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Close Reading

Close Reading. By Stephanie Botley-Glenn ELA Instructional Coach. Meeting Norms. Be on time Actively Listen/participate All electronic devices (i.e. laptops, iPads, cells phones-[on vibrate]) should be put away unless instructed to use Grading papers is prohibited

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Close Reading

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  1. Close Reading By Stephanie Botley-Glenn ELA Instructional Coach

  2. Meeting Norms • Be on time • Actively Listen/participate • All electronic devices (i.e. laptops, iPads, cells phones-[on vibrate]) should be put away unless instructed to use • Grading papers is prohibited • Give input, participate in group discussions, etc.

  3. Activity: Quotes Sort

  4. What Is Close Reading? • Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc.

  5. The Components of Close Reading Include: • Using short passages and excerpts • Diving right into the text with limited pre-reading activities • Focusing on the text itself • Rereading deliberately • Reading with a pencil • Noticing things that are confusing • Discussing the text with others • Think-Pair Share or Turn and Talk frequently • Small groups and whole class • Responding to text-dependent questions

  6. Selecting a Text for Close Reading • Three components of text complexity should be considered: • Qualitative • Quantitative • Reader and Task Considerations

  7. Qualitative Measures • Those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.

  8. Quantitative Measures • Those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently. • Lexile levels

  9. Reader and Task Considerations • Variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed.

  10. What Makes a Text Complex? • Vocabulary • Academic and domain specific terms • Syntax (arrangement of words to create sentences or phrases) • Coherence (events and concepts are logically connected and clearly explained) • Unity (ideas are focused on the topic) • Audience appropriateness • Text Structures • Compare/contrast • Cause/effect • Problem/solution • Chronological Order • Text Features • Heading/subheading • Signal words

  11. Steps in Close Reading • Before the lesson: • Select a short, worthy text to close read • Create text-dependent questions (can be spiraled in during the lesson)

  12. Steps in Close Reading (cont.) • During the lesson (establish a purpose for reading): • Focus: Key Ideas/Details (important elements) • 1st Read – student reads independently and annotates text • 1st discussion – talk to partner or small group • Text-dependent questions • 2nd discussion – whole group discussion (share-out) • Focus: Craft/Structure (how text works) • 2nd Read – teacher reads aloud or student continues to read independently/with a partner • 3rd discussion - talk to partner, small group, or whole group • Text-dependent questions • Focus: Integration of ideas/knowledge (meaning/connections) • 3rd read (optional) – record ideas on sticky notes, graphic organizers, thinking sheet, etc. • Text-dependent questions

  13. Steps in Close Reading (cont.) • After the lesson: • Journal Writing (summarize the text, response to literature, etc.) • Text-dependent questions

  14. Alternative Steps in Close Reading • The close reading lesson can be done any way the teacher chooses. • Preview vocabulary before reading • Vocabulary activities can be weaved into the close reading activity (during or after) • Answer all text-dependent questions after the readings so that the discussions can center around the student generated questions

  15. Ways to Scaffold Students in Close Reading • Shared reading • Interactive read aloud • Comprehension Toolkit lessons • QAR • Literature circles • Questioning the author • Reciprocal teaching • Connecting to themes/essential questions • Post-its • Think sheets • Jigsaws

  16. Why Close Read? • ELACC6RL/RI10: By the end of the year, read and comprehend nonfiction, literature, including stories, dramas, and poems in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. • LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. • L6-8RST10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

  17. The Connection between Close Reading and Mathematics • CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.

  18. Mathematically Proficient Students should be able to… • Construct, justify, and communicate arguments by… • considering context • using examples and non-examples • using objects, drawings, diagrams, and actions • Critique the reading of others by… • listening • comparing arguments • identifying flawed logic • asking questions to clarify or improve arguments

  19. How to Differentiate Close Reading? • Questioning • Leveled Text • Assignments (i.e. end product)

  20. Close Reading Activity: The Great Fire By Jim Murphy Purpose: In 1871, Why was Chicago referred to as a city ready to burn? Number your paragraphs Use the annotation procedures

  21. Sample Graphic Order

  22. The Great Fire: Text-Dependent Questions (cont.) • Sullivan has to shout, “Fire! Fire! Fire!” From this detail, what can the reader infer about the technology in Chicago at that time? • The author states, “The barn’s loft held over three tons of timothy hay.” What can the reader infer about how this detail could impact the development of The Great Fire? • Sullivan's behavior in paragraph 4-6 suggest many things about his personality. What characteristics can be attributed to Sullivan based on evidence from these three paragraph?

  23. The Great Fire: Text-Dependent Questions • The title of the text is The Great Fire: in the first sentence, what words does Murphy use to hint at the tragedy to come? • What tone is the author creating by choosing “amble” and “stretch” and “leaned back?”Why does the author create this feeling or mood when the bulk of the book is about the disaster? • In paragraph 1-3, what details does the author use to help the reader build a personal connection to the historical figures in this story?

  24. Summarizer

  25. References • http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx • http://www.hohschools.org/cms/lib07/NY01913703/Centricity/Domain/378/Reading%20Science%20Texts.pdf • http://nieonline.com/tbtimes/downloads/CCSS_reading.pdf • http://sheronbrownphd.com/2013/06/25/what-do-close-reading-and-math-have-in-common/

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