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The Reading and Writing Connection:

The Reading and Writing Connection:. Integrating Close Reading Practices with Academic Writing. P art 1: Investigate. Integrating Close Reading practices and Academic writing. College and Career.

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The Reading and Writing Connection:

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  1. The Reading and Writing Connection: Integrating Close Reading Practices with Academic Writing

  2. Part 1: Investigate Integrating Close Reading practices and Academic writing

  3. College and Career

  4. CCRA.R.1: 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.

  5. Skills involved in the close reading process: • Careful Reading • Critical Reading • Focused Reading • Re-Reading • Persistence • Discussion and responses connected to the text

  6. “Close reading is not one thing; there are many versions of it. Get a structure for close reading in mind. But then let the text dictate the terms of engagement.” Timothy Shanahan www.shanahanonliteracy.com

  7. What is the Purpose of Close Reading? Students will integrate new information with existing schema to comprehend deeply and increase knowledge.

  8. RESEARCH REVIEW

  9. New Critical Theory Text based approaches, based on New Criticism, are grounded upon some objective meaning self contained within the text. http://public.wsu.edu/~delahoyd/new.crit.html Everything is already present in the work being examined. The reader reads to gain knowledge and insight from the text.

  10. We can’t ignore the text…

  11. A Transactional Theory • Reader Response theory places emphasis on the role of the reader and his/her individual interaction with the text. Reading is a transactional interplay between the reader and the text. Rosenblatt, L.M. (1982). The literary transaction: evocation and response . Theory into Practice,(21) 268-77.

  12. We can’t ignore the reader…

  13. “The finding of meaning involves both the author’s text and what the reader brings to it” (Meaning does not reside not solely within the text or solely within the reader’s mind.) Rosenblatt, L.M. (2005). Literature as Exploration and The Reader, the Text, the Poem. Voices From the Middle (NCTE) (12)3.

  14. Elements of Reading Comprehension Comprehension consists of 3 key elements--the reader, the text, and the activity. These elements are interactive with the social and cultural context in which reading takes place. Context RAND Reading Study Group 2002

  15. A Balanced Approach The resources a student brings to the reading affect how he or she comprehends the information contained within the text.

  16. Douglas Fisher Interview Part 1 Part 2

  17. Based on the information so far, how would you describe “close reading” and when would you use it in the classroom?

  18. Active Reading with Annotations

  19. Students may highlight important information and monitor comprehension by: taking metacognitive (think-aloud) notes. questioning and summarizing in margins. noting main ideas, connections, and patterns.

  20. Thinking Notes

  21. Sample Annotations for Close Reading Key vocabulary/unfamiliar vocabulary Main Ideas (double underline) Supporting Details (single underline) Confusing information or concepts Evidence for… Metacognitive (Think Aloud) Notes Notes in margin

  22. Selective Highlighting

  23. Focus, Attention, and Engagement Close Reading with Rigor

  24. How do you keep students attentive, focused and engaged when reading text?

  25. Components of Close Reading • Complex text • Repeated reading • Chunking • Deep thinking • Active engagement and comprehension monitoring

  26. Purpose and Understanding Levels of Close Reading

  27. Sample Close Reading Model Adapted from Gallagher, 2004

  28. Frame the Text Set the context and the purpose. • Hook students and activate prior knowledge, through engaging questioning and discussion, by providing context and reinforcing ONLY the essential knowledge needed to comprehend the selection. • Limit pre-reading load; the teacher’s main role is scaffolding with quality questioning and probing. • Cold vs. Warm Close Reading

  29. Explain the purpose of framing the text and describe how you might balance the pre-reading discussion, so not to defeat the purpose of reading the text closely?

  30. Read through once for fluency and understanding • This first read should be uninterrupted; it allows students to get a general sense of the text. All students need access to complex text through: • Read Aloud • Read Along (Choral and Partner) • Read Alone

  31. Return to the text multiple times for multiple purposes for deeper understanding • Prompt students to take notesduring the re-reading process, finding text evidence and responding to text dependent questions. • Return To Text

  32. Comprehension is deepened through collaboration. • Collaborative Discussion • Students may share notes in small, collaborative discussion groups. • Groups may share with class, expanding and elaborating notes. • Teacher facilitatesdiscussion with prompts and probes

  33. Text Talk Note the strategies the teacher uses during the discussion to scaffold students’ understanding.

  34. S • Comprehension Monitoring • Cooperative Learning • Graphic and Semantic Organizers • Questioning (generating and responding) • Summarizing

  35. Think aloud to model comprehension and metacognitive strategies for understanding.

  36. questioning

  37. What types of text based questions will allow students to build gradual understanding of overall meaning?

  38. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.1

  39. Text-Dependent Questions: require careful examination of text require students to respond with support from text. range from simple to complex, going beyond basic facts and recall. promote deep comprehension and retention of content

  40. A variety of questions on a variety of levels Words/Phrases Sentences Paragraph Segments Selection Across Texts … to build gradual, overall understanding.

  41. Key Ideas and Details Questions at this level relate to main ideas, supporting details, and the relationship between ideas in a text.

  42. Craft and Structure Questions at this level relate to vocabulary, style, genre, language use, text structure, and author’s point of view.

  43. Integration of Knowledge and Ideas Questions at this level ask students to integrate and extrapolate information from the text (including all features), and to analyze and use reasoning and evidence to make inferences, conclusions, and connections.

  44. Graphic and Semantic Organizers

  45. Levels of Text-Dependent Questions Worksheet

  46. Connecting Reading and Writing • What are the big ideas, and enduring understandings students should take away from the reading? • Students demonstratelearningby responding to essential questions. • Write and Reflect

  47. Videos Lesson snapshots

  48. First Grade: Using Text Evidence to Draw Conclusions Close Reading: The Case of the Strange Noise

  49. Fifth Grade: Finding Main Ideas and Important Details Grappling with complex informational text through close reading

  50. High School: Close Reading for Content, Meaning and Style The Art of Questioning: Content, Meaning, and Style

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