Close ReadingJanuary 21, 2013

Why We Need Common Core:

http://www.youtube.com/watch?v=dY2mRM4i6tY

Why Do We Need Close Reading in K-2?

We need to give students the tools to

build on the foundational part of what we do in K-2:

“Teaching Students to Read.”

Access to information in the absence of

critical thought is a dangerous recipe!

With No Training, Would you get behind the

wheel of this race car?

Look Familiar?

Observing a student talking about a text is like watching an untrained driver crossing three lanes to take the first exit she sees, never to

return to the freeway that leads to her destination.

IF we do not give kids all the tools they need,

this might happen:http://www.aetv.com/duck-dynasty/video/bootleg-building-6916675715#6916675715

What is Close Reading?

http://www.youtube.com/watch?v=5w9v6-zUg3Y&feature=em-share_video_user

What is Close Reading?

Great Books (challenging books) need to be read and reread

Each reading should accomplish a separate purpose

The first reading of a text should allow the reader to determine what the text says.

The second reading should allow the reader to determine how a text works.

-Timothy Shanahan [one of the authors of

CCSS]

The third reading should allow the reader to evaluate the quality and value of the text (and to connect the text to other texts)

All focus on text meaning

Minimize background preparation/explanation (and text apparatus)

Students must do the reading and interpretation

The teacher’s role is to ask text-dependent questions.

Multi-day commitment to texts

Purposeful rereading (not practice, but separate journeys)

SHORT reads

Why does CCSS Want us to do this?????…one more thing!

School reading has become focused on rituals rather than text-student negotiations, on general reading skill RATHER than making sense of particular texts.

Emphasis on prior knowledge and reader response had placed the attention on the reader instead of the text.

Teacher purpose setting had often replaced actual reading.

Jigsaw Activity

Close Reading in Elementary SchoolsDouglas Fisher and Nancy Frey

Instructions:1. In school teams, number 1-4. (if 5 people,

the 5th can re-number as #1)2. Divide into groups (look for charts).3. Read your section of the article, discuss

with your group, and chart the most important ideas from the section.

4. Return to your school team.5. Share with your team about the section you

read.6. As a school team, chart the three most

important ideas from the whole article.

That’s All Great, but what does it actually

look like in a 2nd grade classroom?

http://cdn.americaachieves.org/resources/2_Reading_Liben_1_lesson.mp4

How do we plan for Close Reading?

Select high quality text that is worth reading and rereading

Teachers must read the text *BEFORE HAND*

Necessary to determine WHY the text might be difficult

First Reading:

Key Ideas and Details (RL/RI 1-3)

• What did the text say??• Students should be able to determine what

texts say explicitly and be able to summarize them (including central ideas/themes, how ideas and characters develop and interact), making logical inferences, and citing textual evidence to support conclusions.

Craft and Structure (RL/RI 4-6)

• How did the text say it?• Students should be able to interpret the

meaning of words and phrases and the structure of texts to determine how they affect meaning or tone, and how points of view and purpose shape content and style.

Second Reading:

Integration of Knowledge and Ideas (RL/I 7-9)

• What does the text mean? What is its value? How does the text connect to other texts?• Students should be able to synthesize and

compare information from print and digital sources, and critically evaluate the reasoning and rhetoric text.

Third Reading:

Evaluate Texts and Plan a Close Read:

1. Look at the books on your table.

2. Based on what we have read and talked about, which book would be a good candidate for a close read with students?

3. Using the Sample Text-Dependent Questions chart in article, write text-dependent questions with your book which your group has chosen.

4. Share with whole group.

“We want to teach our students to read like detectives and write like reporters.”

-David Coleman, author CCSS