Planning for A Close Read - PowerPoint Presentation

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Planning for A Close Read

“Close

reading is an instructional routine in which students critically examine a text, especially through repeated readings

.”- Fisher & Frey

Jill LiapisJliapis@s-cook.orgLinks for documents @ www.s-cook.orgSlide2

Planning for a Close Read

Use a short passage or excerpt

“

Read with a pencil”

Note what is confusingPay attention to patternsGive your students the chance to struggle a

bit knowing that you will scaffold support throughout the routineSlide3

Text Complexity

Text complexity

is defined by:

Qualitative measures

– levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative measures

– readability and other scores of text complexity often best measured by computer software.

Reader and Task considerations

– background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

CCSS, Appendix A

http://youtu.be/Q0uZwDP6cGoSlide4

“Rigorous

, text-dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text

.”PARCC Model Content Frameworks, 2011

Text-Dependent QuestionsSlide5

Discussion

An active, constructive, and

social process for learning

“In the last 25 years or so, research has provided significant evidence that collaborative academic talk is at the heart of the learning experience.”

Carmen Simich-Dudgeon, 1998

“Talk

, like reading and writing, is a major motor—I could even say THE major motor– of intellectual development

.”

Lucy Calkins, 2001Slide6

The Lesson Plan FormatSlide7
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RoutinesSlide9
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Establish Purpose

Explain the purpose of the read

Students need to know prior to reading that this is an opportunity for a Close ReadSlide11

1

st Reading

Students read independentlyStudents annotate text

Teacher observes students’ annotations and looks for patternsSlide12

1

st Discussion

Turn & Talk to Check MeaningEncourage Students’ to reference text annotations during discussionSlide13

Get the gist of the text

Focus on the author’s main claimSlide14

What is the same about the front and back of the penny?

General UnderstandingSlide15

General Understanding

Why would unsweetened chocolate be changed?Slide16

W

hat

are the dangers of an avalanche?

General UnderstandingSlide17

Focus on important details

Often who, what, where, when, why or howSlide18

Key Details

Why do we honor Abraham Lincoln?Slide19

What ingredients make the three types of chocolate?

Key DetailsSlide20

W

hat

2 ways can avalanches occur? Which is the most dangerous and why?

Key DetailsSlide21

2

nd Reading

Teacher reads aloud the textStudents listen

Students continue to annotate Slide22

2

nd Reading

“Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts.” Tim Shanahan, 2013

“The close = re-read + worthy assumption here is critical: we assume that a rich text simply cannot be understood and appreciated by a single read, no matter how skilled and motivated the reader.”Grant Wiggin, 2013

http://grantwiggins.wordpress.com Slide23

2

nd Discussion

Students’ revisit table talkStudents’ share and participate in whole class discussionSlide24

Consider how the reading is organized

Vocab includes denotations (definitions) & connotations (ideas or feelings evoked)

Why the author chose the word…Slide25

Vocabulary

&

Text

Structure

How does the author let you know the meaning of the word carved?Slide26

How does the author help you understand the meaning of vary in the 2

nd

paragraph?

Vocabulary

&

Text

StructureSlide27

W

hat

is the meaning of the word faces as used in paragraph 6?

Vocabulary

&

Text StructureSlide28

Inform, entertain, persuade or explain something

Allows the reader to follow the flow of the readingSlide29

Purpose

What is the author’s purpose of writing this text?Slide30

Why did the author write this article?

AKA – What is the author’s purpose of writing this article?

PurposeSlide31

Purpose

What

is the authors intended purpose for writing this text

? How do you know that this is the purpose. Use evidence to support your answer.Slide32

Require reading of the whole selection

Consider where the text is going

Reconsider key points as contributing to the whole Slide33

Inferences

Why is the author telling us about the penny, memorial and Mount Rushmore?Slide34

Why do purists not consider white chocolate a chocolate?

InferencesSlide35

How

does the author

informing

you of the types of avalanches help you understand the dangers of an avalanche?

InferencesSlide36

3

rd Reading

Teacher Led Reading with Text Dependent QuestionsOpportunity for a Prose Constructed ResponseSlide37

Used sparingly

Used after multiple reads and opportunities to expand understandingSlide38

Opinions, Arguments &

Intertextual

Connections

Why or why not???

Should Abraham Lincoln be on the penny?

Support you answer with evidence.Slide39

Opinions, Arguments &

Intertextual

Connections

Are purists right with believing that white chocolate is not chocolate?Slide40

OPINIONS, ARGUMENTS, INTERTEXTUAL CONNECTIONS

How would this article impact your desire to participate in snow sports? Use evidence from the text to support your answer.

Opinions, Arguments &

Intertextual

ConnectionsSlide41

Questions