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Kra close reading
This document discusses the importance and benefits of close reading instruction. It states that close reading of complex texts has been linked to significant gains in student proficiency. Close reading requires multiple readings of short text excerpts and uses text-dependent questions to help students gain a deep understanding. It emphasizes using close reading across all subjects to meet Common Core literacy standards. Effective close reading includes limiting initial activities, focusing discussions on the text, and having students connect ideas to the real world.
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Kra close reading
- 3. Close Reading, SoWhat? A significant body of research links close reading of complex text--- -whether the student is a struggling reader or advanced---to significant gains in proficiency and finds close reading to be a key component of CCR. (PARCC, 2011) Common Core ELA standards for 6-12 extend beyond English class to all disciplines. There is now a requirement for cross content literacy (reading, writing, speaking and listening).
- 4.
- 5. Define Close Reading……. •Underline key details that support the definition of close reading and identify the defining characteristics of close reading. • Jot in the margin, any questions you have while you are reading.
- 6. What is CloseReading? An approach to the text which enables readers to uncover, engage with and understand the information and ideas it contains. HO
- 7. Why Add CloseReading Instruction? • Reading Standard 10 : read and understand increasingly complex text • Build reading skills leading to strength and stamina • Text complexity gap • Opportunity to acquire content knowledge Moss, Lapp, Grant and Johnson, 2015
- 8. Literacy is thegateway to your content!
- 10. How is CloseReading Different?
- 11. Short pieces of rigorous,engaging, thought provoking text Worthy of rereading
- 12. Limit before readingactivities
- 13. Multiple readings guided bytext dependent questions
- 14. Gain insight toin order to critically and ethically evaluate the text message.
- 15. Real World Connections,Sharing New Understandings
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- 18. 7 Steps forPlanning and Preparing
- 19. Determine the LessonPurpose, Tasks and Standards
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- 21. Social Studies andHistory
- 22. Science and TechnicalDisciplines
- 23. Determine the potentialproblem areas
- 24. Plan for afterreading task
- 25. Supporting Struggling Learners •Use sentence, language or paragraph frames • “I notice that on page____, the author used the word(s) _____________ to help us see _____________.” • Gradual Release: (I do it, We do it together, You do it together and You do it) • Paired reading to independent reading • Read Aloud for first read but read independently on second and third reads
- 26. Provide instruction andmodeling on Text Annotation
- 27. Key Points toRemember When Planning • Determine the _____________--, _____________- and _______. • Select an appropriate ______________--. • Look for ______________ ______________. • Plan the after reading _______________. • Teach p_________________ a___________________. • D____________________ for struggling learners.
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- 29. Text-Dependent Questions • canonly be answered correctly by close reading of the text • require an understanding that extends beyond recalling facts • require students to infer • allow students to gather evidence and build knowledge • provide access to increasing levels of complex text • call for careful and thoughtful teacher preparation
- 30. Goals of TDQ •Rich and rigorous evidence-based conversations • Discussions that stay deeply connected to the text • Students revisiting text for evidence to support their argument in a thoughtful, careful, and precise way • Students slowing down to explore and learn from the evidence
- 31. Which requires closereading?
- 32. Progression of Text-dependent Questions Opinions,Arguments, Intertextual Connections Inferences Author’s Purpose Vocab & Text Structure Key Details General Understandings Part Sentence Paragraph Entire text Across texts Word Whole Segments 8 & 9 3 & 7 6 4 & 5 2 1 Standards Fischer and Frey, Literacy for Life, fischerandfrey.com/resources
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- 35. TDQ – PartnerPractice
- 37. Evaluate the Questions •Does the student have to read the text to answer? • Does the question provide the opportunity to determine the meaning of academic vocabulary? • Are the inferences grounded logically in the text? • Does the question stay focused on the text? • Is the question aligned to the standard(s)? • Are the students gaining knowledge as a result of the question?
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- 40. “The Gist ofthe Day”
Editor's Notes
- #2 Simply assigning hard text will not ensure students learn at high levels No reason to read easy text closely
- #3 Carousel KWL or rate your knowledge Annotation Text complexity Close reading Tdq What do you know? Rotate to each chart When back to your original, summarize and jot questions you still have……
- #4 More than 5 minutes a day then you are above average……
- #5 Have a conversation with elbow partner or table……….implications for your practice
- #6 Complex text could occur in any cog, teacher does all the print work and students work together on comprehending the work Small group id DI for struggling students work on reading stamina and strategies ( context clues, decoding, comprehension strategies like visualizing inferring, etc. On their instructional level and students do most of the work Managing the strategic use of both complex and instructional level text. Independent reading spans from easy to instructional level
- #7 HO Use various definitions and then synthesize with your group for a definition
- #8 Jigsaw three definitions and share out, Generate a definition of close reading. Did you do some close reading? Annotation? A way of approaching the text in order to uncover, engage with and understand the information and ideas it contains
- #9 1.From 3rd grade up 2.Leads to more informed argument/opinions and evaluations Discipline specific skills Engages students in thinking, discussing, reading and writing within the discipline 3.Only 51% students College Ready based on ACT scores in 2006. Workplace requires 1350 + lexile, in research in 2006 text in HS was 130 lexile points lower 4.Over time acquire necessary academic vocabulary, text structures in different disciplines, authors purpose, etc.
- #10 50% of a scientists work is reading. Teachers must talk across content A teacher who models close reading demonstrates how scientists, historians, mathematicians, writers and other professions unlock deep meanings found in complex text Each close reading strengthens the skills to meet demands of workplace. Should be integrated into daily practice
- #11 What words pop out? 80-90 % of common core reading standards require TD analysis
- #13 Grade level Require multiple readings to dig deeper
- #14 Do not build extensive background knowledge Distinguish between BK that is necessary to understand and knowledge to be sought to be gained from reading the text. Ensure that students have enough context and BK to access the text
- #15 Questions prepared in advance which promote deep understanding in how the text works, what it means, how the information matters or how it can propel us to new questions and thinking
- #16 It does more than advance the reading development, it is a mechanism for teaching about logical arguments, critiquing the thinking of others, gleaning evidence from text and applying thinking skills It is about thinking
- #17 Projects, written assighments , text based discussion, other experiences to extend the learner. Should fit into a broader context of literacy framework
- #18 Should be integrated into your practice as a way students learn. May not happen everyday…but Think about learning to play a sport by watching instead of doing…..must practice for skill level to increase.
- #19 1 hour Jot top three, with partner decide on top three With a quad, decide top 3…..
- #22 Think complexity Ellie Wiesel Night is lexile 590 However, mature content and themes addressing nazi death camps, loss of innocence, death of family members Think of others? Turn and talk………The Hunger Games
- #23 7th grade Summarize and identify central message Reading about how economic systems of ancient civilizations compare to those in Western Hemisphere
- #24 Cite specific textual evidence High school
- #25 May require a few days around the topic Watsons go to Birmingham, To Kill A Mockingbird, Civil War
- #26 What will kids do as a result of this close reading? Does knowledge depend on several close readings around a topic……
- #27 1 hour 30 minutes
- #28 Teach kids how to annotate Keep it fairly simple and consistent Should help the reading during and after the reading Annotate with the task in mind To learn content to share with others: mark new words and definitions and key details that will help me summarize To answer specific questions around authors word choice and interpreting meaning, circle words and phrses and jot thoughts in margins
- #29 Review with your partner making sure Guided notes completed Lesson purpose, task and standards Text Problem areas Tasks Purposeful annotation Differentiate for
- #36 Gardner handout: TDQ prompts Refer to stems
- #37 Using the pyramid, write a set of questions together.
- #38 With a partner, take another passage and write some TDQ and share in small group.
- #40 8th grade clip Look fors How teacher sets up the reading? How does the teacher scaffold the task? What happens during the various readings?
- #42 20 word summary to close