9/26/2015 1

Close Reading

M. Wagner

And Other Tools For Engaging All Learners

Close Reading

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.

(Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)

Reading Literature: Key Ideas and Details:

CCRA.R.1

Close, analytic reading ultimately leads students to

arrive at an understanding of the text as a whole.

(PARCC, 2012)

Think-Write-Pair-Share • What type of mindset did

your 3rd grade teacher have? • How do you know?

Think-Write-Pair-Share

Building Prior Knowledge

• How does writing impact this activity? • Is the writing necessary? • What are some of the pros and cons of

using this in the classroom?

Close Reading

Day By Day

Day 1:

• Read text for the first time. • Encourage students to enjoy the text. • Students should listen/read for facts.

• Have students “teach” their neighbor an interesting fact from the text.

Non-Fiction

Day By Day

Non-Fiction Close Reading

• Read text again, focus on vocabulary. • Ask students to focus on unknown words.

• Make list/chart of these words • Focus on text structure:

• What text structures might help us determine meaning?

• Vocabulary Investigation – (I ♥ Marzano!)

Day 2:

1) Provide a description, explanation, or example of the new term. 2) Ask students to restate the description, explanation, or example

in their own words. 3) Ask students to construct a picture, pictograph, or symbolic

representation of the term. 4) Engage students periodically in activities that help them add to

their knowledge of the terms in their vocabulary notebooks. 5) Periodically ask students to discuss the terms with one another. 6) Involve students periodically in games that enable them to play

with terms.

6 Step Process For Vocabulary Instruction

Marzano, 2004

Day By Day

Non-Fiction

Close Reading

• Read text again, focus on text-dependent questions. • Ask students to answer questions using evidence from the

texts. • Comprehension Questions

• Students should ask / answer questions. • Trick The Teacher

• Focus on text structure: • What text structures might help us determine meaning?

Day 3:

Day By Day

Non-Fiction

Close Reading

• Read text again with a partner or group. • Encourage students to complete a project/activity.

• This project/activity should require that students both interact with the text – but also one another.

Day 4:

Day By Day

Non-Fiction

Close Reading

• Final Reading • Incorporate Writing (Prompt)

• Personal Connection / Opinion • Textual Evidence

• Debrief - What can we learn about ourselves as learners, the more often that we read something?

Day 5:

Close Reading

Fiction

Idea Wave

Building Prior Knowledge

• Share out one idea. • The best idea

• Share quickly, loudly, & don’t stop until we’re done. • Don’t worry if your idea already

shared – Share it again.

Idea Wave

Building Prior Knowledge

• When do you have to concentrate?

Close Reading Fiction

1st Reading:

• Get the gist. • Find the main idea. • Note supporting details. • Identify unknown words / ideas.

Close Reading Fiction

2nd Reading:

• Apply strategies to clarify meaning of confusing words and ideas. • Determine text structure. • Explain author’s purpose. • Describe why the author included literary devices.

Close Reading Fiction

Keep Reading:

• Cite evidence to support conclusions. • Connect text to other experiences and texts. • Critique the author’s craft and explain how altering the text would change the meaning.

Quotation Symphony • Read the “Concentration” poem • Underline/highlight 1 phrase • Share Out (Idea Wave Style)

Close Reading Fiction

And Reading:

• Collaborate • Justify your conclusions. • Reflect. •Apply your findings when writing your Literary Analysis.

Close Reading • Multiple Strategic Readings of a Complex Text • Encourages Students To Dig Deeper • Reflect On Meaning

• Central Ideas • Key Supporting Details • Individual Words & Sentences

• Reflect On Overall Text Development • Make Connections • Collaborate & Respond

Mindset

• Fixed • Growth

Self-Efficacy “People’s judgement of their capabilities to organize and execute the course of action

required to attain designated types of performances.”

Albert Bandura

Self-Efficacy • Specific • Confidence in

one’s ability to accomplish the task at hand.

Example: - I can learn this how to solve this equation.

Self-Esteem • General • Overall self

appraisal Examples: - I am smart. - I am good at math.

vs.

Mindset

What a person thinks about intelligence has a powerful effect on his

achievement.

What we think about our learning capacities has a strong influence on:

• what we think we can learn to do. • how we respond to difficulty when we

try something new. • the decisions we make about what we

will try to do in the future. Jeff Howard, President of the Efficacy

Institute

Say Something: 1. Find your partner. 2. Decide on designated

stopping point in text. 3. Read silently to that point. 4. When each partner is

ready, stop and say something.

5. Repeat until you have finished reading.

Something: Brief Summary, Key Point, Interesting Idea, Personal Connection, or an A-Ha!

“We don’t see things as they are;

we see them as we are.” Anais Nin

Your view/mindset will influence:

• Self-Capacity • Reactions To Feedback • Student Capacity • Relationships • Instructional Practices

Fixed Growth

How do you view yourself?

Fixed Growth

How do you view your students?

Teaching The Growth Mindset:

• Talk about adopting the growth mindset in class- • Tell stories about former students who thought they would never learn the subject but who, with persistence and effort, ended up being successful.

Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning

Teaching The Growth Mindset: • Talk about what it will take to effectively

learn the course material: • Make your expectations clear •How much time should students be putting into learning a particular concept? •What activities should students be engaging in outside of class?

Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning

Teaching The Growth Mindset:

• Stress that fast learning or getting done quickly, is not the same as deep learning.

• Often students who take longer to get it learn the material thoroughly and will retain it longer.

Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning

Teaching The Growth Mindset: • Break difficult or complex tasks down

into their component parts so that students will see for themselves their own skills building up over time.

• Build a portfolio of student work and encourage students to reflect on their own progress.

Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning

Normalize Error

• Since wrong answers are a normal and healthy part of the learning process, avoid chastening wrong answers.

• Avoid spending a lot of time talking about wrongness and get down to fixing.

• Acknowledge correct or hard work and then move on; don’t flatter or fuss.

Teach Like A Champion

Normalize Error

• The students will experience an incentive to take on challenges and take risks because being wrong is ok.

• They are acknowledged for hard work and being correct and wrong answers are a normal part of their learning.

Teach Like A Champion

Chunking Text

• Each member of the group will read a specific chunk of the text.

• Read your chunk. • Share a brief summary with the group. • As a group:

• What were the key ideas? • Which “chunk” was the most important? Why?

Modified Jigsaw

The Power Of Yet…

Pick Me!!! Pick Me!!! What can we take away regarding the

Growth Mindset?

1, 2, 3, 4… Go

Paraphrasing

• Read your quote independently. • Paraphrase your quote on an index

card (unless you’re the captain). • Collect all paraphrased quotes &

Redistribute. • Match the paraphrased quote you

received to the original quote.

1 Sentence Summary

• Watch / Read Text • Write a summary using only 1

Sentence. • Great Exit Ticket

“More powerful than a room full of gadgets is a teacher who has a deep

understanding of what the new forms of reading and writing entail.”

William Kist

Teaching Tool Kit

Say

Something

Close

Reading

Growth Mindset

Gallery Walk ♦ Discussion Stems

Think-Write-

Pair-Share

Idea

Wave

Quotation

Symphony

Give One,

Get One

One Sentence

Summary

Chunking

Text

Normalize

Errors

Pick

Me!

Walk &

Talk

Boykin, A. & Noguera, P. (2011). Creating the opportunity to learn. Alexandria, Virginia: ASCD. Boyles, N. (2012). Closing in on close reading. Educational Leadership, 70(4), 36-41. Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine Books. Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, D.C.: National Governors Association Center for Best Practices. Kist, W. (2013) New literacies and the Common Core. Educational Leadership, 70(6), 38-43. Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning Lemov, D. (2015). Research Proven Practices From Teach Like A Champion. Partnership for Assessment of Readiness for College and Careers. (2012). PARCC model content frameworks: English language arts/literacy grades 3–11. Retrieved from: www.parcconline.org/sites/parcc/files/PARCCMCFELALiteracyAugust2012_FINAL.pdf U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2014). Nation’s report card: A first look 2013 mathematics and reading. Retrieved from: http://nces.ed.gov/nationsreportcard/subject/publications/main2013/pdf/20 14451.pdf

References: