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Close Reading

Close Reading. Jennifer Corbett, Ed.S . j ennifer.corbett@cowetaschools.org. Overview. Research Close reading instruction P ractices Short texts Rereading Text-dependent questions Annotation After-reading tasks Application. Objectives.

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Close Reading

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  1. Close Reading Jennifer Corbett, Ed.S. jennifer.corbett@cowetaschools.org

  2. Overview • Research • Close reading instruction • Practices • Short texts • Rereading • Text-dependent questions • Annotation • After-reading tasks • Application

  3. Objectives To know the importance, key principles, and indicators of modeling thinking of complex text through think-alouds, demonstrations, and annotation Identify characteristics of a quality purpose statement, understand how a quality purpose statement will support students in accessing complex texts, and engage in and complete tasks assigned

  4. What is close reading? Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension (Boyles, 2013). Close reading is an instructional routine in which students critically examine a text, especially through repeated readings (Fisher & Frey, 2012).

  5. Why close reading? • With the increase of rigor due to the Common Core State Standards, every student needs to learn academic English (Barrow, 2014). • Common Core State Standard – ELACC RI & RL • ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • PARCC standard

  6. Common Core

  7. PARCC

  8. Short texts – literary & informational • Folktales • Legends • Myths • Short stories • Poetry • Scenes from plays • Sections of a novel (a sentence, paragraph, or page) • Short articles • Biographies • Personal narratives

  9. Example – scene from a play An extended metaphor from Anne Frank: Diary of a Young Girl We’ve had bad news. The people from whom Miep got our ration books have been arrested. So we have had to cut down on our food. Our stomachs are so empty that they rumble and make strange noises, all in different keys. Mr. Van Daan’s is deep and low, like a bass fiddle. Mine is high, whistling like a flute. As we all sit around waiting for supper, it’s like an orchestra tuning up. It only needs Toscanini to raise his baton and we’d be off in the “Ride of the Valkyries.”

  10. Rereading • The idea • To expand the reader’s purpose with each rereading • Students look for evidence to cite in response to specific questions • Rereading can be completed • independently • with peers, or through • think-alouds

  11. Rereading • Why the Bear Has a Short Tail (on LearnZillion) • Sources • Video (6 minutes) • Power Point • Handout of notes for rereading • Copy of the story

  12. Think-alouds Generally more appropriate for k-3 An intro to annotation using sticky notes One significant difference between a think aloud and a read aloud is that during a read aloud you teach (for example, predictions, character traits, beginning, middle and end, story elements and so forth). However, during a think aloud you model your thinking (in other words your reading comprehension) out loud as you read (Patsalides, 2012).

  13. Six Types of Text-Dependent Questions • Opinions, Arguments • Intertextual Connections • Inferences • Author’s Purpose • Vocabulary and Text Structure • Key Details • General Understanding WholeQuestion Types Across Text Entire Text Segments Paragraph Sentence Word Part

  14. Text Dependent Questions Click here to read Eleven by Sandra Cisneros

  15. Craft technique & possible questions

  16. Your turn Let’s take a short passage and create a table of text-dependent questions based on the two examples presented.

  17. Annotating texts • Before reading • During reading • After reading • Free lesson plans online to introduce students to annotating texts • Activities also available with textbooks (i.e. Holt) • AKA Dialogue with Text • Make predictions • Ask questions • State opinions • Analyze author’s craft • Make connections • Reflect

  18. Modeling annotation • Model texts with annotations (from previous students) • “They can see that there is no one right way to annotate but that there are patterns and categories that seem to be used by readers as they work to make sense of their reading.” (Porter-O’Donnell, 2004). • Alternatives for students with no books • Photocopy selected documents and public domain texts • Keep a dialectical journal

  19. Student work sample

  20. Annotation Pinterest - bookmarks Teachers Pay Teachers

  21. Classroom posters

  22. Close listening Interactive read-alouds (Fisher, Flood, Lapp & Frey, 2004) Text-based questions are answered orally Because children’s listening comprehension outpaces their reading comprehension in the early grades, it’s important that your students build knowledge through being read to as well as through independent reading, with the balance gradually shifting to silent, independent reading (Boyles, 2013).

  23. Jigsaw - Earth Science

  24. Additional Strategies • Vocabulary • Get moving (Barrow, 2014) • Chunking • Clunks & clues organizer (ReadWriteThink.org) • Student/teacher conference • Conference form for reread and close read (Robb, 2009)

  25. Practice From Natalie Babbitt’s Tuck Everlasting How would you use close reading to guide students to understanding how the man in the yellow suit and the constable got along during their ride in chapter 16? FYI – the typical response is, “Good.” What if the students were to role play this?

  26. References Barrow, M. (2014). Evan math requires learning academic language. Phi Delta Kappan, 95 (6), 35-38. Boyles, N. (2013). Closing in on close reading. Educational Leadership, 70 (4), 36-41. Fisher, D. & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 66 (3), 179-188. Fisher, D. & Frey, N. (2013). Rigorous reading. Thousand Oaks: Corwin. Partnership for Assessment of Readiness for College and Careers. (2014). Structure of the model content frameworks for ELA/literacy. Retrieved June 8, 2014, from http://www.parcconline.org/mcf/english-language-artsliteracy/structure-model-content-frameworks-elaliteracy Patsalides, L. (2012). Think aloud: The new read aloud. Retrieved June 9, 2014, from http://www.brighthubeducation.com/middle-school-science-lessons/4014-chrysanthemum-lesson-plan/?cid=parsely_rec# Porter-O’Donnell, C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 93 (5), 82-89. Robb, L. (2009). Assessments for differentiating reading instruction. New York: Scholastic, Inc.

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