Close reading2


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  • Park Western/Magnet 50% students strugglers: they have a history of failure, they feel they are at the bottom, yet they are hard workers! My mission: get students to success with strategies that they use independently so that they believe in themselves and that the hard work is worth it. They will make it.
  • My Students Your Students 79% Hispanic 67% Spanish language at home 14% African American 7% White 24% Learning Disabled ADD/ADHD Visual/Audio Processing Deficits 100% Title 1
  • Close reading2

    1. 1. Meet Alyssa 1
    2. 2. Close Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific text evidence when writing or speaking to support conclusions drawn from the text. What is your definition of close reading? What do you do when you chose to read closely? What motivates you to read closely? 2
    3. 3. How do you see your students as readers? How do they read? How much support do they need? When and what are they reading? 3
    4. 4. Reflect On Instructional Practices Name three ways you teach students to understand the text they are reading. 4
    5. 5. Strategy #1 5
    6. 6. What do proficient readers do? Understand text structure Tolerate confusion Expect clarity as they read on Hold on to questions Make and connect inferences to establish context Develop hunches Gather evidence to prove Draft an understanding Revise hunches when answers are revealed 6
    7. 7. Strategy 1: KNOW/WONDER Simple – Transferable Makes thinking visible Students are successful Promotes independence 7
    8. 8. How to Steal a Dog The day I decided to steal a dog was the same day my best friend, Luanne Godfrey, found out I lived in a car. What We Know What We Wonder 8
    9. 9. I had told Mama she would find out sooner or later, seeing as how she’s so nosy and all. But Mama had rolled her eyes and said, “Just get on up there to the bus stop, Georgina, and quit your whining.” What We Know What We Wonder 9
    10. 10. So that’s what I did. I stood up there at the bus stop pretending like I still lived in Apartment 3B. I pretended like I didn’t have mustard on my shirt from the day before. I pretended like I hadn’t washed my hair in the bathroom of the Texaco gas station that very morning. And I pretended like my daddy hadn’t just waltzed off and left us with nothing but three rolls of quarters and a mayonnaise jar full of wadded-up dollar bills. What We Know What We Wonder 10
    11. 11. Know / Wonder Strategy What strikes you about this strategy? … as a reader … for your students 11
    12. 12. Know / Wonder Students grounded in text Ideas are changed based on text evidence Structure creates visible thinking while reading Allows for independent work that can be built on 12
    13. 13. Tips to Introduce Know / Wonder Teacher charts/Teacher models Students try at places teacher stops Students revise wonders when prompted, teacher charts Gradual release 1. Students do more charting 2. Whole Group k/w 3. Student k/w and chart 13
    14. 14. Know/Wonder: Student Work I tried keeping a journal once before, when I was twelve – writing is my favorite thing – but it didn’t work. I guess I didn’t have much to tell. But now I’m fifteen, going on sixteen and, believe me, this time is different. I’ll pretend I can see you – whoever you are reading this– and tell myself you’re really listening, not just waiting for me, Jenny Joslin to stop talking so much so you can start. The thing is I need you! I’m scared. Somebody has to listen. 14
    15. 15. Analyze Student Work What did the student do well? Did they identify the character, what the character wants, problems? Did their wonderings grow out of the text? What did they miss? Why? verbs, pronouns, vocabulary, words that convey emotion, text structure….. How well did they use the know/wonder strategy? Next steps for this student? 15
    16. 16. Where my students had trouble K/W great for beginning, but as story progresses students needed a less tasking strategy 16
    17. 17. Strategy #2 ! 17
    18. 18. Development of the Strategy • Authors were middle school/university instructors • Noticed students plowing through text with minimal reflection; dependent on teachers for thought • Considered the Common Core’s emphasis • Read 25 most commonly taught books grades 4-8 • Found common elements (signposts) in text • Developed lessons for and questions connected to the “signposts” • Lessons were tested with teachers and students throughout the country 18
    19. 19. Six Signposts *1. Contrasts and Contradictions-- When a character does something that contradicts expected behavior *2. Aha Moment-- When a character realizes, understands or figures out something 3. Tough Questions-- When a character asks herself a very difficult question 4. Words of the Wiser-- When a character (probably an older or wiser character) takes the main character aside and offers advice 5. Again and Again-- When you notice a word or phrase or situation mentioned over and over 6. Memory Moment-- When the author interrupts the action to tell you about a memory 19
    20. 20. Contrasts and Contradictions When a character acts in a way that is different than you would expect. Anchor Question: Why would the character act this way? Your answer may lead to a prediction or an inference about plot or conflict 20
    21. 21. AHA Moment When a character realizes something that changes his actions or his understanding of himself, others or the world around him. Anchor question: How might this change things? Your answer may lead to understanding the conflict or the lesson learned. 21
    22. 22. You Try It! Find the Signposts in the short story “Spaghetti” from Every Living Thing by Cynthia Rylant Densely packed literature Connected thematically 22
    23. 23. Strategy #3 Anchor Standard #10 Range of Reading and level of Text Complexity -- Read and comprehend complex literary and informational texts independently and proficiently. 23
    24. 24. Text Complexity Consider Quantitative Measures Levels of meaning, complexity of ideas Structure or design of narrative/exposition Language, vocabulary, sentence structure Knowledge demands 24
    25. 25. Text Complexity Consider Qualitative Measures Reader interest Student background Student attitudes/maturity 25
    26. 26. Strategy #3: Reading Multiple Times with Purpose 1. First read: Students Read Independently 2. First discussion: Partner talk to check meaning 3. Second discussion: Assessing understanding 4. Second reading: Teacher-led shared reading and think aloud 5. Third reading: Text dependent questions 26
    27. 27. 27
    28. 28. 1. First Reading Students read independently with a pencil Circle/underline confusing parts Note what they know/learned/wonder 28
    29. 29. 2. First Discussion Students discuss what they learned/know/wonder with a partner Teacher listen in noting where troubles lie 29
    30. 30. 3. Second Discussion Have students share their thinking with whole group 30
    31. 31. 4. Shared Reading Teacher reads text Students read along with copies of text Teacher incorporates think aloud covering areas students struggled with 31
    32. 32. 5. Third Discussion: Text Dependent Questions Teacher designed text dependent questions Purpose of question is to encourage re reading and looking for text evidence Two questions with “right there” evidence Two questions that require inference or synthesis 32
    33. 33. “Right There” or Literal Questions for the Beyonce Article 1. Celebrities appear in a lot of advertising. How much is a lot? 2. You try it: Create a “right there” question. 33
    34. 34. Text Dependent Questions Requring Synthesis or Inference 3. How do you think Beyonce justifies selling soda? 4. You try it: Create a question that would require synthesis or inference 34
    35. 35. Next Steps: Debate • Teacher re reads the text with the purpose of students developing a point of view • Students have the copy of the text • Students mark evidence to prove their position • After reading have students take a position then face an opponent for debate • Provide time for each side to prove their point with evidence from the text • Students rebut arguments by conferring with like minded students • Journal or essay writing 35
    36. 36. Resources Storyworks – Grades 3-5 Scope- Grades 6-7 Bi Monthly Short Story, Poetry, Plays Non Fiction, Opinion High Interest, Lexiled Articles 36
    37. 37. Resources Weekly News Magazines: Scholastic News News Articles Text Features Supplement Non Fiction Work High Interest 37
    38. 38. Resources: Short Story Collections Every Living Thing. by Cynthia Rylant All Together at One Time, by E.L. Konigsburg What Do Fish Have to Do With Anything, by Avi Friends: Stories about Old Friends, New Friends and Unexpectedly True Friends, Edited by Ann M. Martin Tripping Over the Lunch Lady, Edited by Nancy E. Mercado Be Careful What You Wish for, Edited by Lois Metzger Hey World Here I Am!, by Jean Little The Year We Missed My Birthday, Edited by Lois Metzger Dog to the Rescue, by Jeannette Sanderson (non fiction) Sports Shorts, by Joseph Bruchac, David Lubar and 6 others Girls Got Game, Edited by Sue Macy 38
    39. 39. Resources: Short Story Collections Baseball in April, by Gary Soto Throwing Shadows, by E.L. Konigsburg Twelve Impossible Things Before Breakfast, by Jane Yolen (fantasy) Strange Happenings, by Avi (fantasy) Unicorn Treasury, by Bruce Coville ( fantasy) Americas Streets, A Multicultural Anthology, Edited by Anne Mazer House on Mango Street by Sandra Cisneros* 13, Thirteen stories that capture the agony and ecstasy of being thirteen, Edited by James Howe* Dear Bully, Edited by Megan Kelly Hall* Shelf Life, Stories by the Book, by Gary Paulsen* * Middle School content 39