Planning for A Close

Read

“Close reading is an instructional routine in which students critically examine a text, especially through repeated readings.”

- Fisher & Frey

Jill LiapisJliapis@s-cook.org

Links for documents @ www.s-cook.org

Planning for a Close Read

Use a short passage or excerpt

“Read with a pencil” Note what is confusing Pay attention to patterns Give your students the

chance to struggle a bit knowing that you will scaffold support throughout the routine

Text Complexity

Text complexity is defined by:Qualitative measures – levels of meaning, structure,

language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

CCSS, Appendix A

http://youtu.be/Q0uZwDP6cGo

“Rigorous, text-dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text.”

PARCC Model Content Frameworks, 2011

Text-Dependent Questions

DiscussionAn active, constructive, and social process for learning

“In the last 25 years or so, research has provided significant evidence that collaborative academic talk is at the heart of the learning experience.” Carmen Simich-Dudgeon, 1998

“Talk , like reading and writing, is a major motor—I could even say THE major motor– of intellectual development.”

Lucy Calkins, 2001

The Lesson Plan Format

Opinions, Arguments & Intertextual Connections

Inferences

Purpose

Vocabulary & Text Structure

Key Details

General Understanding

Routines

General UnderstandingsKey Details

Vocabulary & Text StructureInferencesPurpose

Opinions, Arguments & Intertextual Connections

3rd Reading & Potential Prose Constructed Response

2nd Reading & 2nd Discussion

1st Reading & 1st Discussion

Establish Purpose

Establish Purpose

• Explain the purpose of the read

• Students need to know prior to reading that this is an opportunity for a Close Read

1st Reading

• Students read independently

• Students annotate text

• Teacher observes students’ annotations and looks for patterns

1st Discussion

• Turn & Talk to Check Meaning

• Encourage Students’ to reference text annotations during discussion

General Understanding

• Get the gist of the text

• Focus on the author’s main claim

• What is the same about the front and back of the penny?

General Understandi

ng

General Understandi

ng

• Why would unsweetened chocolate be changed?

• What are the dangers of an avalanche?

General Understanding

Key Details

• Focus on important details

• Often who, what, where, when, why or how

Key Details

Why do we honor Abraham Lincoln?

• What ingredients make the three types of chocolate?

Key Details

• What 2 ways can avalanches occur? Which is the most dangerous and why?

Key Details

2nd Reading

• Teacher reads aloud the text

• Students listen

• Students continue to annotate

2nd Reading

“Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts.”

Tim Shanahan, 2013

“The close = re-read + worthy assumption here is critical: we assume that a rich text simply cannot be understood and appreciated by a single read, no matter how skilled and motivated the reader.”

Grant Wiggin, 2013http://grantwiggins.wordpress.com

2nd Discussion

• Students’ revisit table talk

• Students’ share and participate in whole class discussion

Vocabulary & Text Structure

• Consider how the reading is organized

• Vocab includes denotations (definitions) & connotations (ideas or feelings evoked)

• Why the author chose the word…

Vocabulary &

Text Structure

How does the author let you know the meaning of the word carved?

• How does the author help you understand the meaning of vary in the 2nd paragraph?

Vocabulary & Text

Structure

• What is the meaning of the word faces as used in paragraph 6?

Vocabulary & Text

Structure

Purpose

• Inform, entertain, persuade or explain something

• Allows the reader to follow the flow of the reading

Purpose

What is the author’s purpose of writing this text?

• Why did the author write this article?

• AKA – What is the author’s purpose of writing this article?

Purpose

Purpose

What is the authors intended purpose for writing this text? How do you know that this is the purpose. Use evidence to support your answer.

Inferences

• Require reading of the whole selection

• Consider where the text is going

• Reconsider key points as contributing to the whole

Inferences

Why is the author telling us about the penny, memorial and Mount Rushmore?

• Why do purists not consider white chocolate a chocolate?

Inferences

• How does the author informing you of the types of avalanches help you understand the dangers of an avalanche?

Inferences

3rd Reading

• Teacher Led Reading with Text Dependent Questions

• Opportunity for a Prose Constructed Response

Opinions, Arguments & Intertextual Connections

• Used sparingly• Used after multiple

reads and opportunities to expand understanding

Opinions, Arguments & Intertextual Connections

Why or why not???

Should Abraham Lincoln be on the penny?Support you answer with evidence.

Opinions, Arguments

& Intertextual Connections

• Are purists right with believing that white chocolate is not chocolate?

• OPINIONS, ARGUMENTS, INTERTEXTUAL CONNECTIONS

• How would this article impact your desire to participate in snow sports? Use evidence from the text to support your answer.

Opinions, Arguments

& Intertextual Connections

Questions