Close Reading for ALL Students at the Elementary Level. Stephanie Olivieri Reading Specialist Congers Elementary. What is Close Reading?. The very first Common Core Anchor Standard states that students will,
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Close Reading for
ALL Students at the
The very first Common Core Anchor Standard states that students will,
“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.”
The term close reading can be described as reading like a detective. In order for the students to be able to read in this manner they must be able to:
“When a student engages in “close reading,” she analyzes the text at the word or phrase level and the sentence and paragraph level with a particular purpose like synthesizing the author’s central ideas in a nonfiction text. By considering the weight of meaning of particular phrases or sentences in a section of text, the student can begin to see how important details fit together to reveal and support the author’s central idea(s). As a result of effective close reading, she can identify the author’s central ideas and describe why a particular idea is central. She can also extract supporting details from the text and explain how these details serve as evidence to support the central ideas. This creates a pathway for critiquing the author’s central ideas and moving into deeper thinking about the text as a whole.” - Sunday Cummins
Close Reading Video
According to Fisher, Frey, and Lapp (2012), every close reader must assume four roles:
1. Code Breaker: Understanding the text at the surface level (alphabetic, structural).
2. Meaning Maker: Comprehending the text at the level intended by the author.
3. Text User: Analyzing the factors that influenced the author and the text, including a historical grounding of the context within which it was written.
4. Text Critic: Understanding that the text is not neutral and that existing biases inform calls to action.
Introducing Synthesis Explicitly
Teaching Systematic Previewing to Set a Purpose for Reading
Teaching Self- Monitoring for Meaning
Teaching Determining What is Important
Teaching Synthesis Across Texts
1. Read #1-On my own
2. Read #2-
3. Teacher Questioning (extend understanding of topic)
1. Think about the organization of the text and where it should be logically chunked to support understanding of ideas, organization, and relationship between ideas.
2. Find 3-5 words to focus on and clues to use from the text; choose two for further study outside of the text.
3. Find a long complex sentence to chunk into parts and discuss meaning of each part.
4. Prepare 2-3 higher level questions asking students to find and analyze specific text based-evidence and make inferences.
Pasta and Water Analogy