2. Close Reading The CCLS emphasize the importance of students reading texts closely

3. Close Reading (Hinchman & Moore, 2013) Involves sustained probing analyses, with students reading and rereading to obtain deep and thorough understandings of texts and to grasp the ways texts shape understandings (p. 443)

4. Passage Selection (Fisher, Frey, & Lapp, 2012) Select a short piece of text – “Constraining the amount of text under investigation helps students see how to apply the skill or strategy and limits the amount of time required to teach that skill or strategy” (p. 108) – “To really understand a text, the reader will likely have to read it more than once. Long pieces of text make it hard for students to reread within the context of the classroom” (p. 108)

5. Rereading Close reading requires a willingness to return to the text to reread (Fisher, Frey, & Lapp, 2012). Read for different purposes (gain an impression of the text’s contents and location of information, analyze the text’s message) and at different rates (fast, medium, slow) (Hinchman & Moore, 2013).

6. Reading with a Pencil (or other note- taking device) Be an active reader. Take notes about remarkable passage elements, key factual information, and significant ideas in the text. Identify the most important words, phrases, sentences, or paragraphs (Hinchman & Moore, 2013, p. 444)

7. Common Annotation Marks (Adler & Van Doren, 1972) Underlining – of major points; of important or forceful statements Vertical lines at the margin - to emphasize a statement already underlined or to point to a passage too long to be underlined Star, asterisk, or other doodad at the margin – to be used sparingly, to emphasize the ten or dozen most important statements or passages in the book Numbers in the margin – to indicate a sequence of points made by the author in developing an argument Numbers of other pages in the margin – to indicate where else in the book the author makes the same points, or points relevant to or in contradiction of those here marked; to tie up the ideas a book, which, though they may be separated by many pages, belong together Circling of key words or phrases – this serves much the same function as underlining Writing in the margin, or at the top or bottom of the page – to record questions (and perhaps answers) which a passage raises in your mind; to reduce a complicated discussion to a simple statement; to record the sequence of major points right through the book (pp. 49-50)

8. Discussing the Text (Fisher, Frey, & Lapp, 2012) “Discussions should allow students to engage in purposeful talk, manage their use of academic and domain-specific language and concepts, and provide an opportunity for them to learn about themselves, one another, and the world” (p. 116) CCLS expectations for students in discussions – Engage on a variety of grade-level topics in small- and large- group settings with a diverse range of learners – Be prepared for the discussion – Follow the discussion guidelines and purposes – Ask and answer questions, request clarification, furnish evidence and examples, and contribute ideas that enhance the discussion – Summarize and synthesize a speaker’s main points

9. Questioning (Fisher, Frey, & Lapp, 2012) Teachers should use text-dependent questions (those that can only be answered with evidence from the text) to prompt students to return to the text Many of the CCLS in the area of reading require that students provide evidence from the text in their responses Consider using Question-Answer Relationships (Raphael, 1986), Questioning the Author (Beck & McKeown, 2006), or Bloom’s Taxonomy

10. Example of Procedures of Close Reading (Fisher, Frey, & Lapp, 2012) Establish the purpose with students Students read independently (1 st reading) Partner talk to check meaning (1 st discussion) Assess for understanding and confusion (2 nd discussion) Teacher-led shared reading and think-aloud (2 nd reading) Text-dependent questions (3 rd discussion) Journal writing

11. Close Reading Take a quiz on the important aspects of close reading and check your answers