 An abbreviated look at the evolution of comprehension instruction › Check and assess comprehension after reading, but not really teach it › Brain research of the 80’s spurred understanding of how we comprehend (Comprehension strategy work, from sources like Ellin Keene, Stephanie Harvey, Debbie Miller) › Research from late 2000’s/early 2010’s revisiting comprehension strategies: how they’re processes we use to understand, and how we need to be more thoughtful and purposeful in our strategy instruction › Common core reading standards asking students to “read closely”, “cite specific textual evidence,” “analyze the structure of texts,” Interpret words and phrases” and “analyze how specific word choices shape meaning.”

 Close reading involves multiple readings over multiple instructional lessons with a complex text that is worthy of close reading.  Close reading has more specific, often higher level purposes, than rereading  The teacher’s role in close reading is not to guide students to the answers, but to scaffold students with questions so that they can uncover layers of meaning for themselves.

 Short, complex texts  Repeated readings  Annotation by students during reading  Collaborative conversations about the text  Text dependent questions

 FIRST READ: What does the text say? › Read or listen independently (no scaffolding or frontloading) and write notes- key ideas & details, confusing words or phrases, questions, reactions › Discuss first with a partner, then as a whole group to develop a literal level of understanding  SECOND READ: How does the text work? › Annotate to think about vocabulary, structure and author’s craft › Discuss how this impacts understanding  THIRD READ: What does the text mean? › Annotate to think about what the author wants us to understand › Synthesize thinking and discussion to develop inferential level of understanding  Show your learning: What does the text inspire me to do?

 Quantitative measures  Qualitative measures › Purpose › Structure › Language › Knowledge demands Look over the text complexity: qualitative measures rubric and discuss at your table

 Text is often read aloud, and adaptations are made for student annotations (drawing, wiki sticks, etc.)  Teacher plays a bigger role in asking more specific text dependent questions and leading the discussion

 Develop habits of mind for close and critical readers  Increase reading stamina and perseverance  Foster richer discussion of texts between students  Empower students to tackle complex texts and uncover higher levels of understanding for themselves, so that these complex texts inspire, rather than frustrate them

 One, small piece of the many types of reading we do › Mentor texts to model learning targets › Small group guided reading › Independent reading for enjoyment and/or practice with learning targets › Read aloud  ELAC exploring options for close reading activities at the end of each unit

 Fisher and Frey video from TDQ book  Share out- where are you in your thinking about close reading?  Additional Readings (take any of interest, all are on the shared drive) › Articles copied in yellow- general › Article copied in green- 5 th grade example › Articles copied in pink-close reading in Math