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Close Reading

Close Reading. Background from Douglas Fisher. Our Ongoing Goal. To ensure all students are career and college ready. Background from Douglas Fisher. Today’s Goal. Engage staff in collegial conversations regarding close reading

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Close Reading

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  1. Close Reading Background from Douglas Fisher

  2. Our Ongoing Goal • To ensure all students are career and college ready Background from Douglas Fisher

  3. Today’s Goal • Engage staff in collegial conversations regarding close reading • Identify the components of close reading and make connections to current literacy practices • Participate in a close reading lesson

  4. Anticipation Guide • Read each statement. • Decide if the statement is true or false and mark the appropriate box. • Under each statement support your answer using background knowledge and experiences. • Discuss answers with a partner.

  5. Close Reading is not… Andrea and Gilberto passed an ice cream shop every day when they walked home from school. Every Friday they brought money to _______ and stopped at the ice cream _________ to buy a double-dip ice cream ___________. One ________ Gilberto forgot to bring ________ money and when they got to __________ ice cream shop, he said, “Oh no. I can’t buy an ice cream _________ today.” Cloze Reading

  6. Close Reading is…. “Close Reading – an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.” Tim Shanahan

  7. Close Reading is…. “Focused, sustainedreading and rereading of a text for the purpose of understanding key points, gathering evidence, and building knowledge. Pearson

  8. Primary Purpose of Close Reading The primary objective of a close reading is to afford students with the opportunity to assimilate new textual information with their existing background knowledge and prior experiences to expand their schema. Doug Fisher

  9. Secondary Purpose of Close Reading A second purpose of a close reading is to build the necessary habits of readers when they engage with a complex piece of text. Doug Fisher

  10. Characteristics of a Close Reading Lesson • Use of short pieces of literary or non-fiction text • Use of selected passages from a longer text • Multiple readings of a text • Annotation of text • Discussions among students (think pair share, elbow partners discuss etc.) • Asking and answering text-dependent questions • Writing about the text using evidence from the text

  11. Text Dependent Questions

  12. Text-Dependent Questions are not… • Low-level, literal, or recall questions • Focused on comprehension strategies • Just questions…

  13. Text-Dependent Questions... • Can only be answered with evidence from the text. • Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. • Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. • Focus on difficult portions of text in order to enhance reading proficiency. • Can also include prompts for writing and discussion questions.

  14. Three Types of Text-Dependent Questions • When you're writing or reviewing a set of questions,consider the following three categories: • Questions that assess themes and central ideas • Questions that assess knowledge of vocabulary • Questions that assess syntax and structure

  15. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

  16. 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?

  17. 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?

  18. Annotating Text to Deepen Understanding Doug Fisher and Nancy Frey

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

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

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

  22. ANNOTATION IS NOT HIGHLIGHTING

  23. If you want to teach effective annotation, begin with the purpose.

  24. Annotation in PreK-2 • Language experience approach • Interactive writing and shared pen activities

  25. Using Questioning in Fifth Grade

  26. Modeled annotation in Seventh Grade

  27. Modeling in 9th Grade English

  28. What we Already Know

  29. Let’s Try It!

  30. How To Do A Close Read • Read with a pencil in hand – annotate the text • Look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities • This is whatever the teacher wants the students to look for: key ideas & details, central message or theme, character traits, etc • Ask questions about the patterns you’ve noticed – especially how and why

  31. Anticipation Guide • Close reading should focus on background knowledge to expand knowledge of text. • Students should reread text several times when participating in a CLOSE reading. • CLOSE reading should foster student interactions and discussion. • It is best to use on level reading materials for CLOSE reading instruction. • A text dependent question is a question that can be answered from the text word for word. • Annotation does not slow down the reader when they are reading complex text.

  32. Resources The Aspen Institute Education And Society Program • www.achive thecore.org • Wisconsin Department of • Public Instruction • Portland Public Schools • (Department of Instruction, • Curriculum, and Assessment)

  33. Instructional Coaching Website Instructional Resources

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