slide1
Download
Skip this Video
Download Presentation
Close Reading

Loading in 2 Seconds...

play fullscreen
1 / 46

Close Reading - PowerPoint PPT Presentation


  • 80 Views
  • Uploaded on

Close Reading. 1 . 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. TEACHER RESPONSIBILITY. “ I do it ”. Focused Instruction.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Close Reading' - alain


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide2

1.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.

slide3

TEACHER RESPONSIBILITY

“I do it”

Focused Instruction

Guided Instruction

“We do it”

“You do it

together”

Collaborative

“You do it

alone”

Independent

STUDENT RESPONSIBILITY

A Structure for Instruction that Works

(c) Frey & Fisher, 2008

slide5

Use a short passage

Creating a Close Reading

slide6

Use a short passage

Re-reading

Creating a Close Reading

slide7

Use a short passage

Re-reading

“Read with a pencil”

Creating a Close Reading

slide8

Use a short passage

Re-reading

“Read with a pencil”

Text-dependent questions

Creating a Close Reading

slide9

Use a short passage

Re-reading

“Read with a pencil”

Text-dependent questions

Give students the chance to struggle a bit

Creating a Close Reading

slide10

A Close Reading of

“Salvador, Late or Early”

(Cisneros, Woman Hollering Creek and Other Stories, 1991)

text dependent questions
Text-dependent Questions
  • Answered through close reading
  • Evidence comes from text, not information from outside sources
  • Understanding beyond basic facts
  • Not recall!
types of text dependent questions
Types of Text-dependent Questions

Whole

Acrosstexts

Entire text

Segments

Paragraph

Sentence

Word

Part

general understandings
General Understandings
  • Overall view
  • Sequence of information
  • Story arc
  • Main claim and evidence
  • Gist of passage
general understandings in kindergarten
General Understandings in Kindergarten

Retell the story in order using the words beginning, middle, and end.

key details
Key Details
  • Search for nuances in meaning
  • Determine importance of ideas
  • Find supporting details that support main ideas
  • Answers who, what, when, where, why, how much, or how many.
key details in kindergarten
Key Details in Kindergarten
  • How long did it take to go from a hatched egg to a butterfly?
  • What is one food that gave him a stomachache? What is one food that did not him a stomachache?
slide17

It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

slide18
Foods that did not give him a stomachache

Chocolate cake

Ice cream

Pickle

Swiss cheese

Salami

Lollipop

Cherry pie

Sausage

Cupcake

watermelon

Foods that gave him a stomachache

  • Apples
  • Pears
  • Plums
  • Strawberries
  • Oranges
  • Green leaf
vocabulary and text structure
Vocabulary and Text Structure
  • Bridges literal and inferential meanings
  • Denotation
  • Connotation
  • Shades of meaning
  • Figurative language
  • How organization contributes to meaning
vocabulary in kindergarten
Vocabulary in Kindergarten

How does the author help us to understand what cocoon means?

slide21

There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

author s purpose
Author’s Purpose
  • Genre: Entertain? Explain? Inform? Persuade?
  • Point of view: First-person, third-person limited, omniscient, unreliable narrator
  • Critical Literacy: Whose story is not represented?
author s purpose in kindergarten
Author’s Purpose in Kindergarten

Who tells the story—the narrator or the caterpillar?

slide24

A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

inferences
Inferences

Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

inferences in kindergarten
Inferences in Kindergarten

The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

slide27

The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.

opinions arguments and intertextual connections
Opinions, Arguments, and Intertextual Connections
  • Author’s opinion and reasoning (K-5)
  • Claims
  • Evidence
  • Counterclaims
  • Ethos, Pathos, Logos
  • Rhetoric

Links to other texts throughout the grades

opinions and intertextual connections in kindergarten
Opinionsand Intertextual Connections in Kindergarten

Narrative

Informational

How are these two books similar? How are they different?

Is this a happy story or a sad one? How do you know?

slide30

Eisenhower’s Message to the Troops

June 6, 1944

Soldiers, Sailors and Airmen of the Allied Expeditionary Force!

You are about to embark upon the Great Crusade, toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of liberty-loving people everywhere march with you. In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened. He will fight savagely. But this is the year 1944! Much has happened since the Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory! I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory! Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking.

 SIGNED: Dwight D. Eisenhower

slide34

Eisenhower’s “In Case of Failure” Letter

"Our landings in the Cherbourg-Havre area have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the Navy did all that Bravery and devotion to duty could do. If any blame or fault attaches to the attempt it is mine alone.”

slide40

Annotations

  • Underline the major points.
  • Circle keywords or phrases that are confusing or unknown to you.
  • Use a question mark (?) for questions that you have during the reading. Be sure to write your question.
  • Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.
  • Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.
  • Mark EX when the author provides an example.
  • Numerate arguments, important ideas, or key details and write words or phrases that restate them.
slide43

Student annotation in 6th grade

Student sample from Leigh McEwen, AEA 9, Iowa

ad