Close Reading

1. Close Reading Early Release November, 2014

2. Reflecting on October’s Close Reading • Using the Reflecting on a Close Reading Lesson Handout, take a few moments and personally reflect on the Repeated Reading section. Did your repeated readings prepare students for the culminating activity? • Collaboratively reflect on this element of close reading. • How do you feel your knowledge of close reading has changed your instruction? • How have your students’ learning changed as a result of close reading?

3. Objectives: • Participants will increase accuracy in selecting appropriately complex text for a close reading lesson. • Participants will increase their knowledge of the close reading protocol. Success Criteria: • Participants will create a close reading sequence focusing on selecting appropriately complex text.

4. Elements of Close Reading Keeping in mind that Close Reading is an interactive learning process, what role should the teacher play during each read of a Close Read? Adapted from: Fisher, D. & Frey, N (2014). Close Reading and Writing From Sources. Newark, DE: International Reading Association.

5. Gearing Up For a Close Reading

6. As we gear up for our Close Read….. • The potential standards covered in this Close Read are LAFS.RI.1.1, LAFS.RI.1.2, LAFS.RI.2.4, LAFS.W.1.2 • Evaluate the text for the appropriate complexity

7. Evaluating the Text… How do I know if a text is complex?

8. As we gear up for our Close Read….. • The potential standards covered in this Close Read are LAFS.RI.1.1, LAFS.RI.1.2, LAFS.RI.2.4, LAFS.W.1.2 • We have evaluated the text for complexity • The culminating activity for this Close Read is: • (K-2): Using information from the text, create a poster telling why the grizzly bear should not return to California. Use information from the passage while creating your poster. • (Grades 3-5): Write an informational essay explaining why the grizzly should not return to California. Use information from the passage in your essay.

9. Each read of a Close Read is Purposeful!

10. 1st Purposeful Read of a Close Read • Looking at the Road Map, there are five potential items occurring during the first read of a Close Read. • Purpose: Reading for the Main Idea • Text Dependent Questions: What is the main idea of the text? • Annotation: The 1st Read of a Close Read typically contains a shallow text code. • Underlinethe major points. • Circle keywords or phrases that are confusing or unknown to you. • Use a question mark (?) for questions that you have during the reading. Be sure to write your question. • Writing Through Reading Strategy: In one sentence, tell what the text is mostly about. • Student Talk Activity: “Tell Plus One”: Share your one sentence main idea with a partner. Each partner should add one piece of text evidence to tell about the main idea. As a grade level group, create at least one additional text dependent question focusing on Key Ideas and Details. Which shallow text code do you think would be most beneficial to reach the goal of reading for the Main Idea on this 1st read?

11. 2nd Purposeful Read of a Close Read Purpose for Reading: Vocabulary Annotation: Put an “S” next to the words the author uses to tell why people think grizzly bears are scary. Text Dependent Questions (Craft & Structure): Try one on your own! Additional Text Dependent Question: How does the author feel about grizzly bears? Use evidence from the text to explain your answer. Student Talk Activity: “Back-to-Back, Face-to-Face”: Students will respond to the additional Text Dependent Question using this activity. Writing Through Reading Strategy: …. As we progress on the Road Map, the purpose for reading becomes more complex, which causes the text dependent questions and annotations to increase in complexity as well. Table Group Activity: Keeping the Purpose for Reading, Annotation, and Text Dependent Questions in mind, create a Writing Through Reading activity which will prepare students for the Culminating Task. Think about the given annotation. Create a Text Dependent Question leading students to annotate the text in this manner. All learning in a Close Read is preparing the student for the culminating activity!

12. 3rd Purposeful Read of a Close Read Purpose for Reading: Why grizzly bears have a fearsome reputation • Table Group Activity: • In your group, discuss the culminating activity, prior readings, and the purpose of this read • Create at least 2 Text Dependent Questions (Integration of Knowledge & Ideas) • Create at least 1 purposeful Annotation related to 1 of your Text Dependent Questions • Create either a Student Talk Activity or Writing Through Reading Strategy

13. Keeping the End in Mind… To ensure the Close Reading sequence is complete, we are going to review the culminating activity…. Does each read of the close read prepare students for the culminating activity? Does the culminating activity cause students to demonstrate a deep understanding of the text? Does the culminating activity reflect the complexity of the standards selected? We have now planned for a Close Reading sequence!

14. Implementation Plan: Create a Close Reading Lesson Create a Close Reading lesson sequence utilizing all elements of Close Reading

15. Reference Fisher, D. & Frey, N. (2014). Close Reading and Writing From Sources. Newark, DE: International Reading Association. Newsela (2014). Bring back the grizzly to California? That’ s too scary, some say. Retrieved from https://newsela.com/articles/california-grizzlies/id/4778/ Sisson, D. & Sisson, B. (2014). Close Reading in Elementary School. New York, NY: Routledge.