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Close Reading: A Deliberate Downshift                                        Reference: Fisher and FreyJennifer McCarty Pl...
Today’s Targets  We can consider why we  need to redefine  text/literacy  We can define Close  Reading  We can examine  st...
The Australian Library Journal                   August 1995To be literate an individual must recognizewhen information is...
Purpose of Literacy (reading and               writing)“Think of literacy as a spine; it holds everythingtogether. The bra...
A return to “what works” For centuries,• Close reading/underlining and annotation of text• Discussion of the text• And wri...
What do the experts have to say?Handout:Comparing Leading Authors Views of CloseReadingNote Similarities/Differences acros...
When to and when NOT to Read          Closely?
1. Read closely to determine what the textsays explicitly and to make logical inferences from it; cite specific textual ev...
10. Read and comprehend complex    literary and informational textsindependently and proficiently. As wellas select texts ...
“Standard 10 definesa grade-by-grade‘staircase’ ofincreasing textcomplexity that risesfrom beginningreadingto the college ...
Productive Struggle
Our goal withcomplex textis to slowthe readerdown.
How can we use Close Reading toprovide this staircase of complexity.             Opinions, Arguments,            Intertext...
Background Knowledge                                                 &                                           Front Loa...
Key Features:Short Complex  PassagesLimited  FrontloadingRepeated  Readings—using  these multiple  opportunities to  mo...
Let’s Try ItPurpose: What does Dr. Ablow believe is the psychological impactof Gangnam Style?
Let’s Read it AgainAnnotate considering:What is Dr. Ablow saying?Why is he saying it?HOW is he making his point?
Text-Dependent QuestioningText –Dependent Question                   Level of ComplexityWhat evidence does the author prov...
1,239,333,913. . .
Stay informed and connected at          mnreading.orgLike us at facebook.com/mnreads
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Close reading cmrc

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  • If vocabulary is used in a way that students couldn’t figure it out from context or structural analysis.Frontloading should not remove the need to read the text.Frontloading should not take readers away from the text to their own experiences. Kids get caught up in their own stories, they forget to believe the author.
  • Elementary adaptations:Who is reading. . .
  • Place article on 11X17 paper
  • Transcript of "Close reading cmrc"

    1. 1. Close Reading: A Deliberate Downshift Reference: Fisher and FreyJennifer McCarty Plucker, Ed.D. www.fisherandfrey.comMRA President
    2. 2. Today’s Targets We can consider why we need to redefine text/literacy We can define Close Reading We can examine strategies to support our students in their rereads
    3. 3. The Australian Library Journal August 1995To be literate an individual must recognizewhen information is needed and have theability to locate, evaluate and use effectivelythe information neededUltimately literate people are those whohave learned how to learn.... Jennifer McCarty Plucker, Ed.D.
    4. 4. Purpose of Literacy (reading and writing)“Think of literacy as a spine; it holds everythingtogether. The branches of learning connect toit.” ~Phillips and Wong, 2010 cited in Focus by Schmoker Jennifer McCarty Plucker, Ed.D.
    5. 5. A return to “what works” For centuries,• Close reading/underlining and annotation of text• Discussion of the text• And writing about the text informed by close reading, discussion, and/or annotation have been the heart of both what we learn and how we learn, the key to acquiring both the knowledge and intellectual acumen that transform lives and overcome poverty like no other factor. ~Schmoker, 2011 Jennifer McCarty Plucker, Ed.D.
    6. 6. What do the experts have to say?Handout:Comparing Leading Authors Views of CloseReadingNote Similarities/Differences across expertsPair/Share
    7. 7. When to and when NOT to Read Closely?
    8. 8. 1. Read closely to determine what the textsays explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
    9. 9. 10. Read and comprehend complex literary and informational textsindependently and proficiently. As wellas select texts for personal enjoyment, interest, and academic tasks.
    10. 10. “Standard 10 definesa grade-by-grade‘staircase’ ofincreasing textcomplexity that risesfrom beginningreadingto the college andcareer readinesslevel.” (CCSS, 2010, p. 80)
    11. 11. Productive Struggle
    12. 12. Our goal withcomplex textis to slowthe readerdown.
    13. 13. How can we use Close Reading toprovide this staircase of complexity. Opinions, Arguments, Intertextual Connections Inferences Author’s Purpose Vocab & Text Structure Key Details General Understandings
    14. 14. Background Knowledge & Front Loading“Activation alone, although important, doesn’t expand knowledge.”
    15. 15. Key Features:Short Complex PassagesLimited FrontloadingRepeated Readings—using these multiple opportunities to model “strategic reading”Text-Dependent QuestionsAnnotation
    16. 16. Let’s Try ItPurpose: What does Dr. Ablow believe is the psychological impactof Gangnam Style?
    17. 17. Let’s Read it AgainAnnotate considering:What is Dr. Ablow saying?Why is he saying it?HOW is he making his point?
    18. 18. Text-Dependent QuestioningText –Dependent Question Level of ComplexityWhat evidence does the author provide General Understanding/Key Detailsto prove that Gangnam style is the “mostpopular song ever on YouTube”?What genre of writing is this article? How Text Structure and Vocabularydo you know?Why does the author repeat “I know” inthe last paragraph?Return to the “purpose for reading”-- Author’s PurposeWhat does Dr. Ablow believe is thepsychological impact of Gangnam Style?What conclusion can we draw from the Inferencescomparisons the author makes betweenGangnam Style and Blues and Soul andRock n’ Roll?What examples does the author use to Opinions, Arguments, Intertextualsuggest that our “culture is abandoning Connectionsmeaning and feeling?”
    19. 19. 1,239,333,913. . .
    20. 20. Stay informed and connected at mnreading.orgLike us at facebook.com/mnreads
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