Close Reading in the

Elementary GradesNovember 2013A. Paterno

Agenda and Objectives

We will:1. Understand what close reading is and how it fits in an

elementary literacy program.2. Analyze the components of close reading by carefully

examining its key features.3. Explore some options for getting started with close reading!

Recommended Materials (click on each for a PDF):• Presentation Handout• AZ Close Reading Routines Posters• Reading A-Z Close Reading Pack lesson plan/teacher tips ©

What is Close Reading?• R.CCR.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.• It is the mindful, sustained, disciplined reading and interpretation

of text in order to answer big questions and/or formulate opinions for the purpose of debate, discussion, research, argumentative writing (i.e., blogs, periodicals), drive to action, etc.

COLLEGE AND CAREER READINESS!

Supplemental SkillsSpeaking and Listening Standards

• CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own persuasively.

• CCRA.SL.3: Evaluate a speaker’s point of view, reasoning, and use of rhetoric.• CCRA.SL.4: Present information, findings, and supporting evidence so listeners can

follow the line of reasoning and so the organization, development, and style are appropriate to task, purpose, and audience.

Writing Standards• CCRA.W.1: Write arguments to support claims in an analysis of substantive topics

or texts using valid reasoning and sufficient evidence.• CCRA.W.2: Write informative/explanatory texts to examine and convey complex

ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

• CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Foundational Skills• Common Core State Standards Foundational Skills include:• Print Concepts• Phonological Awareness• Phonics and Word Recognition• Fluency

• Comprehension Skills and Strategies“The Common Core State Standards for Reading emphasize the ultimate learning targets, but leave it up to educators to

determine what students need to be taught in order to achieve these goals…

[It is recommended to] teach research-proven comprehension strategies using gradual release of responsibility approaches.”

-International Reading Association 2012

Different Reads for Different Needs• Foundational Skills – Explicit, systematic instruction and practice in

phonological awareness, phonics and fluency.• Core program, Intervention instruction, Spelling/Word Work, Partner Reading,

etc.• Comprehension – Explicit and systematic instruction, guided practice and

application of specific skills and strategies essential to text comprehension. • Core program, Small-groups/Leveled readers, etc.

• Leisure Reading – Reading of a variety of texts for pleasure or to gain information, and to independently apply skills and cognitive strategies.• Independent reading of fiction or nonfiction text in print or digital media,

reading the morning paper or a magazine, etc. • Close Reading and Cross-Curricular Reading – Purposeful, sustained reading

of one or more texts (including digital media, primary sources, etc.) to gain a deep understanding and interpretation of ideas surrounding a particular passage or topic. • Literary or expository passages, STEM and Social Studies topics, Technology

and/or library science integration, Application/Culminating projects from core reading program, etc.

Key features of Close Reading

• Short passages• Complex texts• Limited frontloading• Repeated readings• Text-dependent questions• Annotation

Source: Fisher & Frey, 2012

Annotating Text

Evidence for text-dependent questions

Colored pencilsHighlightersText Box for Margin Notes

Text-Dependent Questions

Source: Fisher, D. and Frey, N. Close Reading in Elementary Schools. 2012 The Reading Teacher, v. 66, p 185.

Source: http://www.edudemic.com/blooms-taxonomy/

Close Reading Routines

Source: AZ DoE: http://www.azed.gov/azcommoncore/files/2013/06/1_close_reading_routines_poster_2_.pdf

http://c4lpt.co.uk/top100tools/

http://50ways.wikispaces.com/

How Can I Get Started?`• Ready-to-go Lessons• ReadWorks

• Each unit begins with a read-aloud lesson for modeling and guided practice of close reading, and then follows that with a paired text lesson .

• Especially great for students who are new to close reading.• Reading A-Z Close Reading Packs

• pair close reading with comprehension skill(s)• teacher tips follow the AZ routine very well• Lessons assume that students are able to independently annotate,

participate in group discussion, support claims with text evidence, etc.• Science A-Z Investigation Packs

• Similar to Reading A-Z Close Reading Packs, but with science emphasis• Include many passages in each science curricular topic

• Self-Created• Science, social studies , or reading core text w/ supplemental articles and

digital sources (i.e., Scholastic/Weekly Reader, KidsKnowIt.com, kids.nationalgeographic.com/kids, FOSSweb, etc.)

• Also check out the Common Core exemplar texts in Appendix B (http://www.corestandards.org/assets/Appendix_B.pdf)

References• American Association of School Librarians. Best websites for teaching and learning. http://

www.ala.org/aasl/standards-guidelines/best-websites/2013.• Arizona Department of Education. Close Reading Routines Posters. Retrieved from

http://www.azed.gov/azcommoncore/files/2013/06/1_close_reading_routines_poster_2_.pdf.• Common Core State Standards Initiative. (2010). Common core state standards for

English/language arts and literacy in history/social studies, science, and technical subjects [PDF document]. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.

• Dalton, B. (2012). Multimodal composition and the common core state standards. The Reading Teacher, 66(4), 333-339.

• Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 66(3), 179-188.

• Fisher, D., Frey, N., & Lapp, D. (2012). Teaching students to read like detectives: Comprehending, analyzing, and discussing texts. Bloomington, IN: Solution Tree.

• Learning A-Z. All rights reserved.• Hart, J. Top 100 tools for learning. http://c4lpt.co.uk/top100tools/• International Reading Association. (2012). Literacy Implementation Guidance for the ELA

Common Core State Standards. Available at http://www.reading.org/Libraries/association-documents/ira_ccss_guidelines.pdf.

• Lapp, D., Grant, M., Moss, B., & Johnson, K. (2013). Students; close reading of science texts: What’s now? What’s next? The Reading Teacher, 67(2), 109-119.

• Levine, Alan. 50+ Web 2.0 Ways to Tell a Story. http://50ways.wikispaces.com/

• ReadWorks.org. All rights reserved.