Close Reading

 Discuss Model for Text Complexity  Discuss Reader and Task  Define Close Reading  Model a Close Reading Lesson  Create a Close Reading Lesson Objectives

 Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.  Quantitative measures – readability and other scores of text complexity often best measured by computer software.  Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Text Complexity Reader and Task Qualitative Quantitative

Cognitive Capabilities Reading Skills Motivation Knowledge and experience Content of Theme Concerns Complexity of task assigned regarding text Complexity of questions asked regarding text Focus: Reader and Task: Suggested Considerations

 Locate the Handout titled “Suggested Considerations for Reader and Task”.  Discuss with your table how your lack of knowledge/consideration of these can impact the flow of instruction in your classroom. Focus: Reader and Task: Suggested Considerations Cont.…

Close analysis of texts with evidence should verify claims and conclusions. Reading shorter chunks of texts with close attention. Rereading and looking for evidence to support conclusions drawn from the text is critical to becoming an effective reader. What is Close Reading?

 Consider reader and task.  Identify tier two and tier three vocabulary and figurative language.  Design questions based on key ideas and details, (Read #1)  Design questions based on the author’s craft and structure section. ( Read #2)  For subsequent reads, design questions base on ideas and knowledge. Include types of questions which allow for group discussion and time as you choose texts to compare and contrast. Preparation for Implementation (see Close Reading Modeling Method Handout)

Lets Break

 Allow Students/Participant to Read the text Independently (Read # 1) Locate the Handout titled “Admetus and Alcestis”.  Have Students Code the Text (see next slide for text codes).  Answer Questions for Key Ideas and Details. Model Close Reading: Admetus and Alcestis

? = I have a question about this ! = I have an idea about this 0-0 = I can visualize this # = I have a connection Text Code

Questions for Key Ideas and Details

 Teacher collects coded texts and looks for patterns of coding.  Select vocabulary from the class that proved difficult.  Define terms.  Prepare for CCSS Craft and Structure Standards and Begin Read #2. What to do next

 Facilitate students second read (Read # 2)  Ask Questions for Craft and Structure Model Close Reading: Admetus and Alcestis

Questions for Craft and Structure

 Teacher collects coded texts and looks for patterns of highlighted vocabulary.  Choose other skill areas to provide instruction on from Integration of Knowledge and Ideas portion of CCSS. What to do next

 Teacher allows time for students to reread “Admetus and Alcestis” and the newly selected text. (Read # 3) Find an informational text about the theme or topic from a different cultural perspective and compare and contrast one or more aspect of the stories. Locate the additional piece of text.  Ask Questions for Integration Knowledge (include the writing component) Model Close Reading: Admetus and Alcestis

Other texts to compare

Questions for Integration of Knowledge

 Students and teachers understand multiple reads will occur  Independently  By proficient readers including teacher  Vocabulary instruction with a focus on Tier 2 words  Questions will follow Common Core Standards structure Close Reading Process

 Get into Groups of 4-5  Select an CC Exemplar from your packet  Locate the handout titled “developing a Close Reading or Read Aloud of a Text for Common Core State Standards”.  Using the handouts listed above to plan your lesson  Be prepare to share out Create Your Close Reading Lesson

“When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened’ John Richardson Final Thoughts