Close Reading

1. Read 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.

TEACHER RESPONSIBILITY Focused Instruction “I do it” Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008

Creating a Close Reading

Creating a Close Reading Use a short passage Creating a Close Reading

Creating a Close Reading Use a short passage Re-reading Creating a Close Reading

Creating a Close Reading Use a short passage Re-reading “Read with a pencil” Creating a Close Reading

Creating a Close Reading Use a short passage Re-reading “Read with a pencil” Text-dependent questions Creating a Close Reading

Creating a Close Reading Use a short passage Re-reading “Read with a pencil” Text-dependent questions Give students the chance to struggle a bit Creating a Close Reading

“Salvador, Late or Early” A Close Reading of “Salvador, Late or Early” Close reading is almost always and encounter with the text first…no modeling first Participants read and then answer a question Doug will read to them and model thinking focusing on one thing…sentence structure Traditionally this piece would be one of three pieces read in one period Now this text would be read for three days (Cisneros, Woman Hollering Creek and Other Stories, 1991)

Text-dependent Questions Answered through close reading Evidence comes from text, not information from outside sources Understanding beyond basic facts Not recall!

Types of Text-dependent Questions Opinions, Arguments, Intertextual Connections Inferences Author’s Purpose Vocab & Text Structure Key Details General Understandings Whole Across texts Entire text Segments Paragraph Sentence Word Part

General Understandings Overall view Sequence of information Story arc Main claim and evidence Gist of passage

General Understandings in Kindergarten Retell the story in order using the words beginning, middle, and end.

Key Details Search for nuances in meaning Determine importance of ideas Find supporting details that support main ideas Answers who, what, when, where, why, how much, or how many.

Key Details in Kindergarten How long did it take to go from a hatched egg to a butterfly? What is one food that gave him a stomachache? What is one food that did not him a stomachache?

It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

Foods that did not give him a stomachache Foods that gave him a stomachache Apples Pears Plums Strawberries Oranges Green leaf Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon

Vocabulary and Text Structure Bridges literal and inferential meanings Denotation Connotation Shades of meaning Figurative language How organization contributes to meaning

Vocabulary in Kindergarten How does the author help us to understand what cocoon means?

There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

Author’s Purpose Genre: Entertain? Explain? Inform? Persuade? Point of view: First-person, third-person limited, omniscient, unreliable narrator Critical Literacy: Whose story is not represented?

Author’s Purpose in Kindergarten Who tells the story—the narrator or the caterpillar?

A narrator tells the story, because he uses the words he and his A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

Inferences Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

Inferences in Kindergarten The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

The caterpillar ate food every day “but he was still hungry The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.

Opinions, Arguments, and Intertextual Connections Author’s opinion and reasoning (K-5) Claims Evidence Counterclaims Ethos, Pathos, Logos Rhetoric Links to other texts throughout the grades

Opinions and Intertextual Connections in Kindergarten Narrative Informational Is this a happy story or a sad one? How do you know? How are these two books similar? How are they different?

Soldiers, Sailors and Airmen of the Allied Expeditionary Force! Eisenhower’s Message to the Troops June 6, 1944 Soldiers, Sailors and Airmen of the Allied Expeditionary Force! You are about to embark upon the Great Crusade, toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of liberty-loving people everywhere march with you. In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened. He will fight savagely. But this is the year 1944! Much has happened since the Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory! I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory! Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking.  SIGNED: Dwight D. Eisenhower Citation: D-day statement to soldiers, sailors, and airmen of the Allied Expeditionary Force, 6/44, Collection DDE-EPRE: Eisenhower, Dwight D: Papers, Pre-Presidential, 1916-1952; Dwight D. Eisenhower Library; National Archives and Records Administration.

Creating Text-Dependent Questions Text Dependent Question Level of Text Specificity CCS Anchor Standard Close Reading Skill Text Dependent Question Words/Phrases Analyze how specific word choices shape tone (Standard 4) What words and phrases does General Eisenhower use to inspire the troops on D-Day?

Creating Text-Dependent Questions Level of Text Specificity CCS Anchor Standard Close Reading Skill Text Dependent Question Sentences Assess how point of view shapes content (Standard 6) Eisenhower states that this invasion will “bring about the destruction of the German war machine… eliminate tyranny… and create security throughout the world.” What does that sentence reveal about him?

Creating Text Dependent Questions Level of Text Specificity CCS Anchor Standard Close Reading Skill Text Dependent Question Paragraphs Summarize key supporting details (Standard 2) Ike’s message to the troops acknowledges the difficulty of the mission, but assures them that they will be triumphant. In what ways does he accomplish this? Investigate the structure of specific sentences, paragraphs, and sections of text (Standard 5) How does the use of religious imagery contrast in the opening and closing?

Eisenhower’s “In Case of Failure” Letter "Our landings in the Cherbourg-Havre area have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the Navy did all that Bravery and devotion to duty could do. If any blame or fault attaches to the attempt it is mine alone.”

Annotation is a note of any form made while reading text. “Reading with a pencil.”

People have been annotating texts since there have been texts to annotate.

Annotation is not highlighting.

Annotation slows down the reader in order to deepen understanding.

Annotation occurs with digital and print texts.

Annotations Underline the major points. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question. Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections. Mark EX when the author provides an example. Numerate arguments, important ideas, or key details and write words or phrases that restate them.

While reading…

Modeled annotation in Seventh Grade

Student annotation in 6th grade Student sample from Leigh McEwen, AEA 9, Iowa

Modeling in 9th Grade English

Student annotation in 11th grade English