1. CLOSE READING TEACHING OUR STUDENTS TO READ LIKE A DETECTIVE

3. What is Close Reading? Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text. It is a key requirement of the Common Core State Standards and directs the reader’s attention to the text itself. It includes: Using short passages and excerpts Diving right into the text with limited pre-reading activities Focusing on the text itself Rereading deliberately Reading with a pencil Noticing things that are confusing Discussing the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class Responding to text-dependent questions

4. Close reading is purposefully reading a text several times in order to analyze and gain a deep understanding of the text. Genia Connell, teacher, April 2013

5. Student friendly version- Reading something enough times so you can understand it, explain it to someone else, and ask and answer questions about it using evidence from the text. Genia Connell, teacher, April 2013

6. Close Reading and Common Core The K–12 standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

7. What do the standards say students must be able to do with text? Key Ideas and Details CCSS.ELA-Literacy.CCRA.R.1 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. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

8. Craft and Structure CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

9. Integration of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy. CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

11. Steps in Close Reading There is not an exact sequence in a close read; these steps are meant to generally guide you in crafting a lesson that scaffolds students and focuses on increasingly complex text dependent questions. Begin with questions about the big ideas in the text and gradually ask higher level questions.

12. Set the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes. Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. FIRST READ: KEY IDEAS AND DETAILS

13. SECOND READ: CRAFT AND STRUCTURE This reading focuses on text features, organizational patterns and content vocabulary the author included. (Independent Reading, Read Aloud, Shared Reading, Paired Reading) Students reread selected text focusing on text dependent question. Students use pencils, highlighters, or post-its to mark the text. After rereading, students discuss the text with partners or in small groups, focusing on the author’s craft and organizational patterns. Use a Text Dependent Question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding.

14. THIRD READ AND BEYOND: INTEGRATION OF KNOWLEDGE AND IDEAS The third close reading (and further readings) of a text should go even deeper, requiring students to synthesize and analyze information based on a text dependent question. The focus is on what the text means to the reader and how it connects to other experiences. The students use pencils, highlighters, or post-its to mark the text. Discuss the text evidence in response to the (text dependent) question. Students respond in writing. Seeing the responses in writing will help the teacher assess the students level of understanding.

15. Select a short text of a higher text complexity for your grade level. You may choose an excerpt of a longer text. Select a text that is worthy of a close read. When using informational text, connect the text that fits with the content standards. Many kinds of traditional literature—folktales, legends, myths, fables, as well as short stories, poetry, and scenes from plays— enable and reward close reading. For informational works, try short articles, biographies, personal narratives, and even some primary-source materials. How do I select a text for close reading?

16. What is a text dependent question? Text dependent questions are a critical element in the Common Core State Standards. They require students to dig deeply into the text to answer them. Text dependent questions cannot be answered without using the text. Background knowledge and prior experience should not be included or considered. To craft effective text dependent question, you must read and understand the text thoroughly. Plan with the end in mind. What to you want the students to be to know and do as a result of the lesson?

17. Read with a Pencil!

18. Number the paragraphs The Common Core asks students to be able to cite and refer to the text. One simple way to do this is by numbering each paragraph, section or stanza in the left hand margin. When students refer to the text, require them to state which paragraph they are referring to. The rest of the class will be able to quickly find the line being referred to.

19. Chunk the text When faced with a full page of text, reading it can quickly become overwhelming for students. Breaking up the text into smaller sections (or chunks) makes the page much more manageable for students. Students do this by drawing a horizontal line between paragraphs to divide the page into smaller sections. At the beginning of the year group the paragraphs into chunks before handing out the assignment. It is important to understand that there is no right or wrong way to chunk the text, as long as you can justify why you grouped certain paragraphs together. By the end of the year, let go of that responsibility and ask students to chunk the text on their own.

20. Underline and circle… with a purpose. Telling students to simply underline “the important stuff” is too vague. Instead, direct students to underline and circle very specific things. Think about what information you want students to take from the text, and ask them to look for those elements. What you have students circle and underline may change depending on the text type. For example, when studying an argument, ask students to underline “claims”. We identify claims as belief statements that the author is making. When studying poetry, students could underline the imagery they find throughout the poem. Circling specific items is also an effective close reading strategy. Providing students with a specific thing you want them to underline or circle will focus their attention on that area much better than “underlining important information”.

21. Left margin: What is the author SAYING? It isn’t enough to ask students to “write in the margins”. We must be very specific and give students a game plan for what they will write. This is where the chunking comes into play. In the left margin, students summarize each chunk. Demonstrate how to write summaries in 10-words or less. The chunking allows the students to look at the text in smaller segments, and summarize what the author is saying in just that small, specific chunk.

22. Right margin: Dig deeper into the text In the right-hand margin, direct my students to complete a specific task for each chunk. This may include: Use a power verb to describe what the author is DOING. (For example: Describing, illustrating, arguing, etc..) Note: It isn’t enough for students to write “Comparing” and be done. What is the author comparing? Represent the information with a picture. This is a good way for students to be creative to visually represent the chunk with a drawing. Ask questions. This may be a struggle for many students, as they often say they don’t have any questions to ask. When modeled, students can begin to learn how to ask questions that dig deeper into the text. There are many other things students can write in the margins. However, we must model and teach these strategies so that students will have an idea of what to write when they are on their own.

24. Visit the Rosedale Union School District Curriculum Website for videos and articles featuring close reading.