Close Reading ARC


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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
  • National Reading Panel
  • Close Reading ARC

    1. 1. Close Reading: A Deliberate Downshift Jennifer McCarty Plucker, Ed.D. MRA Past President Reference: Fisher and Frey
    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 We can consider a “thinking curriculum” through the use of multiple texts.
    3. 3. To be literate an individual must recognize when information is needed and have the ability to locate, evaluate and use effectively the information needed Ultimately literate people are those who have learned how to learn.... Jennifer McCarty Plucker, Ed.D. The Australian Library Journal August 1995
    4. 4. “Think of literacy as a spine; it holds everything together. The branches of learning connect to it.” ~Phillips and Wong, 2010 cited in Focus by Schmoker Jennifer McCarty Plucker, Ed.D. Purpose of Literacy (reading and writing)
    5. 5. 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. A return to “what works”
    6. 6. What do the experts have to say? Handout: Comparing Leading Authors Views of Close Reading Note Similarities/Differences across experts Pair/Share
    7. 7. When to and when NOT to Read Closely?
    8. 8. 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.
    9. 9. 10. Read and comprehend complex literary and informational texts independently and proficiently. As well as select texts for personal enjoyment, interest, and academic tasks.
    10. 10. “Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level.” (CCSS, 2010, p. 80)
    11. 11. Productive Struggle
    12. 12. Our goal with complex text is to slow the reader down.
    13. 13. How can we use Close Reading to provide 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 It Purpose: What does Dr. Ablow believe is the psychological impact of Gangnam Style?
    17. 17. Annotate considering: What is Dr. Ablow saying? Why is he saying it? HOW is he making his point? Let’s Read it Again
    18. 18. Text-Dependent Questioning Text –Dependent Question Level of Complexity What evidence does the author provide to prove that Gangnam style is the “most popular song ever on YouTube”? General Understanding/Key Details What genre of writing is this article? How do you know? Why does the author repeat “I know” in the last paragraph? Text Structure and Vocabulary Return to the “purpose for reading”-- What does Dr. Ablow believe is the psychological impact of Gangnam Style? Author’s Purpose What conclusion can we draw from the comparisons the author makes between Gangnam Style and Blues and Soul and Rock n’ Roll? Inferences What examples does the author use to suggest that our “culture is abandoning meaning and feeling?” Opinions, Arguments, Intertextual Connections
    19. 19. 1,936,387,608. . .
    20. 20. How can we implement a Thinking Curriculum?
    21. 21. How would you tackle this text as a FIRST read during your interactive read aloud
    22. 22. Sharon Taberski Comprehension from the Ground Up
    23. 23. Your Turn. . . In Pairs or Triads, when I pause, ask each other: What are you thinking/wondering? What else? Tell me more about that. . .
    24. 24. Stay informed and connected at Like us at Follow us on Twitter @MNReadAssoc