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Strategies for Close Reading: Understanding Complex Texts

Learn how to analyze text complexity, structure, and themes for effective close reading. Explore strategies for extracting key details, making inferences, and comprehending the author's purpose. Enhance literacy skills with practical examples and guided practice.

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Strategies for Close Reading: Understanding Complex Texts

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  1. Strategies for Close Reading Alicia Kubacki On the shoulders of Fisher and Frey as well as Beers and Probst

  2. Review of Text Complexity • CCSS Appendix A • Doug Fisher and Nancy Frey’s work

  3. What is complex text? Page 4

  4. http://www.fisherandfrey.com

  5. Close Reading http://www.youtube.com/watch?v=5w9v6-zUg3Y http://www.youtube.com/watch?v=JhGI5zdjpvc

  6. Qualitatively analyze the book you selected using the rubric. Summarize the factors that make the text complex

  7. Levels of Meaning and Purpose • Density and complexity • Figurative language • Purpose

  8. Levels of Meaning and Purpose Is it about talking animals, or the USSR? Is it entertainment, or political satire? Is it straightforward, or ambiguous?

  9. Structure • Genre • Organization • Narration • Text features and graphics

  10. Structure Changes in narration, point of view Changes in font signal narration changes Complex themes

  11. Language Conventions • Standard English and variations • Register

  12. Language Conventions Non-standard English usage “Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.” (Stanley, 1996, p. 2)

  13. Knowledge Demands • Background knowledge • Prior knowledge • Cultural knowledge • Vocabulary

  14. Knowledge Demands Domain-specific vocabulary (radioactive, acidity, procedure, vaccination) Background knowledge (diseases, safety risks, scientific experimentation)

  15. Turn and Talk Using Sentence Stems • Fisher and Frey are saying that…. • Qualitatively Measuring means…. • I could use this in my teaching by…..

  16. View 5 minute intro http://www.heinemann.com/shared/iPlayer.aspx?id=17970

  17. 6 Sign Posts • Contrasts and Contradictions (setting too) • Aha Moment • Tough Questions • Words of the Wiser • Again and Again • Memory Moment

  18. Let’s Try It Using Langston Hughes’ short story “Thank You M’am” • Find examples of the six sign-posts with your table group • Fill out a Graphic Organizer with your group • Share out to whole group

  19. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

  20. Text-dependent Questions • Answered through close reading • Evidence comes from text, not information from outside sources • Understanding beyond basic facts • Not recall!

  21. General Understandings • Overall view • Sequence of information • Story arc • Main claim and evidence • Gist of passage

  22. General Understandings in Kindergarten Retell the story in order using the words beginning, middle, and end.

  23. Key Details • Search for nuances in meaning • Determine importance of ideas • Find supporting details that support main ideas • Answers who, what, when, where, why, how much, or how many.

  24. Key Details in Kindergarten • How long did it take to go from a hatched egg to a butterfly? • What is one food that gave him a stomachache? What is one food that did not him a stomachache?

  25. It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

  26. Foods that did not give him a stomachache Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon Foods that gave him a stomachache • Apples • Pears • Plums • Strawberries • Oranges • Green leaf

  27. Foods that did not give him a stomachache Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon Foods that gave him a stomachache • Apples • Pears • Plums • Strawberries • Oranges • Green leaf

  28. Vocabulary in Kindergarten How does the author help us to understand what cocoon means?

  29. There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

  30. Author’s Purpose • Genre: Entertain? Explain? Inform? Persuade? • Point of view: First-person, third-person limited, omniscient, unreliable narrator • Critical Literacy: Whose story is not represented?

  31. Author’s Purpose in Kindergarten Who tells the story—the narrator or the caterpillar?

  32. A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

  33. Inferences Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

  34. Inferences in Kindergarten The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

  35. The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.

  36. Opinions, Arguments, and Intertextual Connections • Author’s opinion and reasoning (K-5) • Claims • Evidence • Counterclaims • Ethos, Pathos, Logos • Rhetoric Links to other texts throughout the grades

  37. Develop Text-dependent Questions for Your Text • Do the questions require the reader to return to the text? • Do the questions require the reader to use evidence to support his or her ideas or claims? • Do the questions move from text-explicit to text-implicit knowledge? • Are there questions that require the reader to analyze, evaluate, and create?

  38. Let’s Dig into Anthony Browne’s Voices in the Park • Follow along while we read aloud In complex text, we always have to read it more than once. • 1st as a reader So what do you notice? Table talk • 2nd read – We read to look at what the author is doing

  39. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

  40. Try writing one question at each level with Voices in the Park

  41. What Matters: Reading Volume Students who rank: 98%ile, read on the average of 140 minutes per day. 90%ile, read on the average of55 minutes per day. 80%ile, read about 40 minutes per day. 50%ile, read about 15 minutes per day. 30%ile, read about 6 minutes per day. That transfers to approximately 10 million words read per year at the 98%ile 350,000 words per year at the 30%ile. Richard Allington’s Research

  42. http://www.youtube.com/watch?NR=1&feature=endscreen&v=iOcYfrZJWi8&safe=activehttp://www.youtube.com/watch?NR=1&feature=endscreen&v=iOcYfrZJWi8&safe=active

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