5.  FIRST READ: What does the text say? › Read or listen independently (no scaffolding or frontloading) and write notes- key ideas & details, confusing words or phrases, questions, reactions › Discuss first with a partner, then as a whole group to develop a literal level of understanding  SECOND READ: How does the text work? › Annotate to think about vocabulary, structure and author’s craft › Discuss how this impacts understanding  THIRD READ: What does the text mean? › Annotate to think about what the author wants us to understand › Synthesize thinking and discussion to develop inferential level of understanding  Show your learning: What does the text inspire me to do?

6.  Quantitative measures  Qualitative measures › Purpose › Structure › Language › Knowledge demands Look over the text complexity: qualitative measures rubric and discuss at your table

7.  Text is often read aloud, and adaptations are made for student annotations (drawing, wiki sticks, etc.)  Teacher plays a bigger role in asking more specific text dependent questions and leading the discussion

8.  Develop habits of mind for close and critical readers  Increase reading stamina and perseverance  Foster richer discussion of texts between students  Empower students to tackle complex texts and uncover higher levels of understanding for themselves, so that these complex texts inspire, rather than frustrate them

9.  One, small piece of the many types of reading we do › Mentor texts to model learning targets › Small group guided reading › Independent reading for enjoyment and/or practice with learning targets › Read aloud  ELAC exploring options for close reading activities at the end of each unit

10.  Fisher and Frey video from TDQ book  Share out- where are you in your thinking about close reading?  Additional Readings (take any of interest, all are on the shared drive) › Articles copied in yellow- general › Article copied in green- 5 th grade example › Articles copied in pink-close reading in Math