Close Reading


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  • No one would allow an untrained driver behind the steering wheel of a race car, yet we regularly put information in front of children with little regard for how they questions, discuss, and formulate learned opinions about it. We leave students to superficially extract information about the text and then move almost to immediately to their own connections.  Then class time is consumed by their personal experiences, student veer off to more interesting topics of another student's story, never to return to the text that started it all.
  • My questions focused on key events and motivations (particularly events that I thought might be confusing). The discussion led by these questions should lead to a good understanding of what the text said. A good follow up would be to tell/ write summarizes or retellings of the "story".
  • My questions focused on why and how the author told his story (particularly focusing on literary devices,word choices, structural elements, and author purpose).The discussion led by these questions should lead to a good understanding of how the text works and to a deeper understanding of its implications. A good follow up would be a critical analysis of the story or some aspect of the story ( How did ? changes from the beginning to the end.  Do the neighbors? Compare and contrast how ? and the neighbors change?
  • Readers need opportunities to make sense of big ideas from a range of high quality texts. Reading lessons based upon the ideas of close readings requires that teachers do more to focus student attention on reading, interpreting, and evaluating text (and less on themselves and on the teacher's interpretation).
  • Close Reading

    1. 1. CloseReadingJanuary 21, 2013
    2. 2. Why We NeedCommon Core:
    3. 3. 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!
    4. 4. With No Training, Wouldyou get behind the wheel of this race car?
    5. 5. Look Familiar?Observing a student talking about a text is like watchingan untrained driver crossing three lanes to take the firstexit she sees, never to return to the freeway that leads to her destination.
    6. 6. IF we do not give kids all the tools they need, this might happen:
    7. 7. What is Close Reading?
    8. 8. What is Close Reading? -Timothy Shanahan [one of the authors of CCSS]Great Books (challenging books) need to beread and rereadEach reading should accomplish a separatepurposeThe first reading of a text should allow thereader to determine what the text says.The second reading should allow the reader todetermine how a text works.
    9. 9. The third reading should allow the readerto evaluate the quality and value of thetext (and to connect the text to othertexts)All focus on text meaningMinimize backgroundpreparation/explanation (and textapparatus)Students must do the reading and
    10. 10. The teacher’s role is to ask text-dependent questions.Multi-day commitment to textsPurposeful rereading (not practice, butseparate journeys)SHORT reads
    11. 11. Why does CCSS Want us to do this????? …one more thing!School reading has become focused on ritualsrather than text-student negotiations, on generalreading skill RATHER than making sense ofparticular texts.Emphasis on prior knowledge and readerresponse had placed the attention on the readerinstead of the text.Teacher purpose setting had often replaced actualreading.
    12. 12. Jigsaw ActivityClose Reading in Elementary SchoolsDouglas Fisher and Nancy FreyInstructions: 1. In school teams, number 1-4. (if 5 people, the 5th canre-number as #1) 2. Divide into groups (look for charts). 3. Read your section of the article, discuss with yourgroup, 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 ideasfrom the whole article.
    13. 13. That’s All Great, but what does it actually look like in a2 nd grade classroom?
    14. 14. How do we plan for Close Reading?Select high quality text that is worth readingand rereadingTeachers must read the text *BEFOREHAND*Necessary to determine WHY the text mightbe difficult
    15. 15. 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.
    16. 16. 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.
    17. 17. 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.
    18. 18. 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.
    19. 19. “We want to teach our students to read like detectives and write like reporters.” -David Coleman, author CCSS