1. WHAT IS CLOSE READIN G ? Jessica Garrigan, 2014

2. WHY should we read carefully and purposefully?

3. How many passes does the team in white make? http://www.youtube.com/watch?v=Ahg6qcgoay4

4. Why should we read more than one time?? “Analyzing and interpreting often begin after a second or third time we look.”

5. HOW do we do a CLOSE READ?

6. Reading  Get to KNOW the Text Key Ideas and Details Reading  Deeper UNDERSTANDING Analyze and Interpret Look @ Text Structures Reading  Ask and Answer Questions Using the Text Integrate Ideas. Draw Conclusions. Make Meaning. DEEPER AND CLOSER More reads??? TAG YOUR TEXT

7. While you’re reading…

8. Remember: Always add notes with your tags and highlights so you can get back into the text easily!

9. What’s wrong with this picture?

10. Let’s try it out!

11. Close Read #1 Look at the picture for 5 seconds Focus: What will you remember? Be ready to share! Key Ideas and Details

13. Think – Pair – Share! What do you remember?

14. Close Read #2 Look at the picture for 10 seconds Focus: What new information will you remember? Can you find something your classmate noticed? Craft and Structure

16. Think – Pair – Share! What new information did you notice? Did you find something your classmate noticed? What?

17. Close Read #3 There are 70+ hidden items in this picture! Joan Steiner is a painter that wants us to look closer. Look one more time. Notice something new! Focus: o How does “reading” this picture more than one time help you as a reader? o Deeper Question: What inferences can you make about the artist based on her work? Integration of Knowledge and Ideas

19. STOP & JOT How did “reading” this picture more than one time help YOU as a reader? What were you able to do?

20. Close Read #1 Look at the painting (text) for 5 seconds Focus: Find 3 things that are confusing… Be ready to share! Key Ideas and Details

22. Think – Pair – Share! Share your confusion.

23. Close Read #2 Look at the left or right side of the painting (text) for 10 seconds. Switch. Focus: Ask two questions. Craft and Structure

25. Think – Pair – Share! Share your questions.

26. Close Read #3 Imagine why this painting was created. What was the author trying to say? Use evidence from the painting as you discuss. Integration of Knowledge and Ideas

28. Think – GROUP– Share! Why did the artist create this piece? Discuss your final conclusions!

29. Close Read #1 Read the text Focus: Find 3-5 important ideas. Be ready to share your most important idea! Key Ideas and Details

30. From “In Trek North, First Lure Is Mexico’s Other Line,” by Randal C. Archibold“In Trek North, First Lure Is Mexico’s Other Line,” CIUDAD HIDALGO, Mexico — With her leg snapped and folded excruciatingly over her shoulder, Elvira López Hernández lay flat on a railroad bed as the freight train hurtled above her, clinging tightly to two things: the railroad ties beneath her and the memory of the 4-year-old daughter she had left behind in Guatemala. “I said: ‘My God, I don’t want to die! My daughter!’ ” (1) She slipped off the train in January, one of scores of migrant stowaways heading to the United States. Now she sat at a shelter here, an amputee. But she had no intention of returning to the crime and desperation of Guatemala City; she was still looking north.“What can I do?” she said. (2) Continue…

31. From “In Trek North, First Lure Is Mexico’s Other Line,” by Randal C. Archibold“In Trek North, First Lure Is Mexico’s Other Line,” In Washington, the biggest immigration overhaul in decades would tighten border security between Mexico and the United States to stem the flow of illegal crossings. (3) But there is another border making the task all the more challenging: Mexico’s porous boundary with Central America, where an increasing number of migrants heading to the United States cross freely into Mexico under the gaze of the Mexican authorities. So many Central Americans are fleeing the violence, crime and economic stagnation of their homes that American officials have encountered a tremendous spike in migrants making their way through Mexico to the United States. (4) American arrests of illegal crossers from countries other than Mexico — mostly from Honduras, Guatemala and El Salvador — more than doubled along the southwest border of the United States last year, to 94,532 from 46,997 in 2011. (5)

32. Share your most important detail. Why was it important? IDEA WAVE

33. Close Read #2 Reread your most important information. Focus: Determine that cause and effect relationship between these important ideas. Use evidence from the text to support your ideas. Craft and Structure

34. From “In Trek North, First Lure Is Mexico’s Other Line,” by Randal C. Archibold“In Trek North, First Lure Is Mexico’s Other Line,” CIUDAD HIDALGO, Mexico — With her leg snapped and folded excruciatingly over her shoulder, Elvira López Hernández lay flat on a railroad bed as the freight train hurtled above her, clinging tightly to two things: the railroad ties beneath her and the memory of the 4-year-old daughter she had left behind in Guatemala. “I said: ‘My God, I don’t want to die! My daughter!’ ” (1) She slipped off the train in January, one of scores of migrant stowaways heading to the United States. Now she sat at a shelter here, an amputee. But she had no intention of returning to the crime and desperation of Guatemala City; she was still looking north.“What can I do?” she said. (2) Continue…

35. From “In Trek North, First Lure Is Mexico’s Other Line,” by Randal C. Archibold“In Trek North, First Lure Is Mexico’s Other Line,” In Washington, the biggest immigration overhaul in decades would tighten border security between Mexico and the United States to stem the flow of illegal crossings. (3) But there is another border making the task all the more challenging: Mexico’s porous boundary with Central America, where an increasing number of migrants heading to the United States cross freely into Mexico under the gaze of the Mexican authorities. So many Central Americans are fleeing the violence, crime and economic stagnation of their homes that American officials have encountered a tremendous spike in migrants making their way through Mexico to the United States. (4) American arrests of illegal crossers from countries other than Mexico — mostly from Honduras, Guatemala and El Salvador — more than doubled along the southwest border of the United States last year, to 94,532 from 46,997 in 2011. (5)

36. Build Consensus In a group, come to a consensus about what the author believes to be the most devastating effect of the current immigration policies. “The author believes…; we know this because…”

37. Close Read #3 Focus: Summarization – Pulling it all together. Reread the text. Highlight 5 key words in each paragraph. Integration of Knowledge and Ideas

38. GET THE GIST! Using the GIST template, create a 20 word summary of “In Trek North, First Lure Is Mexico’s Other Line”, including the most important information from the text and your analysis.

39. Close Read #1 Read the poem to yourself. Be ready to answer these questions about the key ideas of the text: 1.What were the slithy toves doing in the wabe ? 2.How would you describe the condition of the borogoves? 3.Who killed the Jabberwock? Key Ideas and Details

40. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!” He took his vorpal sword in hand: Long time the manxome foe he sought— So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. “And, has thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!’ He chortled in his joy. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. “Jabberwocky” by Lewis Carroll

41. Answer these questions. Find evidence in the text for your answers. 1.What were the slithy toves doing in the wabe? 2.How would you describe the condition of the borogoves? 3.Who killed the Jabberwock? Two Heads (are better than one…)

42. Close Read #2 Read the poem again aloud as a class. Highlight the Jabberwocky vocabulary from your list. Focus: Understanding Vocabulary Craft and Structure

43. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!” He took his vorpal sword in hand: Long time the manxome foe he sought— So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. “And, has thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!’ He chortled in his joy. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. “Jabberwocky” by Lewis Carroll

44. Build Consensus With your group, discuss one word from the list and determine the best possible definition for this word using details from the text. Complete definition chart with responses.

45. Close Read #3 Focus: Making Inferences Reread the poem as many times as needed. Think about this question: What can we infer about the Jabberwock, given the text and his name? Integration of Knowledge and Ideas

46. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!” He took his vorpal sword in hand: Long time the manxome foe he sought— So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. “And, has thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!’ He chortled in his joy. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. “Jabberwocky” by Lewis Carroll

47. What can you infer about the Jabberwock, given the text and his name? Use at least three pieces of evidence from the text to support your response. STOP & JOT

48. Thinking about Our Thinking What goes on in your brain when you read a text multiple times? Does it help you as a reader and thinker? How? Do you believe it is important to read a text more than once? Why? Why is it important to tag your text? How does it help you as a reader, writer, thinker?

49. 40 Things to DO With a TEXT 1. Look at it quickly and decide if they want to read it in detail; what they want to read; important info 2. Summarize it 3. Identify the tone and bias of the text 4. Separate fact from opinion 5. Answer comprehension questions about it 6. Create comprehension questions about it 7. Create discussion questions 8. Answer discussion questions based on the topic 9. Create questions to the writer 10. Create questions to people mentioned in the article 11. Expand it – tell the teacher/group what they know about topic beyond what is in text 12. Discuss it – predicting what is going to happen 13. Discuss it – coming up with solutions to problems 14. Discuss it – describing causes 15. Discuss it – evaluating writer’s viewpoint 16. Discuss it – evaluating effect on their job / company / industry / region / country 17. Role play – a meeting / a press conference / an event described in the story 18. Research the topic – find another article on the same topic 19. Compare and contrast it with another text on the same topic 20. Compare and contrast it with a report on the same topic in a different medium

50. 21. Compare and contrast it with a report on the same topic from their country 22. Prepare a presentation based on it 23. Create a title / sub-headings 24. Predict the content from the headline and then read to confirm 25. Put the paragraphs in order 26. Write a letter to the editor 27. Write a report on the implications of the content 28. Convert the information into a table or diagram 29. Reconstruct it – read it and then be given a gapped version of it 30. Reconstruct it –read it and then be given a de-grammaticalised version of it 31. Gap it and give it to a colleague / themselves in a different lesson 32. Extract useful lexical phrases 33. Chunk it 34. Read it aloud 35. Translate it / parts of it – translate it back 36. Rewrite in a different style/text type 37. Treat it as a dictogloss - break it apart and put it back together 38. Create a jigsaw activity 39. Paper-strip gap activity 40. Rewrite it with a more positive/negative bias “Teacher Training Unplugged” http://teachertrainingunplugged.com/other-writing/40-things-to-do-with-a-text/