elem close reading
TRANSCRIPT
Close ReadingSeptember 2013Sherrie Clark
How do I incorporate close reading into my
classroom?
How does Close Reading connect to this image?
What is close reading?
Close reading is the investigation of a piece of text.
Close Reading Elements
• Short passages or books• Complex texts• Annotation (“reading with a pencil”)• Repeated readings• Limited frontloading• Text-dependent questions• Discussing text with others• Think-pair-share or Turn and talk frequently• Small groups and whole class
• Written responses
Background Knowledge and Close Reading
Brown & Kappes, 2012
• “It is important to distinguish between the background knowledge that is required to understand the text and the knowledge sought to be gained from reading the text.”• “Teachers should ensure their students have
enough context and background knowledge to access the text, either through prior instruction and/or pre-reading activities.”• “Previewing the content of the text undermines
the value of a Close Reading exercise.”
What is close reading• http://www.shanahanonliteracy.com/2012/06/what-is-close-r
eading.html• http://grantwiggins.wordpress.com/2013/05/13/what-exactly
-is-close-reading-of-the-text/• http://tomakeaprairie.wordpress.com/2012/10/03/a-close-lo
ok-at-close-reading/• http://learningisgrowing.wordpress.com/2013/02/24/close-re
ading-am-i-getting-close/• http://christopherlehman.wordpress.com/2013/09/02/blog-a-
thon-post-1-what-closereading-isnt-or-at-least-shouldnt-be/
• What does it look like? video• http://www.youtube.com/watch?v=JhGI5zdjpvc
Why Depth through “Close Reading” Matters
Close reading instruction:
Motivates students by rewarding them for reading inquisitively.
Requires careful attention to how the text unfolds through asking text-dependent questions.
Focuses on building knowledge through the strategic use of text-dependent questions.
Can prepare students for the kinds of reading tasks they will encounter after graduation.
© 2012 The Aspen Institute
Planning for Close Reading
1. Choosing a text2. Follow a “rereading” plan3. Creating text dependent
questions4. Teaching students to have
collaborative discussions
Text Features to consider• Ideas• Presupposed prior
knowledge• Vocabulary• Sentence/syntax• Genre familiarity• Text organization
• Sophistication of literary devices• Sophistication of
data-presentation devices• Fluency challenge• Reading
comprehension strategies
General pattern to Follow
1st Read: What the text saysKey Ideas and Details
2nd Read: How the text worksCraft and Structure
3rd Read: What the text means to the reader and how it connects to other experiences
Integration of Knowledge and Ideas
Use one of “These” after a text Dependent question
• Use textual evidence to support your ideas.• Use words and phrases from the text to prove your
answer.• Include specific evidence from the text to support your
ideas or opinions.• Use specific details from the text or illustrations to
support your ideas.• What in the text helped you to know?• What words and phrases did the author use that led you
to your answer?
© 2012 The Aspen Institute
Differences in Depth:Text versus Non-Text-Dependent
QuestionsNon-Text-Dependent
QuestionsText-Dependent Questions
Are books without pictures or conversations useful?
What kind of books does Alice find useful?
How would you react if you saw a talking rabbit?
How did Alice react when she saw a talking rabbit?
Would Alice have followed the rabbit down the hole had she not seen it look at a watch?
Why did Alice follow the rabbit down the rabbit-hole?
What do you know about Lewis Carroll?
What does the reader know about the rabbit?
Creating Text-Dependent Questions
Level of Text
Specificity
CCS Anchor Standard
Close Reading Skill
Text Dependent Question
Words/Phrases
Analyze how specific word choices shape tone (Standard 4)
Why wasn’t Alice “burning with curiosity” when she initially saw the rabbit? What subsequent events led to her feeling this way?
© 2012 The Aspen Institute
Creating Text-Dependent Questions
Level of Text
Specificity
CCS Anchor Standard Close Reading Skill
Text Dependent Question
Sentences
Assess how point of view shapes content (Standard 6)
In the opening paragraph Alice states “what is the use of a book … without pictures or conversation?” What does that sentence reveal about her?
© 2012 The Aspen Institute
Tools for Creating Text-Dependent Questions:
Text-Dependent Question Worksheet
© 2012 The Aspen Institute
Close reading template (The Moves) by Kathy Perret
Close Reading template (CC organized)
Basal Reader Review Worksheet
Text Dependent Question Worksheet
Checklist for Evaluating Question Quality
A systematic approach to creating text- dependent questions for complex texts while aligning them with the demands of the CCSS.
Tools for Creating Text-Dependent Questions:
Text-Dependent Question Worksheet
© 2012 The Aspen Institute
Basal Reader Questions and Real Texts
© 2012 The Aspen Institute
Basal Reader Questions:Simple Non-Text-Dependent
QuestionsWas there ever a time where an animal scared you?
Should Ms. Franny have felt embarrassed?
Can bears really eat people?
Will Opal and Amanda ever be friends?
Explain how reading the story made you feel about visiting a library.
© 2012 The Aspen Institute
This author has won prizes for her books. Why? Write an opinion column about why this author deserved such recognition.
In Because of Winn-Dixie Opal tells about her experiences after moving to a new town. Think about a time that you were a newcomer to a place or situation. Now use vivid words to write a memoir about that experience.
Visit a library and do research on wildlife and plant life in Florida and how to safeguard libraries from “unwanted visitors.”
Basal Reader Questions:Complex Non-Text Dependent
Questions
© 2012 The Aspen Institute
Why was Miss Franny sitting on the floor when Opal met her?
What book was Miss Franny reading when the bear came into the library?
What did the men say when they were teasing Miss Fanny?
What did Miss Franny say when Amanda asked if dogs were allowed in the library?
Basal Reader Questions:Trivial Text-Dependent Questions
© 2012 The Aspen Institute
Need to add
Basal Reader Questions:Good Text-Dependent Questions
© 2012 The Aspen Institute
Common Core or Guided Reading• http://
www.shanahanonliteracy.com/2012/07/common-core-or-guided-reading.html
“…we've been good for a long time at matching text to our readers, now we've got to learn how to match our readers to the text."
Tessa Trimm
Close Reading Timeline
K-1 no formal close reading
Gr. 2 2014-15 on spring maps
3-52013-14- getting familiar and trying it out
2014-15- more pervasive and consistent
2015-16- evaluate frequency and place on LFS map
Practice Options
“Close Reading” of a Stand-Alone Text
© 2012 The Aspen Institute
© 2012 The Aspen Institute
© 2012 The Aspen Institute
Shanahan ppt
• https://docs.google.com/a/colonial.k12.de.us/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx0c2NvbW1vbmNvcmV8Z3g6NDMzYWUyOWNmNWEzNTU0Mg
The Big Orange Splot by Daniel Pinkwater
K-1• http://www.shanahanonliteracy.com/2013/07/close-reading-f
or-beginning-readers.html• http://
www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars The Hungry Caterpillar
Samples
• http://www.livebinders.com/media/get/NDY2NzY0Nw== grade 2-3• http://
www.sfps.info/DocumentCenter/View/7537 From Seed to Plant, Under the Lemon Moon• http://
www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars• http://www.sjsd.k12.mo.us/Page/13985
Resources
• http://www.livebinders.com/play/play?id=690974• Blog
http://www.burkinsandyaris.com/close-reading-blog-digest/• Read with a pen-annotating https://
docs.google.com/a/colonial.k12.de.us/file/d/0B1FFHMN4R0MAbFpNZHMyRmYwZ1E/edit?usp=sharing
Prezi
• http://prezi.com/quymwjeavfhb/close-reading-and-the-common-core/• http://prezi.com/h8cdnlrosicl/close-readin
g/• http://prezi.com/toskuudzrf8k/copy-of-clo
se-reading/
• http://www.youtube.com/watch?v=VjRxzeafL_I