Planning for A Close Read

1. “Close reading is an instructional routine in which students critically examine a text, especially through repeated readings.” - Fisher & Frey Planning for A Close Read Jill Liapis Jliapis@s-cook.org Links for documents @ www.s-cook.org

2. Planning for a Close Read • Use a short passage or excerpt • “Read with a pencil” • Note what is confusing • Pay attention to patterns • Give your students the chance to struggle a bit knowing that you will scaffold support throughout the routine

3. Text Complexity • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. http://youtu.be/Q0uZwDP6cGo CCSS, Appendix A

4. Text-Dependent Questions “Rigorous, text-dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text.” PARCC Model Content Frameworks, 2011

5. DiscussionAn active, constructive, and social process for learning “In the last 25 years or so, research has provided significant evidence that collaborative academic talk is at the heart of the learning experience.” Carmen Simich-Dudgeon, 1998 “Talk , like reading and writing, is a major motor—I could even say THE major motor– of intellectual development.” Lucy Calkins, 2001

6. The Lesson Plan Format

8. Routines

10. Establish Purpose Explain the purpose of the read Students need to know prior to reading that this is an opportunity for a Close Read

11. 1st Reading Students read independently Students annotate text Teacher observes students’ annotations and looks for patterns

12. 1st Discussion Turn & Talk to Check Meaning Encourage Students’ to reference text annotations during discussion

13. Get the gist of the text • Focus on the author’s main claim

14. General Understanding • What is the same about the front and back of the penny?

15. General Understanding • Why would unsweetened chocolate be changed?

16. General Understanding • What are the dangers of an avalanche?

17. Focus on important details • Often who, what, where, when, why or how

18. Why do we honor Abraham Lincoln? Key Details

19. Key Details • What ingredients make the three types of chocolate?

20. Key Details • What 2 ways can avalanches occur? Which is the most dangerous and why?

21. 2nd Reading Teacher reads aloud the text Students listen Students continue to annotate

22. 2nd Reading “The close = re-read + worthy assumption here is critical: we assume that a rich text simply cannot be understood and appreciated by a single read, no matter how skilled and motivated the reader.” Grant Wiggin, 2013 http://grantwiggins.wordpress.com “Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts.” Tim Shanahan, 2013

23. 2nd Discussion Students’ revisit table talk Students’ share and participate in whole class discussion

24. Consider how the reading is organized • Vocab includes denotations (definitions) & connotations (ideas or feelings evoked) • Why the author chose the word…

25. Vocabulary & Text Structure How does the author let you know the meaning of the word carved?

26. Vocabulary & Text Structure • How does the author help you understand the meaning of vary in the 2nd paragraph?

27. What is the meaning of the word faces as used in paragraph 6? Vocabulary & Text Structure

28. Inform, entertain, persuade or explain something • Allows the reader to follow the flow of the reading

29. Purpose What is the author’s purpose of writing this text?

30. Purpose • Why did the author write this article? • AKA – What is the author’s purpose of writing this article?

31. Purpose What is the authors intended purpose for writing this text? How do you know that this is the purpose. Use evidence to support your answer.

32. Require reading of the whole selection • Consider where the text is going • Reconsider key points as contributing to the whole

33. Inferences Why is the author telling us about the penny, memorial and Mount Rushmore?

34. Why do purists not consider white chocolate a chocolate? Inferences

35. Inferences • How does the author informing you of the types of avalanches help you understand the dangers of an avalanche?

36. 3rd Reading Teacher Led Reading with Text Dependent Questions Opportunity for a Prose Constructed Response

37. Used sparingly • Used after multiple reads and opportunities to expand understanding

38. Opinions, Arguments & Intertextual Connections Why or why not??? Should Abraham Lincoln be on the penny? Support you answer with evidence.

39. Opinions, Arguments & Intertextual Connections • Are purists right with believing that white chocolate is not chocolate?

40. Opinions, Arguments & Intertextual Connections • OPINIONS, ARGUMENTS, INTERTEXTUAL CONNECTIONS • How would this article impact your desire to participate in snow sports? Use evidence from the text to support your answer.

41. Questions