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Close Reading To Meet the Demands of the Common Core

Close Reading To Meet the Demands of the Common Core. Betsy Dobbins and Kevin Sheridan John Glenn Middle School (ISD622) Maplewood, MN. Close Reading. What is it?. Close Reading. What is it? It’s a careful and purposeful rereading of a text .

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Close Reading To Meet the Demands of the Common Core

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  1. Close ReadingTo Meet the Demands of the Common Core Betsy Dobbins and Kevin Sheridan John Glenn Middle School (ISD622) Maplewood, MN

  2. Close Reading • What is it?

  3. Close Reading • What is it? It’s a careful and purposeful rereading of a text. --Douglas Fisher in “Close Reading and the Common Core State Standards” (2012)

  4. Close Reading • What is it? “Close reading is an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.” --Tim Shanahan in “What is Close Reading” blogpost (2012)

  5. Close Reading • What is it? It involves rereading, often rereading a short portion of a text that helps a reader to carry new ideas to the whole text. --Kylene Beers and Bob Probst in Notice and Note (2012)

  6. Close Reading • Is this something new? • Why is there so much talk about it now?

  7. Close Reading& the CCSS Introduction to the CCSS document: Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature.

  8. Close Reading & the CCSS “close, attentive reading” (3) “critical reading” (3) “reasoning and use of evidence” (3) “comprehend, evaluate, synthesize” (4) “cite specific evidence” (7) “evaluate other points of view critically” (7) “reading independently and closely” (10)

  9. Close Reading & the CCSS “In fact, the second band of Common Core standards (4, 5 and 6) is arguably best practiced through close reading and re-reading, with the goal of reading for more than the gist or the main points, but for an insider’s writerly understanding of how the piece hangs together…” --Lucy Calkins, Units of Study for Reading

  10. CCSS for Reading • Key Ideas and Details (1-3) • Craft and Structure (4-6) • Integration of Knowledge and Ideas (7-9) • Range of Reading and Level of Text Complexity (10)

  11. CCSS for Reading • Key Ideas and Details • 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. • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • Analyze how and why individuals, events, and ideas develop and interact over a course of a text.

  12. Partner Talk • ONE Partnerfocus on character • What are we learning about the characters so far? (Character Traits) • What kind of girl is Addie? • What kind of girl is Becca? • What are we noticing about their struggles? Motivations? Responses? • OTHER Partnerfocus on setting • What kind of place is this? • What’s the emotional setting? (not just physical setting) • What’s the feel, tone, mood of this place?

  13. Close Reading Continued • Let’s continue our close reading . . . by taking it a step further . . . • Thinking about your ideas . . . let’s read the text again and ask ourselves . . . • What might this poem really be about ? • What lessons might the characters be learning? • What lessons are being taught? • What themes are emerging?

  14. CCSS for Reading • Craft and Structure 4. Interpret words and phrases as they are used in the text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes style of text.

  15. Close Reading Continued • Let’s go back to the text . . . thinking about your ideas . . . • What craft moves did the author make to forward ideas? • What words or phrases seem to have extra meaning or importance? • What in the text seems symbolic? • What stands out to you?

  16. Close Reading (Standard 4) We can teach students to trace symbolism . . . • Weather • Titles • Repetition • Objects

  17. Close Reading (Standard 5) Structure of text~ we can teach passing of time • Flash back • Flash forward • Where does time slow down, move rapidly, or jump ahead

  18. Close Reading (Standard 6) Perspective • Distinguishing different perspectives in the same moment • Analyzing how authors give us access to perspective • Narration ~ 1stperson narration~ gives you access to inner thinking ~ 3rdperson narration~ gives you access to multiple character’s inner thinking

  19. CCSS for Reading • Integration of Knowledge and Ideas • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (Informational Texts) • Analyze how two or more texts address similar themes or topics in order to build knowledge or compare the approaches the authors take.

  20. Close Reading (Standards 7-9) Compare and Contrast • Reading texts the may “go together in some way”~ thinking across those texts making connections and comparisons • Relating ideas across texts • Comparing and contrasting characters • Authors • Perspectives • Themes • Treatment of themes and HOW they develop differently across different texts

  21. Teacher Moves to Support clubs/partnerships • Use prompts to help model questioning • Teach clubs/partnerships a new routine of re-reading a section together • Teach students silent pass it games for their clubs • Allow students to use the doc cam during their club talk time

  22. Times when Close Reading “Pays Off” • The beginning and ends of books and individual chapters • In the Middle of the novel (a pause to look back) • When something big/surprising happens or is revealed • When there is a shift in a relationship • When objects become significant (repetition)

  23. Powerful Close Reading Instruction --should raise engagement and joy, not diminish it --should lead to student independence, not dependence on teacher’s prompting --should be one piece of your reading instruction, not the only part --should be designed in response to the strengths and needs of your students, not planned solely to match a book or fit a scope and sequence --Lehman and Roberts in Falling in Love with Close Reading (2013)

  24. Resources • Falling in Love with Close Reading (2013) --Lehman and Roberts • Notice and Note (2012) --Beers and Probst • Pathways to the Common Core (2012) --Calkins, Ehrenworth and Lehman • Reading Units of Study (2013-14) --Teachers College Reading and Writing Project

  25. Thanks for Your Participation Betsy Dobbins bdobbins@isd622.org Kevin Sheridan ksheridan@isd622.org John Glenn Middle, Maplewood, MN

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