This document discusses close reading as a deliberate downshift from other reading strategies. It defines close reading as rereading short complex passages with limited frontloading and repeated readings to model strategic reading. Close reading uses text-dependent questions and annotation to help students slow down and comprehend complex texts at an increasing level of difficulty. The goal is productive struggle through close analysis of vocabulary, text structure, author's purpose and inferences to expand students' knowledge and understanding.
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You’ll be assigned as a high school or college student to write different types of essay formats. Although the majority share the same fundamentals and structure, there are quite a few variations. Every essay brings a challenge for many such students to make it a little bit better than the previous one.
Different types of essay format how to use thembuycollege
You’ll be assigned as a high school or college student to write different types of essay formats. Although the majority share the same fundamentals and structure, there are quite a few variations. Every essay brings a challenge for many such students to make it a little bit better than the previous one.
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Presentation Delivered at the East TN Title 1 Conference. Looks at three of the aspects of CCSS, comprehension, vocabulary and writing. This is but one small part of a 6 hour workshop.
THE COMPASS: Route to Academic English 2 adopts a constructivist and learner-centred instruction by integrating the four skills- reading, writing, listening, and speaking- using a thematic approach.
All the texts and tasks in the book revolve around one main theme: Power. THE COMPASS: Route to Academic English 2 looks at the theme of “power” from different views and each unit dwells on one specific aspect of the concept, starting with the concept of “Power and the Individual” and gradually moving towards a broader topic: “Power and the Rich”.
Key Features:
designed for tertiary-level learners
develops four skills in language
introduces the conventions of academic discourse
teaches basics of research skills for academic writing
teaches fundamentals of APA reference rules for documentation
provides varied samples and exercises on summarizing, paraphrasing, using direct quotations and synthesizing
teaches argumentative and reaction response essay writing
accompanied with clear models of documented argumentative and reaction response essays
encourages students to be better writers and speakers
enhances cognitive skills
facilitates higher order thinking skills
helps learners analyse, synthesize and evaluate ideas
provides a variety of speaking tasks to develop confidence
provides a variety of writing tasks to develop a mature writing style
addresses students’ affective domain with the contemporary and controversial issues
presents different language skills
recycles the skills covered
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A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
1. Close Reading: A Deliberate Downshift
Reference: Fisher and Frey
Jennifer McCarty Plucker, Ed.D. www.fisherandfrey.com
MRA President
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. The Australian Library Journal
August 1995
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.
4. Purpose of Literacy (reading and
writing)
“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.
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. What do the experts have to say?
Handout:
Comparing Leading Authors Views of Close
Reading
Note Similarities/Differences across experts
Pair/Share
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. 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. “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)
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. Background Knowledge
&
Front Loading
“Activation alone, although important, doesn’t expand knowledge.”
15. Key Features:
Short Complex
Passages
Limited
Frontloading
Repeated
Readings—using
these multiple
opportunities to
model “strategic
reading”
Text-Dependent
Questions
Annotation
16. Let’s Try It
Purpose: What does Dr. Ablow believe is the psychological impact
of Gangnam Style?
17. Let’s Read it Again
Annotate considering:
What is Dr. Ablow saying?
Why is he saying it?
HOW is he making his point?
18. Text-Dependent Questioning
Text –Dependent Question Level of Complexity
What evidence does the author provide General Understanding/Key Details
to prove that Gangnam style is the “most
popular song ever on YouTube”?
What genre of writing is this article? How Text Structure and Vocabulary
do you know?
Why does the author repeat “I know” in
the last paragraph?
Return to the “purpose for reading”-- Author’s Purpose
What does Dr. Ablow believe is the
psychological impact of Gangnam Style?
What conclusion can we draw from the Inferences
comparisons the author makes between
Gangnam Style and Blues and Soul and
Rock n’ Roll?
What examples does the author use to Opinions, Arguments, Intertextual
suggest that our “culture is abandoning Connections
meaning and feeling?”
20. Stay informed and connected at
mnreading.org
Like us at facebook.com/mnreads
Editor's Notes
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.