Intro to Close Reading

What is Close Reading? Close reading is a careful and purposeful reading reading of a text. Close reading slows us down and allows us to interpret difficult passages. It keeps us focused on our purpose for reading. For example: is this a passage written to argue with, identify the author’s figurative language, or analyze? We leave our “thinking on the page” so that we can come back to it later on, like when we have to write a paper or prepare for a discussion. To Annotate –is to supply with critical or explanatory NOTES; comment upon with notes

Close Reading: actively interacting with the text Close reading is a multi-step process that involves reading a text more than one time. Close reading will always involve marking the text, aka annotating the text. To annotate means to supply with critical and explanatory notes (notes that explain) Annotating is more than highlighting; annotating is YOUR THINKING, and YOUR CONVERSATION with the text, in the margins of the page.

Yes, but what does it look like Yes, but what does it look like? Think of four things you notice in these photos:

Ahhh, this is so relaxing. This is NOT what close reading looks like. There’s no way I’m going to be able to annotate my article unless I get some peace and quiet. I keep reading the same paragraph over and over because I can’t concentrate. This is NOT what close reading looks like.

This is how we will practice close reading this year. We will always practice these 5 steps when we close read any text: Number the paragraphs Chunk the text Underline/circle/highlight (with a purpose) Left margin: What is the author saying? Right margin: dig deeper into the text, describe what the author is doing Word bank stuff goes here: “The author is saying/doing what?” They all work together, and, in the end, you will understand, on a deeper level, exactly what you have read.

Begin your close read by simply numbering the paragraphs. Step 1 Begin your close read by simply numbering the paragraphs.

Step 2 - “Chunking” the Text This step is breaking the text up into smaller sections, making it easier to understand.

Step 3 - Underline/Circle/Highlight With a Purpose What you look for in a text will vary. For an informative article, you will look for claims the author is making and the evidence s/he uses to support the claims. For poetry, you will look for figurative language and imagery. We will always approach a text with a purpose in mind, and this purpose should “drive” what you underline, circle, highlight in the text. Anyone have suggestions for describing claims/arguments to students? I think the big disconnect sometimes is that almost all writing is an argument..how do we get students to understand that?

For articles, you will always underline the following: Step 3 - continued . . . With a Purpose For articles, you will always underline the following: Claims the Author is Making Big Ideas Key Details You will also and define any words you can’t figure out using context clues. Circle

Step 4 - What is the Author Saying? In the LEFT MARGIN you will summarize each chunk. Summaries should be limited, clear, and specific.

Step 5 - What is the Author Doing? After you understand what the author is SAYING, you’re to examine what the author is DOING. Use power verbs to identify the author’s purpose. Arguing, Comparing, Describing, Blaming, etc. You can ask questions in the R margin; you can represent info with pictures In the RIGHT MARGIN you are digging deeper!