Close Reading

What is close reading? Also known as “analytic reading” Reading to uncover layers of meaning that lead to deep comprehension An instructional routine emphasized by the PA Core Prepares students for college and career success

Why do close reading? Provides the students the experiences they need to become skilled in analytic reading, a prerequisite for college and career success Helps students meet the critical demands of rigor and away from the “one and done” mentality

Why do close reading? Close reading guides students: through a progression from explicit meaning to understanding implicit meaning of text from working at a sentence level to working across an entire text and even with multiple texts (see diagram) from being a passive reader to an active reader through annotations

Where to Close Read? Focus on the section that is your standard focus to set your purpose. Focus on the “meatiest” sections of the text.

Note the Progressions (Example: R.L.1) Pre-KWith prompting and support, ask and answer questions about details in a text. KWith prompting and support, ask and answer questions about key details in a text. 1Ask and answer questions about key details in a text. 2Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding of key details in a text. 3Ask and answer questions about key details in a text, referring explicitly to the text as the basis for the answers. 4Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5Quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text. 6Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text.

Kemp, L. M. (1996). One peaceful pond: A counting book. New York: Houghton Mifflin. Modeled Annotation in Kindergarten

Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse. Modeled Annotation in Second

Using Questioning in Fifth Grade

Same text, different student, different strategy: Inferring.

Modeled annotation in Seventh Grade

Modeling in 9 th Grade English

Student annotation in 11 th grade English

How do I teach close reading? Use short texts (a page or two; three to nine paragraphs) Use excerpts from longer texts; at pivotal points Use a variety of genres, including both literature and informational texts The teacher’s role is to ask text dependent questions that draw readers back into the text. Let the author do the talking. Don’t try to reveal too much; especially through frontloading (previewing)

How do I teach close reading? Provide opportunities for students to: respond to a specific question (purpose) by looking for evidence provide a visual representation of their thinking through annotations do repeated readings of the same text talk within groups and share out with the class

Basic Lesson Structure BeginnerIntermediateAdvanced 1. The teacher reads the text out loud to students without stopping to give them a sense of the overall plot or main idea. 1. The students read the text silently one time through to get a sense of the overall plot or main idea. 1. The student reads the text silently one time through to get a sense of the overall plot or main idea. 2. The teacher re-reads small chunks of the text at a time and asks discussion questions. The students may work in pairs first, but answers are shared with the whole group. 2. Teacher re-reads small chunks of the text out loud and asks discussion questions. Students may discuss the questions as a whole group, in pairs, or small groups. 2. The student re-reads small chunks of the text at a time, stopping to make notes, underline key points, and ask himself questions. 3. The students and teacher develop a written response to a prompt together. 3. The students write a written response to a prompt independently. 3. The student writes a response to a prompt and provides evidence from the text in his answer.

First Reading The FIRST reading of a text should allow the reader to determine what a text says. The reader should be able to answer the question: “What is the text telling me?” Prepare questions to help guide students to think about the most important elements; particularly events that may be confusing: a. Main idea, details, conflict, action, characters, motivation. b. Students should be able to write a summary c. QAR: “Right There”

Second Reading The SECOND reading should focus on the author’s structure, choice of words and use of language. The reader should be able to answer the question, “How does the text work?” Questions should help guide the students to think about the author’s: a. Devices, purpose, author’s choice of of terms b. Craft, structure, word choices, structural elements c. QAR: “Think and Search”

Third Reading The THIRD reading should allow the reader to evaluate the quality and value of the text. The reader should be able to answer the question, “What does the author want me to understand?” Questions should help guide students to think about how this text connects to them, other texts, events, news, other experiences… Q.A.R.: “Think and Search” and “Author and Me”

5 th Grade Main Idea Example strategies-with-informational-text-by-expeditionary- learning

Closing in on Close Reading Students navigate complex text through repeated readings Students read with a purpose (see Eligible Content and priority skills) Students interact with text through annotations Students have opportunities to discover the “deeper meaning” by answering text dependent questions and discussing with peers and the teacher Exit Slip