1. Close Reading Developing Fiction and Nonfiction “Super Sleuths” Jeni Dwyre, Grades K-3 Literacy Coach Kearsley Community Schools “

2. What is Close Reading? Jot a few thoughts about:
-What you do when you closely read a text you selected yourself
-What motivates you to pay particularly close attention to a portion of a text? What do you do during that close reading?
What is your working definition? of CR?
Turn and talk

3. ANCHOR STANDARDS Key Ideas and Details Craft and Structure
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.
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.
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.1
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.
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.

4. Key Ideas and Details What the text says
Implications for the Reader
Close reading
Determine importance
Cite evidence
Draw conclusions
Key ideas
Author’s purpose or gist
Supporting ideas
Summarize
Organization
Development of an idea
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.

5. Craft and Structure How the text works
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.
Implications for the Reader
Technical vocabulary
Text Structure
Point of View
Author’s Purpose

6. Integration of Knowledge and Ideas
How the text measures up and compares to other texts
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.
Implications for the Reader
Diverse media and formats
Evaluate argument and claims
Cross text comparisons
Theme

7. My Working Definition as of 1-18-14
Close reading involves s-l-o-w-i-n-g down in order to:
read carefully, and with purpose
engage with the text
notice
note
analyze
discuss
reread
construct deeper meaning

8. Close Reading Defined Beers & Probst, 2013
Pearson & Gallagher, 1983 as cited in Brown & Kappes, 2012
Beers & Probst, 2013
“It (CR) should imply that we bring the text and the reader close together…when the reader is brought into the text we have the opportunity for relevance, engagement, and rigor."
Close reading should suggest close attention to the text; close attention to the relevant experience, thought, and memory of the reader; close attention to the responses and interpretations of other readers; and close attention to the interactions among those elements.”
“Often involves rereading of short portions of a text with intensity, and then you bring ideas from those short rereads to longer sections of the book.”

9. More experts on Close Reading
Lehman, 2013
Fisher, Frey, and Lapp,
“Close reading is a careful, purposeful rereading of a text.”
Key points:
short passages
rereading
reading with a pencil
noticing things that are confusing
discussing the text with others
responding to text-dependent questions
“Close reading is when a reader independently stops at moments in a text (or media or life) to reread and observe the choices an author has made. He or she reflects on those observations to reach for new understandings that can color the way the rest of the book is read (or song heard or life lived) and thought about.”

11. Common Annotation Marks Reading with a Pencil
Underlining
Vertical lines at the margin
Star, asterisk, or other doodad at the margin
Numbers in the margin
Numbers of other pages in the margin
Circling of key words or phrases
Writing in the margin, or at top or bottom of the page

12. Close Reading: Fiction & Nonfiction “Nonfiction lets us learn more; fiction lets us be more.” Kylene Beers, 2013
Fiction
Nonfiction
Read with purpose
Noticing patterns
Story vocabulary
Character, setting, plot, theme
Determine important ideas
Cite evidence
Critical Literacy
Read with purpose
Noticing variety of structures
Specialized Vocabulary
Content/Information
Determine important information/ideas
Cite evidence
Text features

13. Steps in Doing a Close Reading Fisher, Frey, Lapp
Establish the purpose with students
First Reading: Students read Independently (teacher may read aloud for emergent readers)
First Discussion: Partner Talk to Check Meaning
Second Discussion (Partners; Share out with whole group): Assessing for Understanding and Confusions
Second Reading: Teacher-led Shared Reading and Think Aloud (confusing parts/words or comprehension modeling)
Third Discussion: Text-dependent Questions-revisit text as needed
Writing: One method is summarizing (include textual evidence and supporting details)
IMPORTANT: This is one structure for teaching students to read closely. Teaching habits or rituals guides them more quickly toward independence. We don’t want to be formulaic, but rather purposeful.

14. Let’s See CR in Action
Close Reading of Grumpy Cat with Kindergarten-First Grade Focus Three nonfiction lessons to take back to your classroom: Apples by Gail Gibbons Starfish by Hurd (located in article: “Student’s Close Reading of Science Texts”) “Flying Solo” article

15. Meaning is created not purely and simply from the words on the page, but from the transaction with those words that takes place in the reader’s mind. (page 35)
“Just as rigor does not reside in the barbell but in the act of lifting it, rigor in reading is not an attribute of a text but rather of a reader’s behavior—engaged, observant, responsive, questioning, analytical. The close reading strategies will help you cultivate those critical reading habits that will make your students more attentive, thoughtful, independent readers.”
-Kylene Beers & Robert E. Probst

16. Third Grade Super Sleuths
Signpost Again and Again using excerpts from Because of Winn Dixie by Kate DiCamillo
“Maybe she keeps saying ‘turtle shell’ because he’s like a turtle just avoiding his problems-stuffing his turtle shell.”
“I think they keep on talking about his turtle shell because he is probably hiding his feelings.”
“I think the thing about the turtle shell meant the dad never spends time with his daughter.”
“I think maybe that when Opal said he is pulling his head back in his turtle shell he does not want to listen anymore.”

17. Try It Out!
Put on your thinking/sleuthing cap, grab your pencil and notepad, and come along!
We will do a close reading of “Ten Year Old” by Nikki Giovanni

18. Words of Use CR with clear purpose Teach it when they need it
Don’t overuse, or “readicide” (killing the love of reading) could occur
Let students struggle productively with text, without rescuing
If used out of context or in isolation, students may not fully develop as independent readers of complex text
CR should be done in groups/partnerships with teacher support and LOTS of peer discussion
Students need repeated modeling by teacher, with gradual release

19. “Teach It When They Need It”
CR is one instructional approach that moves readers forward in meeting the CCSS
Not intended to replace other sound reading instructional practices
Plan for CR and use it purposefully
Can be tedious and lead to disengagement
Can be used with an excerpt from an article to expand understanding of how author developed idea.
Students can apply this understanding to comprehend parts of same text OR chunks of other text.
Understanding of craft or content helps reader to write and comprehend other texts without close reading
Transference is the goal!

20. Reflection Pair and Share
Look back at your working definition of close reading? Has it changed?
How has your thinking about CR changed?
What will you do in the near future with CR in your classroom, and in your own learning?
Pair and Share

21. Videos to Watch Close Reading Lessons Text Annotations
Text Annotations
What is close reading?
By: Douglas Fisher
Notice and Note Video Study Guide
With Kylene Beers and Bob Probst

22. Professional Resources Blogs, Twitter, and Websites

23. Professional Resources