Close reading


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  • Tapping prior knowledge of text structure: Reading uses knowledge about the structure of informational textsTapping prior topical and vocab knowledge: uses current knowledge of vocab to help figure out the meaning of unfamiliar terms
  • Close reading

    1. 1. What is close reading? It involves: --analysis of a text --at word, phrase level --at sentence, paragraph level --identify author’s central idea --identify key details
    2. 2. Common Core Standards CC Themes What students should be able to do… Key ideas and details 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. “What did the text say?” Craft and Structure “How did the text say it?” Integration of knowledge and ideas “What does the text mean? What is its value?” Range and level of text complexity Students should be able to interpret the meanings 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. Students should be able to synthesize and compare information from print and digital sources, and critically evaluate the reasoning and rhetoric of a text. Students will be asked to read more challenging texts.
    3. 3. Close Reading • Focus on MEANING • Minimize background preparation • Students must do the interpretation • Teachers ask text dependent questions • Purposeful re-reading (not practice—separate journeys) • Short reads
    4. 4. Skills Needed Tapping prior knowledge of text structure Tapping prior topical and vocab knowledge Setting a purpose Self-monitoring for meaning Determining what is important Synthesizing
    5. 5. Example of Close Reading •
    6. 6. Planning texts for Close Reading Planning • 1. Select a high quality text worth reading and rereading • 2. Teachers MUST read/reread the text and apply close reading techniques in advance • 3. Teachers should generate text-dependent questions • 4. Determine areas that would be difficult in the text (vocabulary, structure…) • • • • • • • Supports Complexity of ideas/content, sentences? Complex vocabulary? Presupposed prior knowledge? Genre familiarity? Subtlety of author’s tone? Sophistication of literary devices? Fluency challenge?
    7. 7. Why we re-read a text? First Read: Determine what the text says Second Read: Determine how the text works Third read: Evaluate quality of content and make connections
    8. 8. Pre-Read Strategy-THIEVES THIEVES Bookmark
    9. 9. Pre-Read Strategy TELL Title What does the title tell us about the topic or central idea of the text? Examine Examine the text features. What clues do the features provide about the topic or central idea of the text? Look Look at bold words or words in italics. Use these words to make a prediction about the topic or central idea. Look Look up and predict what the text will be about overall.
    10. 10. Determine what the text says • Cake Analogy: o Brainstorm ingredients of a cake with a plus sign in between each ingredient=cake o “What we have to do to read strategically is think about all of the ingredients or elements the author has included, like the headings and subheadings, the captions and photographs, and the main text. As we think about the ingredients, we can begin to determine the author’s central idea. When we do that, it’s like stirring together and baking the cake.
    11. 11. Second Read: Determine How the Text Works Titles: indicates topic or subject Deck: brief intro to article/chapter. Different color between title and main text. Attracts interest. Headings/Subheadings: clue the reader on what will be happening next in the text Photographs/Illustrations: visual info to the reader. Captions and labels: describe the photographs
    12. 12. Second Read Activity— feature hunt • 1. Introduce a set of informational texts • 2. Students browse through them • 3. Engage students in a feature hunt and hold up particular features (photo, sidebar, bold-face) • 4. Identify the purpose of the feature and visually project the example o Prompts include: What feature did the author decide to use? Why? o What do you notice in the feature? What are we learning from the feature? How did we figure that out?
    13. 13. Self-monitoring while reading • Coding Method: o Consider the following questions as she/he reads • “Is this new information for me?” • “Is this information I already knew?” • “What do I not understand about this information? Or what are my questions?” • “Wow, this is really cool stuff!” ? + This is new information * I already knew this information I wonder…or I don’t understand.. ! Wow!
    14. 14. Thinking Notes • • In what ways do “thinking notes” require students to track their response to a text and engage in more thoughtful reading? • What other reactions might you have students track when reading?
    15. 15. Synthesis-Frame Analogy
    16. 16. Text Structure Types Description Comparison Sequence/Time Order Cause-effect
    17. 17. Synthesis: Suggestions for Coaching Scenario Prompt Students have not yet started. “Tell me a bit about what you are thinking.” “What are you thinking about the author’s motives or reasons for writing this text?” “Tell me more” Student has identified central “What information was in the text that made idea, but not supporting you think of this?” or “Why do you think so?” details. “How can you write that into your response?” Student has stated the “What do you think the author’s central idea author’s central idea in terms means for you or the rest of the world?” that are too literal. “What is one word we could use to describe the author’s central idea?” Student has details-but they are general. “What words could you revises or change to create a more vivid picture?” “Let’s see what happens if we change one of the words you mentioned.”
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    20. 20. References • Most of the ideas come from--