Close Reading October 18, 2013

Session Objectives Participants will: Be able to define close reading. Learn the components of close reading. Participate in the close reading of a text. Extended Activity:  Construct a lesson plan for the close reading of a text

Why do I need to know about Close Reading? 85% of KCPS students are reading below grade-level. Teachers need strategies for making grade-level text accessible for all students. CCSS MAP ELA MSIP 5 Smarter Balanced Assessment

What is Close Reading? Teacher definition-Close reading is purposefully reading a text several times in order to analyze and gain a deep understanding of the text. Kid friendly definition- Reading something enough times so you can understand it, explain it to someone else, and ask and answer questions about it using evidence from the text.

What is Close Reading? The video is a 5 th Grade teacher using the Close Reading strategies in his classroom. Be prepared to discuss the specific teaching moves used in the video. TableTalk Activity

How do I teach Close Reading? One of the ways close reading is most different from traditional reading instruction is that students mimic the real- life reading that mature readers do: They dive right in without any pre-reading activities. While there isn’t a specific sequence to follow, here are some guidelines. Often, textbook writers have frontloaded all necessary information to spoil any chance for intellectual discovery on the part of the student. The CCSS wants students to have opportunities to grapple with difficult text. -David Coleman Contributing Writer of the CCSS

How do I teach Close Reading? Before reading, set the purpose for students by letting them know exactly what they are expected to do. Close reading requires that students engage with a text in multiple readings. Students will read a text at least 3 times, reading can be over time.

How do I teach Close Reading? First Reading: Key Ideas and Details Students read independently. Students “scrape the surface” in this reading, connecting their background knowledge with the text and focusing on key ideas and details as well as identifying unknown vocabulary. The teacher reads the text aloud with the students. After a first reading, discuss the text within small group or have them discuss with their turn-and-talk partners while teacher listens. This allows teachers to determine if they understand the gist of what they have read.

Activity Read the 6 th Grade Social Studies text on the Mayans independently. Underline unknown vocabulary and determine the gist of the article.

How do I teach Close Reading? Second Reading: Craft and Structure Chunk the text and number the paragraphs. This time, students dig a little deeper, rereading a paragraph or meaty “chunk,” focusing on text features, organizational patterns, and content vocabulary the author included. Listening to discussions following the second read, teachers can normally assess student understanding and who needs to dig deeper and more carefully.

Annotations ? Raises a question ! Something that surprises you  A connection to text, ideas or experiences EX when an author provides an example 1,2,3 Numerate arguments, important ideas, or key details Identify facts and opinions Identify cause and effect Comparisons Summarize Illustrations Descriptive language Possible types of annotations

Activity Number the paragraphs Chunk the text Annotate the text looking for  Characteristics of Mayan cities  Questions you have about the text

How do I teach Close Reading? Third Reading: Integration of Knowledge and Ideas Students reread either independently or with a partner for the purpose of answering text-dependent questions. Students record their thinking in written form using graphic organizers, reading journals, sticky notes, etc. Text-dependent questions can ONLY be answered by evidence from the text being read. The level of text-dependent questions can range from literal questions to those that require higher level thinking.

Activity Answer the text dependent question- What do the characteristics of Mayan cities reveal about Mayan society?

Asking Text-Dependent Questions Students have to think beyond the words and consider the author’s intent. Students must return to the text to find evidence that supports their answer. Read like a detective. Write like a reporter. Students can analyze authors’ intent, craft, clarity, or organization.

When do I use Close Reading? Close reading isn’t meant to be used all the time with all text. It’s a scaffolding methodology designed to help students of all levels of ability understand complex text. Not all text is worthy of close reading. It must be complex text that is rich in meaning and/or content. The actual goal of close reading is to teach your students strategies for approaching text that allow them to successfully read the same sort of text independently.

Standard #1- Reading 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. Standard #10- Read and comprehend complex literary and informational texts independently and proficiently Common Core State Standards

Close reading can not be reserved for students who are already strong readers; it should be a vehicle through which all students grapple with advanced concepts and participate in engaging discussions regardless of their independent reading skills. It builds skill and motivation in the reader (Pearson & Gallagher, 1983 as cited in Brown & Kappes, 2012)

Questions ???

Thank you.