Close Reading

Today’s Goal Engage staff in collegial conversations regarding close reading Identify the components of close reading and make connections to current literacy practices Evaluate a close reading lesson

Close Readi ng is not… Close Reading is not… Andrea and Gilberto passed an ice cream shop every day when they walked home from school. Every Friday they brought money to _______ and stopped at the ice cream _________ to buy a double-dip ice cream ___________. One ________ Gilberto forgot to bring ________ money and when they got to __________ ice cream shop, he said, “Oh no. I can’t buy an ice cream _________ today.” Cloze Reading

Close Readi ng is…. Close Reading is…. “Close Reading – an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.” “Close Reading – an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.” Tim Shanahan

Close Readi ng is…. Close Reading is…. “Focused, sustained reading and rereading of a text for the purpose of understanding key points, gathering evidence, and building knowledge. Pearson, page 48

Primary Purpose of Close Reading The primary objective of a close reading is to afford students with the opportunity to assimilate new textual information with their existing background knowledge and prior experiences to expand their schema. Doug Fisher

Secondary Purpose of Close Reading A second purpose of a close reading is to build the necessary habits of readers when they engage with a complex piece of text. Doug Fisher

Anchor Standard 1 Anchor Standard 10 Anchor Standard 2 Anchor Standard 3 Anchor Standard 4 Anchor Standard 5 Anchor Standard 6 Anchor Standard 7 Anchor Standard 8 Anchor Standard 9

Read with a pencil in hand – annotate the text Read with a pencil in hand – annotate the text Look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities Look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities This is whatever the teacher wants the students to look for: key ideas & details, central message or theme, character traits, etc This is whatever the teacher wants the students to look for: key ideas & details, central message or theme, character traits, etc Ask questions about the patterns you’ve noticed – especially how and why Ask questions about the patterns you’ve noticed – especially how and why

Close Reading Great books need to be read and reread Great books need to be read and reread Each reading should accomplish a separate purpose Each reading should accomplish a separate purpose The first reading of a text should allow the reader to determine what a text says The first reading of a text should allow the reader to determine what a text says The second reading should allow the reader to determine how a text works The second reading should allow the reader to determine how a text works The third reading should allow the reader to evaluate the quality and value of the text (and to connect the text to other texts) The third reading should allow the reader to evaluate the quality and value of the text (and to connect the text to other texts)

Close Reading All focus on text meaning All focus on text meaning Minimize background preparation/explanation Minimize background preparation/explanation Students must do the reading/interpretation Students must do the reading/interpretation Teacher’s major role is to ask text dependent questions Teacher’s major role is to ask text dependent questions Multi-day commitment to texts Multi-day commitment to texts Purposeful rereading (not practice, but separate journeys Purposeful rereading (not practice, but separate journeys Short reads Short reads

Why did CCSS go there? School reading has become focused on rituals rather than text-student negotiations, on general reading skill rather than sense making of particular texts. School reading has become focused on rituals rather than text-student negotiations, on general reading skill rather than sense making of particular texts. Emphasis on prior knowledge and reader response had placed the attention on the reader instead of the text. Emphasis on prior knowledge and reader response had placed the attention on the reader instead of the text. Teacher purpose setting had often replaced actual reading. Teacher purpose setting had often replaced actual reading.

Planning for Close Reading Select high quality text that is worthy of rereading and rereading Select high quality text that is worthy of rereading and rereading Teachers must read the text Teachers must read the text Necessary to determine why the text might be difficult Necessary to determine why the text might be difficult

Text Feature/Support Strategy Complexity of ideas/content? Complexity of ideas/content? Presupposed prior knowledge? Presupposed prior knowledge? Complex vocabulary? Complex vocabulary? Complex sentence/syntax? Complex sentence/syntax? Complex/unclear coherence? Complex/unclear coherence? Genre familiarity? Genre familiarity? Complexity of text organization? Complexity of text organization? Subtlety of author’s tone? Subtlety of author’s tone? Sophistication of literary devices? Sophistication of literary devices? Sophistication of data- presentation devices? Sophistication of data- presentation devices? Legibility demands? Legibility demands? Fluency challenge? Fluency challenge? Need for stair-steps text? Need for stair-steps text? Reading comprehension strategies? Reading comprehension strategies?

Pre-reading What counts as pre-reading? Explorations of “prior knowledge” Explorations of “prior knowledge” Teacher purpose setting Teacher purpose setting Contextualizing the text Contextualizing the text Text previews Text previews

Pre-reading (cont.) Rule 1: The candle has to be worth the game Pre-reading can be/seem endless Pre-reading can be/seem endless Limit pre-reading Limit pre-reading It should be no longer than the reading itself It should be no longer than the reading itself Text length dictates brevity (it is not the length of the “close reading experience” that matters, but the length of the text itself) Text length dictates brevity (it is not the length of the “close reading experience” that matters, but the length of the text itself)

Pre-reading (cont.) Rule 2: Let the author do the talking Try not to reveal too much information from the text Try not to reveal too much information from the text If an idea is explained in the text, then it ought not to be in the pre-reading If an idea is explained in the text, then it ought not to be in the pre-reading

Pre-reading (cont.) Rule 3: Give students enough information that they have a reason to read. A brief blurb or tease is not harmful especially if it does not repeat too much of the author’s message or method. A brief blurb or tease is not harmful especially if it does not repeat too much of the author’s message or method.

Planning the First Reading It can help to plan the analysis of a text by developing you own questions through multiple readings It can help to plan the analysis of a text by developing you own questions through multiple readings Then you can decide better how many re-readings to use and how to order your questions Then you can decide better how many re-readings to use and how to order your questions

What does the text say? First reading First reading Questions should help guide students to think about the most important elements of the text (the key ideas and details) Questions should help guide students to think about the most important elements of the text (the key ideas and details) Stories are about significant, meaningful conflicts (between man and nature, with others, and with oneself) Stories are about significant, meaningful conflicts (between man and nature, with others, and with oneself) Human nature and human motivation are central to the action and the meaning Human nature and human motivation are central to the action and the meaning Questions should also clarify confusion (in this case, confusions about what the text says) Questions should also clarify confusion (in this case, confusions about what the text says)

The Big Orange Splot by Daniel Pinkwater What was the street like at the beginning of the story? What was the street like at the beginning of the story? How did everybody feel about that? What did they want? How did everybody feel about that? What did they want? What happened to Mr. Plum’s house? What happened to Mr. Plum’s house?

The Big Orange Splot by Daniel Pinkwater How did the neighbors feel about the splot? Why? How did the neighbors feel about the splot? Why? What did they do about it? What did they do about it? How did they think Mr. Plumbean felt about it? Why did they think that? How did they think Mr. Plumbean felt about it? Why did they think that? But what did he do? But what did he do? Why does he do this? Why does he do this?

The Big Orange Splot by Daniel Pinkwater How did his neighbors react? Why? How did his neighbors react? Why?

The Big Orange Splot by Daniel Pinkwater The neighbors were upset… so what did Mr. Plumbean do? The neighbors were upset… so what did Mr. Plumbean do? Why did the neighbors pretend not to notice? Why did the neighbors pretend not to notice?

The Big Orange Splot by Daniel Pinkwater When the neighbors asked him what he had done, what is his response? When the neighbors asked him what he had done, what is his response? What does that mean? What does that mean?

The Big Orange Splot by Daniel Pinkwater Why was the man there? Why was the man there? What happened? What happened? Why did the man do that? Why did the man do that?

The Big Orange Splot by Daniel Pinkwater What do the people say about the man? What do the people say about the man? What happened to him? What happened to him?

The Big Orange Splot by Daniel Pinkwater What happened them? What happened them? What was the street like at the end of the story? How had the street changed? What changed it? What was the street like at the end of the story? How had the street changed? What changed it?

Conclusion of First Reading: My questions focused on key events and motivations (particularly events that I thought might be confusing) My questions focused on key events and motivations (particularly events that I thought might be confusing) The discussion led by these questions should lead to a good understanding of what the text said The discussion led by these questions should lead to a good understanding of what the text said A good follow up would be to tell/write summaries or retellings of the “story” A good follow up would be to tell/write summaries or retellings of the “story”

How does the text work? Second reading Second reading Questions should help guide students to think about how the text works and what the author was up to (craft and structure) Questions should help guide students to think about how the text works and what the author was up to (craft and structure) Stories are written by people to teach lessons or reveal insights about the human condition in aesthetically pleasing and powerful ways Stories are written by people to teach lessons or reveal insights about the human condition in aesthetically pleasing and powerful ways Awareness of author choices are critical to coming to terms with craft and structure Awareness of author choices are critical to coming to terms with craft and structure

The Big Orange Splot by Daniel Pinkwater What was he thinking? What was he thinking? (The conflict starts here, but the author doesn’t beat you over the head with it… Plumbean has decided something or is about to. )

The Big Orange Splot by Daniel Pinkwater How did he say this…..bright and happy? Reluctantly? How did he say this…..bright and happy? Reluctantly? (There is more going on here than is on the page. When is Plumbean transformed---when does he decide to be different?) Why does the author explain why he painted at night? Why does the author explain why he painted at night? (Character motivation is important. Was he painting at night so he could get it done before anyone saw it or was he beating the heat? He is a different kind of man depending on what you think is happening?)

The Big Orange Splot by Daniel Pinkwater How does the author describe Mr. Plumbean’s house? Why does he compare it to a rainbow, a jungle, an explosion? How does the author describe Mr. Plumbean’s house? Why does he compare it to a rainbow, a jungle, an explosion? (The author describes the house three times… each time in colorful metaphorical language, a technique he uses throughout the story when he wants to emphasize the feelings of the neighbors?)

The Big Orange Splot by Daniel Pinkwater What do you notice here? What do you notice here? Why does the author tell you the neighbors’ feelings in this way? Why does the author tell you the neighbors’ feelings in this way? (I want to make sure the students see the repetition of this literary device and that they try to make sense of it.)

The Big Orange Splot by Daniel Pinkwater What’s going on here? What’s going on here? (The repetition of this literary device should be evident by now. By saying the same thing over and over again with colorful language we get a sense of how strong the emotions are).

The Big Orange Splot by Daniel Pinkwater Why does Plumbean respond now? He didn’t react to all of the insults. Why does Plumbean respond now? He didn’t react to all of the insults. (This one puzzled me. I think he wanted to realize his dream fully before trying to defend it. Makes me think Plumbean wasn’t sure about this all along---- he was working his dream out as the story progresses).

The Big Orange Splot by Daniel Pinkwater The author doesn’t tell what they talked about… what do you think they might have said? How do you think Plumbean convinced him? The author doesn’t tell what they talked about… what do you think they might have said? How do you think Plumbean convinced him? Why didn’t the author revel this conversation? Why didn’t the author revel this conversation? (Given that Plumbean just worked this out for himself, I doubt that he had the certainty to persuade his neighbor. My hunch is he just told him his own story and the neighbor identified with it.

The Big Orange Splot by Daniel Pinkwater What did you notice about how the man expressed himself? Why would the author have him say it this way? (This sounds like a statement about being unique… but is he? What did you notice about how the man expressed himself? Why would the author have him say it this way? (This sounds like a statement about being unique… but is he? (Although the man claims to be unique---and he is in terms of the specific dream his is pursuing– but ultimately he states his individualism in a way that mimics Plumbean’s.

The Big Orange Splot by Daniel Pinkwater Why does the author have the people say this? Why does the author have the people say this? (The whole neighborhood is now caught up in Plumbean mania. They are pursuing their individual versions of their dreams, expressing themselves identically to Plumbean. They wanted conformity at the end).

Conclusion of Second Reading My questions focused on why and how the author told his story (particularly focusing on literary devices, word choices, structural elements, and author’s purpose) My questions focused on why and how the author told his story (particularly focusing on literary devices, word choices, structural elements, and author’s purpose) The discussion led by these questions should lead to a good understanding of how the text works and to a deeper understanding of its implications The discussion led by these questions should lead to a good understanding of how the text works and to a deeper understanding of its implications A good follow up would be a critical analysis of the story or some aspect of the story (Mr. Plumbean changes from the beginning to the end. Do the neighbors? Compare and contrast how Plumbean and the neighbors change. A good follow up would be a critical analysis of the story or some aspect of the story (Mr. Plumbean changes from the beginning to the end. Do the neighbors? Compare and contrast how Plumbean and the neighbors change.

What does the text mean? “Third” reading “Third” reading Questions should help guide students to think about what this text means to them and how it connects to other texts/stories/events/films Questions should help guide students to think about what this text means to them and how it connects to other texts/stories/events/films Stories relate to other stories and to our lives Stories relate to other stories and to our lives Evaluations of quality (placing a text on a continuum based on quality standards) and connecting to other experiences is an essential part of the reading experience Evaluations of quality (placing a text on a continuum based on quality standards) and connecting to other experiences is an essential part of the reading experience

Striving for Meaning What did you take the story to mean from Plumbean’s point of view? What did you take the story to mean from Plumbean’s point of view? What did you take the story to mean from the neighbor’s point of view? What did you take the story to mean from the neighbor’s point of view? What did the story mean to you? What does it say about how you live your life? What did the story mean to you? What does it say about how you live your life?

Evaluation & Synthesis Do you know other stories like this? How were those stories similar and different? Do you know other stories like this? How were those stories similar and different? Which of these stories did you like best? Why? Which of these stories did you like best? Why? What did you think about how the author used literary devices? How effective were these? What did you think about how the author used literary devices? How effective were these?

Story Map Setting: Setting: Main Character: Main Character: Problem: Problem: Internal Response: Internal Response: Attempts: Attempts: Outcome: Outcome: Reaction: Reaction: Theme: Theme:

Multiple Perspectives Setting: Main Character: Problem: Internal Response: Attempt:Outcome:Reaction:ThemeSetting: Main Character: Problem: Internal Response: Attempt:Outcome:Reaction:Theme:

Conclusions Readers need opportunities to make sense of big ideas from a range of high quality texts Readers need opportunities to make sense of big ideas from a range of high quality texts Reading lessons based upon the idea of close readings requires that teachers do more to focus student attention on reading, interpreting, and evaluating text (and less on themselves and on the teacher’s interpretation) Reading lessons based upon the idea of close readings requires that teachers do more to focus student attention on reading, interpreting, and evaluating text (and less on themselves and on the teacher’s interpretation)

Meeting the Challenge of Common Core: Planning Close Reading Timothy Shanahan University of Illinois at Chicago