Reading with a Pencil Strategies for Close Reading Presenter: Lisa Testa, ABD Lecturer, School of Teaching, Learning & Curriculum Studies Kent State University

From The Pleasures of Reading in an Age of Distraction, by Alan Jacobs  Wherever and whatever I read, I have to have a pencil, not a pen—preferably a stub of a pencil so I can get close to the words, underline well- turned sentences, brilliant or stupid ideas, interesting words and bits of information, and write short or elaborate comments in the margins, put question marks, check marks and other private notations next to paragraphs that only I—and sometimes not even I—can later decipher,” p. 57.

Components of Close Reading As defined in the CCSS Literacy Standards…  Literal reading “determine what the text explicitly states”  Inferential reading “make logical inferences from [the text]”

Actions associated with close reading The CCSS-Literacy espouses ACTIVE reading:  Draw conclusions  Compile textual evidence  Determine central ideas  Analyze development of central ideas  Interpret words or phrases  Analyze text structure  Assess point of view

Let’s do it! Four Corners Which characteristic do you believe most often yields success in a person: ConscientiousnessCourage Follow Through Resilience

Reading with a Pencil: Take 1!  5 Characteristics of Grit— How Many Do You Have,” by Margaret Perlis As you read this essay, show evidence of annotating by using codes the following codes to record your thinking: + =agree - =disagree ? =question

Reading with a Pencil: Take 2!  Re-read the article, at the skimming-level, to rank Perlis’ characteristics from 1 to 5 with “1” as the most critical contributing factor of grit, and “5” as the least.  Annotate in the margins reasons to justify your rankings.

Reading with a Pencil: Take 3! Respond  In your groups, share your individual analyses of the characteristics of grit  Come to consensus to determine a metaphor or an image that your group agrees represents the essence of grit  Draw the image or metaphor

Kelly Gallagher’s Kelly Gallagher’s Deeper Reading Kelly Gallagher’s  Focusing the reader  First Draft reading  “Lay of the Land”  What the text “explicitly says”  Second (and third) Draft reading(s)  Analysis of various aspects of the text  Teachers or students set purpose  Collaboration  Metaphorical Response  Reflective Response

Focusing the Reader Before reading activities that prepare the reader for the text Examples: Anticipation Guide, Possible Sentences, Story Impressions, Knowledge Rating Chart Anticipation GuidePossible Sentences Story Impressions Knowledge Rating ChartAnticipation GuidePossible Sentences Story Impressions Knowledge Rating Chart Four Corners Four Corners

First Draft reading Reading to get the gist of the passage. Framing Routine Framing Routine Selective Highlighting Selective Highlighting Structured Note Taking Structured Note Taking Proposition/Support Outline Proposition/Support Outline

Second Draft Reading Involves re-reading at the sentence-level to deepen understanding. Structured Note Taking Structured Note Taking Proposition/Support Outline Proposition/Support Outline Jigsaw Reading Guides Reading Guides ReQuest Coding to Annotate Text Coding to Annotate Text

Collaboration Discussion fosters deeper comprehension. Structured discussion even more so.

Metaphorical response Tying the meaning made to an image deepens comprehension and leaves the reader with a powerful impression to remember.

Reflective response Students fossilize their thinking as they record in writing what they have understood. Exit slips Exit slips Double-Entry Journals Double-Entry Journals