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CLOSE READING

CLOSE READING. WITH MNEMONICS, MEDIA AND MEANING. WHY CLOSE READING?. Thoughtful, Critical A nalysis of Text Focus on Patterns Develops Deep, P recise U nderstanding Encourages Deliberate Rereading. WHAT IS CLOSE READING?.   Rigorous reading of informational text

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CLOSE READING

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  1. CLOSE READING WITH MNEMONICS, MEDIA AND MEANING

  2. WHY CLOSE READING? • Thoughtful, Critical Analysis of Text • Focus on Patterns • Develops Deep, Precise Understanding • Encourages Deliberate Rereading

  3. WHAT IS CLOSE READING?  Rigorous reading of informational text   Creating deep understanding   Determining what text says explicitly   Making logical inferences   Drawing conclusions about content   Examining meaning thoroughly

  4. WHY PAIRED PASSAGES AND THEMES? • Rigor asks students to use content to solve complex problems and to develop strategies that can be applied to other situations, make connections across content areas, and ultimately draw conclusions and create solutions on their own. • Pairing passages provides opportunities for students to compare and contrast how two texts treat the same subject. • Paired passages is a logical way to incorporate nonfiction and content reading. • Theme requires students to think more globally and apply a wide range of knowledge and experience.

  5. Utilizing Paired Passages • Compare and Contrast texts for: • Organizational patterns (2nd and above) • Information (all grades) • Genres (all grades) • Author’s point of view, voice, style, message (3rd and above) • Word choice (all grades) • Incorporate oral language and media literacy strands • Advertisements, video clips, song lyrics, poetry

  6. WHY MNEMONICS? • CONNECTS LEARNING EXPERIENCES • OLD/NEW • MULTIPLE TEXTS • ENCOURAGES INDEPENDENT LEARNING • ENGAGES THE LEARNER • VARIATION ON TEXT DEPENDENT QUESTIONS

  7. What do I Need To Teach? CONDITIONS BEHAVIORS CRITERIA

  8. Objectives and Standards 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. j) Identify cause and effect relationships • By the end of the lesson, using a nonfiction text students will identify examples of causes and effects using a cause and effect graphic organizer.Students will correctly identify at least 75% of the causes and effects. Conditions

  9. Objectives and Standards 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. j) Identify cause and effect relationships • By the end of the lesson, using a nonfiction text students will identify examples of causes and effects using a cause and effect graphic organizer.Students will correctly identify at least 75% of the causes and effects. Behavior

  10. Objectives and Standards 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. j) Identify cause and effect relationships • By the end of the lesson, using a nonfiction text students will identify examples of causes and effects using a cause and effect graphic organizer. Students will correctly identify at least 75% of the causes and effects. Criteria for Success

  11. Objectives and Standards State Objective 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. j) Identify cause and effect relationships • By the end of the lesson, using a nonfiction text, students will identify examples of causes and effects using a cause and effect graphic organizer. Students will correctly identify at least 75% of the causes and effects. Lesson Objective

  12. Reading a Standard:English 9.4 Standard = Context Framework = Essential Understanding, Knowledge and Skill

  13. Example: Unpacking a Standard Standard = Context 11.5: The student will read and analyze a variety on nonfiction texts d) Analyze two or more texts addressing the same topic to identify author’s purpose and determine how authors reach similar or different conclusions. Understand Apply For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels.

  14. LESSON PLAN: Handout 1

  15. VIRGINIA READING STANDARD CLOSE READING ENTAILS CLOSE OBSERVATION OF TEXT INCLUDING ANNOTATING AND NOTICING FIGURATIVE LANGUAGE AND PARTS OF SPEECH. IT INVOLVES REFLECTING ON DEEPER MEANINGS OF TEXT INCLUDING CONSIDERING RELATIONSHIPS TO OTHER TEXTS OR SOCIAL AND CULTURAL HISTORY.

  16. STRATEGY 1: WORD CONNECTIONS

  17. QUICK SORT: Handout 2

  18. STRATEGY 2: F.A.M.E. • FORMAT • AUDIENCE • MESSAGE • EXPECTATION,PURPOSE, OR INTENTION OF SELECTION

  19. F.A.M.E.: Handout 3

  20. THE CRAZY ONES…

  21. F.A.M.E. COMPARISON: Handout 4

  22. APPLE ADVERTISEMENTS PURE BEAUTIY, PURE POWER

  23. STRATEGY 3: F.O.E. • FACTS • OPINIONS • EXPLANATIONS

  24. F.O.E.: Handout 5

  25. STRATEGY 4: F.I.S.T.S. • FIGURES OF SPEECH • IMAGES • SYMBOLS • TONE • SUMMARY

  26. F.I.S.T.S.: Handout 6

  27. Turn and Talk Discussion:Pros and Cons of Technology

  28. SUMMARY TWEET USING NO MORE 140 CHARACTERS, TWEET THE COMMON THEME AMONG THE TEXTS DISCUSSED TODAY.

  29. F.O.E.: Handout 7

  30. WANT MORE IDEAS? CONTACT US: Monica Robinson morobins@nps.k12.va.us ABIGAIL DOUGHERTY abigail.dougherty@vbschools.com

  31. Disclaimer • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

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