EDUC 304

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Close Reading To do a close reading, you choose a specific passage and analyze it in fine detail, as if with a magnifying glass. You then comment on points of style and on your reactions as a reader.

Steps for a Close Reading Activity Students work in teams of four. Each student in the team is given a different close reading passage for independent reading. Each student complete the student response sheet and generates an answer to the key question. Each team discusses what their close reading passages have in common in order to form a consensus answer to the key question. Teams share their responses during teacher –facilitated whole-class discussion with the purpose of reaching a class consensus answer to the Key Question. Each student is assigned the Connecting Passage to read and discuss in pairs, as a team, and/or as a class as a culminating activity.

Question Answer Relationship Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the question are the same words found in the text. Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning. Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question. On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question _F8_FastStart_512k.swf _F8_FastStart_512k.swf

Question Answer Relationships Answer the questions on post-it notes as you read the story? Talk about what type of questions these are. After reading come up with your own questions that go along with The Sweetest Fig and write them on your chart. Right There Question Think and Search Question Author and You On My Own

Making Connections Text to Self - Connecting personal experiences to texts Text to Text -Connecting big ideas and themes across texts Text to World –Connecting real world happenings to text

Making Connections Read The Giving Tree Fill out a making connections sheet after reading. Sort connections’ strips under the correct heading. (Green) Sort connections’ strips under meaningful and unmeaning headings. (Blue)

Comprehension GO Chart Koala Lou

Comprehension Cubes Amazing Grace Red Cubes- Pre-Reading Cubes Blue Cubes- During-Reading Cubes Green Cubes- After-Reading cubes

Reciprocal Teaching Put students in groups of four. Distribute one note card to each member of the group identifying each person's unique role: Summarizer Questioner Clarifier Predictor

Reciprocal Teaching Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion.

At the given stopping point, the Summarizer will highlight the key ideas up to this point in the reading. The Questioner will then pose questions about the selection: Unclear parts Puzzling information Connections to other concepts already learned The Clarifier will address confusing parts and attempt to answer the questions that were just posed. The Predictor can offer predictions about what the author will tell the group next, or the predictor might suggest what the next events in the story will be.

The roles in the group then switch one person to the right, and the next selection is read. Students repeat the process using their new roles. This continues until the entire selection is read.

Questioning the Author- QTA Why use question the author? It engages students in the reading and helps to solidify their understanding of a text. It teaches students to form questions to the author while reading. It teaches students to critique the author's writing.