If you can't read please download the document
Upload
avis-cannon
View
214
Download
0
Embed Size (px)
DESCRIPTION
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
Citation preview
Close ReadingDeveloping Fiction and Nonfiction Super SleuthsJeni
Dwyre, Grades K-3 Literacy Coach Kearsley Community Schools 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 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. Key Ideas
and Details What the text says
Implications for the Reader Close reading Determine importance Cite
evidence Draw conclusions Key ideas Authors 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. 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 Authors Purpose Integration of Knowledge
and Ideas
How the text measures up and compares to other texts
CCSS.ELA-Literacy.CCRA.R.7 Integrate andevaluate content presented
in diversemedia and formats, including visually andquantitatively,
as well as in words. CCSS.ELA-Literacy.CCRA.R.8 Delineate
andevaluate the argument and specific claimsin a text, including
the validity of thereasoning as well as the relevance
andsufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9 Analyze
howtwo or more texts address similar themesor topics in order to
build knowledge or tocompare the approaches the authors take.
Implications for the Reader Diverse media and formats Evaluate
argument and claims Cross text comparisons Theme My Working
Definition as of 1-18-14
Close reading involvess-l-o-w-i-n-gdown in order to: read
carefully, and with purpose engage with the text notice note
analyze discuss reread construct deeper meaning 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 togetherwhen 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 shortportions of a text with
intensity, and then you bring ideas from those short rereads to
longer sections of the book. 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.
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 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 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 forteaching
students to read closely.Teaching habits or rituals guides them
more quickly toward independence. We dont want to be formulaic, but
rather purposeful. Lets 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: Students Close Reading of Science Texts)
Flying Solo article 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 readers 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 readers
behaviorengaged, 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 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 hes
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. Try It Out! Put on your
thinking/sleuthing cap, grab your pencil and notepad, and come
along! We will do a close reading ofTen Year Old by Nikki Giovanni
Words of Use CR with clear purpose Teach it when they need it
Dont 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 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! 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 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
https://www.youtube.com/watch?v=Z2jlYYN5tnI&list=PL_GgTmioQJQm_jE11tww20lzXdr7G258W
Professional Resources Blogs, Twitter, and Websites
Professional Resources