1 The “How” and “When” of Close Reading 3-5 Diocese of Allentown Diocese of Allentown ELA Updates August 12, 2015 St. Mary’s Hamburg Dr. Joanne LoFaso

Today’s Objectives ZTo provide a brief overview of close reading ZTo examine how to engage students in close text analysis while not abandoning familiar and effective daily routines such as guided reading, shared reading and book study. ZCompare close and scaffolded reading ZAssign a close reading activity in small groups

What is Close Reading? “Close reading is careful and purposeful rereading of complex text.” Frey & Fisher,

Anchor Standard 1: Close Reading 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.

Grade Expectations for Literature and Informational Texts, 3-5 The student will… 5.Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 4.Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text 3. Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers.

Grade Expectations: K-2 The student will… Grade 2 - Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text Grade 1 - Ask and answer questions about key details in a text Grade K -With prompting and support, ask and answer questions about key details in a text.

Question ZWhen during the instructional day should students be taught how to do a close text reading? ZA close reading lesson should be no longer than minutes ZClose reading can be done in small or whole groups ZIf close reading is initially too complex for some readers, begin with scaffolded reading activity (work with these students in a small group)

Getting Started ZHave students begin an initial “attempt” of a text passage (could be from the Weekly Reader) ZThis initial read can serve as a formative assessment (what were they able to “take away” from the text without my support) ZFrom this initial assessment, you can design instruction (e.g., whole group, small group, etc.) ZThrough modeling, you can direct readers’ attention to vocabulary, ideas, language structures, etc.

The Six Guiding Principles of Close Reading ZIt is not a new practice ZUse with texts that are “worthy” ZTexts should be complex enough to undergo repeated readings for deep analysis ZThe reader is focused on the author’s meaning ZClose readings should be directed in all content areas in which complex texts plays a role ZClose reading instruction may be used K-12 grades

Six Practices of Close Reading ZSelect Short, Worthy Passages ZStudent Rereading ZLimited frontloading (pre- teaching) ZText-Dependent Questions ZAnnotation ZAfter-Reading Tasks

Select Short Worthy Passages ZUsually a passage between three and nine paragraphs in length is best for practicing analytic skills ZTexts should be deeply understood by the teacher in order to know where the complex and difficult parts may inhibit student understanding ZTexts do not need to be stand- alone texts

Student Rereading ZRereadings should have a clear purpose and are frequently connected to looking for evidence to a particular questions ZRereadings may be accomplished independently, with peers and/or with teacher think-alouds ZRereading decreases the need for frontloading ZRereading improves fluency and comprehension

Limited Frontloading ZLimited frontloading by the teacher ZInquiry through rereading results in the discovery of the author’s meaning and helps develop metacognitive skills ZToo much frontloading limits students’ opportunities for inquiry and discovery; these are essential for becoming critical, independent readers

Text-Dependent Questions ZQuestion types that are asked affect how a reader reads ZAll students to provide evidence from the text rather than from their own experiences ZHelp build foundational knowledge so students are equipped to then formulate meaningful connections and opinions ZScaffold understanding from explicit to implicit ZRequires preparation by the teacher for thorough text discussion and analysis

Annotation ZStudents play an active role in growing their knowledge and understanding ZShould be completed with each rereading guided by text-dependent questions ZUse student annotation as formative assessments ZSlows the readers down for deeper thinking, so it becomes a habit of mind ZUse universal annotation marks ZNo wrong answer in annotating ; the only wrong thing is NOT TO annotate

After Reading Tasks ZPost-reading tasks should require students to refer to the text ZTasks should help students deepen their comprehension far beyond what they would be able to accomplish on their own ZInstruction in writing a precise piece develops a deeper textual understanding of the text, as it should be a clear and concise summary of the essential points, without a personal opinion or connection

Six Types of Text-Dependent Questions WholeQuestion Types Standards Across Text  Opinions, Arguments, inter-textual connections 8, 9 Entire Text  Inferences3, 7 Segments  Author’s Purpose 6 Paragraph  Vocabulary and Text Structure 4, 5 Sentence  Key Details2 Word  Key Details2 Part General Understanding 1

Universal Annotation Marks Read With a Pen Grades K-2 Grades 3-5 Use Wiki sticks, sticky notes, Smart Boards Model your thinking with annotation Underline the major points & circle words or phrases that are confusing to you Use a ? and write out your question Use ! for things that surprise you Draw an ® to link connections Mark ex to denote examples, write comments in the margins, numerate arguments, & important details Grades 6-8 Grade 9- 12

Modeling Comprehension ZQuestioning strategies – to predict, anticipate, solve problems and to clarify ZSummarizing strategies – to identify information and RECOUNT a text ZInferencing strategies – to “read between the lines” to identify clues in the text ZSelf-monitoring strategies – to determine when readers understand what they have read and notice when they have not ZConnection strategies – to integrate what a reader has experienced and learned with the information being read ZAnalysis strategies – to identify literary devices, determine the author’s purpose and evaluate texts

Scaffold Instruction: Be Mindful ZAll students benefit from scaffolded instruction, not just struggling readers ZLessons are tailored to group needs, based on recent assessments ZTeachers provide more support for students than in a close reading lesson ZQuestions are essential to scaffolded instruction ZWhen cues and prompts are exhausted and misconceptions remain, provide a direct explanation

Directions for Jigsaw Procedure for the Four Principles of Scaffolded Instruction 1. Work in groups of three. 2.Each person chooses one of the following principle elements to read, take notes on, and share: A. The student, not the teacher, is the reader. B. Small groups differentiate support C.Students have different strengths and supports. D. Grouping patterns change frequently 3.Read for 5 minutes. Write down salient points on the graphic organizer to share. 4.Share significant points with group

Text-Based Seminar Activity Read, “Round-Robin Reading Never! (McLaughlin, 2013)”then discuss in your group the following questions: 1. What statement or section in this article strikes you most dramatically? 2. What is the single most significant theme of this article and where is it stated? 3. What statement, idea, process, practice, strategy, theme do you disagree with most (if any)? 4. What actions would flow from this article?

Text-Based Seminar Guidelines Read the article closely (annotate, underline, circle, highlight, etc.) Ground Rules: Listen Actively focusing on mutual sharing Build upon what other have to say Let the conversation flow Without raising hands ZSpeak directly with each other ZMake your assumptions clear and explicit ZStrive for clarification and implication of ideas ZWatch your own “air” time ZRefer to the text using page numbers and paragraph location

References Frey, N. & Fisher, D.(2013). Rigorous Reading: 5 Access Points for Comprehending Complex Texts. Corwin Press: CA

Endnotes ① Scaffolding - First introduced by Wood, Bruner, and Ross (1976), the concept of scaffolding likens the process of building a concept or skill within a child to the kind of temporary structure that supports the construction of a house. Although at present, this concept is used in a fairly broad sense and is often synonymous with “teaching,” the original analogy refers to a learning situation in which there is a gradual release of responsibility to the learner, as the learner becomes more responsible for his/her own learning and able to maintain a new skill. The teacher gives hints and prompts to support the learner and then gradually withdraws these supports, as the learner performs with increasing independence. Scaffolding in its many forms plays an important role in the Tools of the Mind curriculum

Endnotes Zone of Proximal Development (ZPD) is the best known Vygotskian concept. To successfully apply it in a classroom, it is important to know not only where a child is functioning now and where that child will be tomorrow, but also how best to assist that child in mastering more advanced skills and concepts. This is where scaffolding comes in. Although not used by Vygotsky himself, the concept of scaffolding helps us understand how aiming instruction within a child’s ZPD can promote the child’s learning and development.