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Close Reading and Text-dependent Questions

Close Reading and Text-dependent Questions. Douglas Fisher www.fisherandfrey.com. “Read like a detective. Write like a reporter .”. —David Coleman. Simply assigning hard books w ill not ensure that students l earn at high levels!. Close Analytic Reading . Creating a Close Reading.

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Close Reading and Text-dependent Questions

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  1. Close Reading and Text-dependent Questions Douglas Fisher www.fisherandfrey.com

  2. “Read like a detective. Write like a reporter.” —David Coleman

  3. Simply assigning hard books will not ensure that students learn at high levels!

  4. Close Analytic Reading

  5. Creating a Close Reading

  6. Use a short passage Creating a Close Reading

  7. Use a short passage Re-reading Creating a Close Reading

  8. Use a short passage Re-reading “Read with a pencil” Creating a Close Reading

  9. Use a short passage Re-reading “Read with a pencil” Text-dependent questions Creating a Close Reading

  10. 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

  11. A Close Reading of “Salvador, Late or Early” (Cisneros, Woman Hollering Creek and Other Stories, 1991)

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

  13. Which of the following questionsrequire students to read the text closely? • If you were present at the signing of the Declaration of Independence, what would you do? • What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

  14. If you were present at the signing of the Declaration of Independence, what would you do? • What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

  15. Types of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

  16. General Understandings • Overall view • Sequence of information • Story arc • Main claim and evidence • Gist of passage

  17. General Understandings in Kindergarten Retell the story in order using the words beginning, middle, and end.

  18. 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.

  19. 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?

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

  21. 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

  22. Vocabulary and Text Structure • Bridges literal and inferential meanings • Denotation • Connotation • Shades of meaning • Figurative language • How organization contributes to meaning

  23. Vocabulary in Kindergarten How does the author help us to understand what cocoon means?

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

  25. 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?

  26. Author’s Purpose in Kindergarten Who tells the story—the narrator or the caterpillar?

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

  28. 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.

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

  30. 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.

  31. 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

  32. 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?

  33. Types of Text-dependent Questions Standards Whole 8 & 9 Acrosstexts 3 & 7 Entire text 6 Segments 4 & 5 Paragraph 2 Sentence Word 1 Part

  34. Annotation is a note of any form made while reading text. “Reading with a pencil.”

  35. People have been annotating texts since there have been texts to annotate.

  36. Annotation is not highlighting.

  37. Annotation slows down the reader in order to deepen understanding.

  38. Student’s annotation of connotative meanings in Charlotte’s Web

  39. Annotation occurs with digital and print texts.

  40. Annotation with Wikki sticks

  41. Annotation with smart boards.

  42. Annotations in Grades 3-5 • Underlinethe 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.

  43. Using Questioning in Fifth Grade

  44. Same text, different student, different strategy: Inferring.

  45. Annotation in Grades 6-8 • 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.

  46. Student annotation in 6th grade Student sample from Leigh McEwen, AEA 9, Iowa

  47. Annotation in Grades 9-12 • 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.

  48. Modeling in 9th Grade English

  49. Student annotation in 11th grade English

  50. www.fisherandfrey.com

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