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Part I- Getting the Gist or Juice? Intro Activity- The Road Not Taken by Robert Frost

DOE Summer Academy 2014 AGENDA . Part I- Getting the Gist or Juice? Intro Activity- The Road Not Taken by Robert Frost What is Close Reading/ Why now? 6 strategies for close reading Part II- Empowering you through practice

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Part I- Getting the Gist or Juice? Intro Activity- The Road Not Taken by Robert Frost

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  1. DOE Summer Academy 2014 AGENDA Part I- Getting the Gist or Juice? • Intro Activity- The Road Not Taken by Robert Frost • What is Close Reading/ Why now? • 6 strategies for close reading Part II- Empowering you through practice • Complete examples of close reading at each level - grade 3, 4, 5 • Gradual release of power Part III – Empowering you to Empower them! • My Group Dug In… • Edmodo/what do you know • Paint a picture • Turn close reading into writing Part IV- WHAT ABOUT… • What OTHER standards correlate with elements in close reading? • Q& MA( I may have an answer:)

  2. THE ROAD NOT TAKENBY ROBERT FROST

  3. Close Reading?

  4. What is Close Reading? • Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)

  5. Length of Text • When close reading, consider the length of texts. The selections typically range from three paragraphs to two pages. • Sometimes these short passages are selected from longer passages and sometimes they are stand-alone readings.

  6. Complex Text • Texts are sometimes above the independent reading level of most students.

  7. Limited Frontloading • A purpose for reading is set but a lengthy conversation about the meaning of the text or what students should expect to find in the text in advance of the reading is not present.

  8. Re-Rereading • Repeated reading of the text in which each successive reading comes with a purpose or a question that influences the reading is another feature of close reading.

  9. Annotation • Students are regularly observed underlining, circling, and writing margin notes. Sometimes students write on bookmarks or sticky notes, and other times students write directly on the text.

  10. Ask yourself questions as you read • Is there something that I am just not getting? • What does that word mean? • Why did the author leave that out?

  11. Repetition of Words • Life doesn’t frighten me at all • Life doesn’t frighten me at all • Life doesn’t frighten me at all • Life doesn’t frighten me at all • Life doesn’t frighten me at all • Life doesn’t frighten me at all • Life doesn’t frighten me at all • Life doesn’t frighten me at all • Life doesn’t frighten me at all • Life doesn’t frighten me at all

  12. What caught your eye as you read?

  13. Text Dependent questions • A purpose of close reading is text-dependent questions. Students are required to provide evidence from the text in their responses.

  14. WHAT IS THE AUTHOR SAYING?

  15. HOW? • What words did the author choose to use and why?

  16. WHY? • Why did the author choose to say it this way? • Why is this important? • Why do I need to know this?

  17. NOW LET’S PRACTICE……

  18. Helpful Websites • https://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning • http://www.learninga-z.com/commoncore/close-reading.html • http://www.scholastic.com/teachers/top-teaching/2013/04/investigating-nonfiction-part-2-digging-deeper-close-reading

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