close reading guide - kentucky reading and... · engage them in close reading. planning for close...
TRANSCRIPT
Close Reading Guide
Pleasereviewthefollowingshortvideohttps://www.youtube.com/watch?v=3DZbSlkFoSUWhatisthegoalofthewomaninthevideo?Whatskillsisshelackingandhowmaytheseskillshaveassistedher?TheCollegeandCareerStandards(CCRS)forAdultEducationreflectthemostessentialstandardsandskillsoftheCommonCoreStateStandardsneededbyadultstofunctionmoreeffectivelyinhomeandcommunitylifeandachieveinhighereducationandtheworkplace.TheCCRSELAStandardscoverfiveareas:
• Reading• Writing• SpeakingandListening• Language;and• ReadingFoundationalSkills
TherearenineCCRSELAReadingAnchorStandards.The2014GEDÒTestfocusesmostlyontheELACollegeandCareerReadinessAnchorStandard(CCRS)#1andCommonCoreStandard#10.(TheCollegeandCareerReadinessStandards,CCS#10isembeddedinall9ELACCRSAnchorStandards).Anchor#1-Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.Anchor#10-Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.TheothereightELAReadingStandardsareembeddedinthreemajorareas:
• (Determineandanalyze)KeyIdeasandDetails(ofacomplextext)• (Interpret,analyze,assess)CraftandStructure(ofacomplextext)• (Identify,integrate,analyze)IntegrationofKnowledgeandIdeas(ofacomplextext)
ThesestandardsaremeasuredatdifferentlevelsaswellontheGEDÒTest.CCRSELAAnchorStandardsAllELAstandardsthataremeasuredontheGEDÒRLAtestfocusonthreekeyshiftsorinstructionaladvances:TextComplexity,Evidence,andKnowledge.Learnersmustbeabletoreadcomplextextanddrawconclusionsbasedonevidenceinordertobuildknowledgeacrosscontentareas.
CloseReading ThestrategiesandskillsembeddedinthestandardsareessentialfortheGED,highereducation,theworkplace,andhome/communitylife.Closereadingisoneofthe#1toolsthatpeoplemayusetoapplythosestrategiesandskills.Whatisclosereading?“Itisacarefulandpurposefulrereadingoftext.”_DouglasFisherWatchthefollowingvideo(approx.2½minutes)ofDouglasFisherdescribingclosereadinginordertounderstandtheimportanceofclosereadingandwhatitlookslike.Asteacherinhighschoolandhighereducation,hehasresearchedandwrittennumerousbooksonclosereading.(Approximately5½minutes)https://www.youtube.com/watch?v=5w9v6-zUg3YBasically,itisCCRSAnchor#1–Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.Whenyoureadclosely,youareimplementingCCRSforAdultEducationThreeKeyShifts/Advances
Key Advances Build Toward College and Career Readiness
for All Students
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Itincludes:
• Usingshortpassagesandexcerpts• Divingrightintothetextwithlimitedpre-readingactivities• Focusingonthetextitself• Deliberatelyrereadingofthetext,examiningmeaningthoroughlyandmethodically• Usingreadingskillsinconjunctionwithoneanothertoobserveandanalyze• Askinghigher-order,criticalthinkingquestionsthatgobeyondgeneral,surface
informationto:o Understandcentralideasandkeydetailso Meaningsofindividualwordsandphraseso Thetextstructureo Thedevelopmentofideas
Inordertodrawconclusionsabouttheauthor’spurposeandpointofviewandtheevidencetheyusetosupportit.
Insteadoflearningeachreadingskillinisolation,studentslearntousetheskillswithinthecontextofacomplextext.Whatdoclosereadersdoasopposedtothosewhodonotcloselyread?“Whendoingaclosereading,thegoalistocloselyanalyzethematerialandexplainwhydetailsaresignificant.Therefore,closereadingdoesnottrytosummarizetheauthor’smainpoints,rather,itfocuseson“pickingapart”andcloselylookingatwhytheauthormakeshis/herargument,whyisitinteresting,etc.”http://teachthought.com/literacy/what-close-reading-actually-means/
CloseReaders Non-CloseReaders
Readwiththepurposeofidentifyingtheauthor’spurposeandmeaning.
Donotreadwithaclearpurpose.Theymostlysummarize.
Readcarefullymorethanonce. Readquicklyonce.Asktext-dependentquestions. Askquestionsthatmayhaveanswersnot
foundinthetext.Analyzeandcriticallyinteractwithatext. Identifysurface-levelinformation.Makeinferencesanddrawconclusionsbasedonevidence.
Drawconclusionsbasedonpersonalopinion.
Howwillstudentsuseclosereading?Thefollowingareseveralexamples:OntheGED
• BeabletoperformthehighimpactindicatorsoftheGEDtestHigherEducationandTraining
• ReadandrespondtoresearchandtrainingmaterialsWorkplace
• InterpretpoliciesandproceduresandcommunicatemoreeffectivelyHomeLifeandCommunity
• MakemoreeffectivepurchasingdecisionsandcommunicatemoreeffectivelyWhataresomeexamples,youmayhave? Tip:Alloftheaboveinformationmaybesharedwithstudentstointroducestudentstoandengagetheminclosereading.Planningforclosereadinginvolvesafewsteps.
1. Choosecomplextextorexaminetheresourceyouwilluseanddeterminethetextcomplexityandvocabularyfeatures.
2. Choosetextdependentquestions.3. Plantheclosereadingstrategies:
a. Annotationsb. Discussionquestionsc. Writingpromptd. Reflection
Afteryoufinishplanning,youwillbereadytoimplementbyscaffoldingstudentsthroughclosereading:
1. Chunkthetextoraskstudentstochunkthetext
2. Modelannotatingandhavestudentsannotate3. Facilitatediscussions4. Facilitateawritingactivity5. Facilitateareflectionactivity
Step#1–ChoosingtheRightText–CCRSKeyShift#1Thefirststepinplanningistoeither:
a) chooseacomplextextanddeterminewhichshortpassagethestudentwillcloselyreadandthefeaturesthatmakesthetextcomplex.Thiswillalsoassistyouindevelopingthetextdependentquestions.OR
b) Analyzeacurrentresourcefortextcomplexityfeatures.
Choosingatextmeansdeterminingitsquantitativeandqualitativecomplexityanditsrelationshiptotheintendedreader.
Ask,“IstheTextWorthReading?”Forinformationaltext:
• IsitatthecorrectNRSlevel?• IsitsimilartowhatisontheGEDandhighereducation?• Isitmaterialthatmaybeseenintheworkplace?• Isitshortenoughtobereread?• Isitrelevanttovariouscontentareas?
Forliterarytext
• ItissimilartowhatmaybeseenontheGED?QuantitativeAnalysis:Therearetoolsthatyoumayusetodeterminethequantitativecomplexityorthegradelevelofatext.TheATOSAnalyzer(mostpreferred)http://www1.renaissance.com/Products/Accelerated-Reader/ATOS/ATOS-Analyzer-for-TextTheLexileAnalyzerhttps://lexile.com/educators/tools-to-support-reading-at-school/tools-to-determine-a-books-complexity/the-lexile-analyzer/OPTIONAL:ClickontheATOSAnalyzerandpracticecopyingandpastingatextintotheanalyzer.ThisfeaturealsoallowsyoutoattachaWORDdoc.
Whenchoosingatextorusingatextfromaresource,itishelpfultoidentifyitsqualitativecomplexityorthefeaturesthatmakeitcomplex.Thefollowingtworesourcesarerubricsthatmayassistinidentifyingthefeaturesthatmakeatextcomplex.DevelopedbytheSystemforAdultBasicEducationSupport(SABES),thesetoolsareshortenedversionsoftheonesthatweredevelopedbytheCCSSdevelopers.QualitativeAnalysisofLITERARYTextComplexityhttp://sabes.org/sites/sabes.org/files/resources/Qualitative%20Analysis%20chart%20brief%20vertical%20LITERARY_0.pdfQualitativeAnalysisofINFORMATIONALTextComplexityhttp://sabes.org/sites/sabes.org/files/resources/Qualitative%20Analysis%20chart%20brief%20vertical%20INFORMATIONAL.pdfYoumayusetheTextComplexityrubrictooltodeterminethefeaturesoftextcomplexity,whichwillbetterassistyouindevelopingtext-basedquestionsorevaluatingquestionsprovidedbytheresource.Seeexamplebelow:SpeechRemarks on the Assassination of Martin Luther King, Jr. http://www.americanrhetoric.com/speeches/rfkonmlkdeath.htmlTextComplexityAnalysis(SeeAttachedPDF)TIP:Analyzingtextcomplexitymayseemcumbersomeatfirst;however,afterpractice,itmaybecompletedinamatterofminutes.Ifyoudowithafewkeytextsthatyouusefrequently,youwillhaveasmalllibrarythatyoumayuserepeatedly.Step#2–ChoosingText–BasedQuestions–CCRSKeyShift#2-FindingEvidenceThesecondkeyshiftisfindingevidence.Astheycloselyread,studentswillneedstrategiestheycanusetofindevidenceincomplextexttosupporttheirconclusions.
Ask,"Arethesequestionsworthasking?"Thesearequestionsthatdemandevidenceinthetext.
• Surveysofemployersandcollegefacultycitetheabilitytoreadwellanddrawaccurateconclusionsusingevidenceaskeysuccessincollegeandtheworkplace.
• Theabilitytociteevidencedifferentiatesstrongfromweakstudentperformanceonnationalassessments.
• Theabilitytofindanduseevidencetosupportclaimsisahallmarkofstrongreadersandwriters.
Questionsthataccompanyatextshould:
• Requirestudentstomakevalidclaimsthatsquarewithtextevidence.• Askquestionsthatdonotrequireinformationorevidencefromoutsidethetext.• Beintentionallysequencedtograduallydeepenstudentunderstanding.• Focusstudentattentiononthetext,notawayfromit.
Criteriafortext-basedquestions:
• Arethequestionstext-dependentandtext-specific?Dotheyrequirereaderstoproduceevidencefromthetext?
• Dothequestionsaddressthecentralideasofthetext?Dotheyfocusonwords,sentences,andparagraphs,aswellaslargerideas,themes,orevents,buildingunderstanding?
• Dotheyfocusondifficultportionsoftexttoenhancereadingproficiency?• Dotheygraduallybuildunderstanding?Takeparticularnotetoseeiftheysupport
students’abilitytoaddresstheculminatingtask.• Dotheyinvolveanalysis,synthesis,andevaluation?(Somemaybeliteral)• Dotheyincludepromptsforwritinganddiscussion?
Simplyput,text-dependentquestionsidentifythetextasthe“expert”intheroom.
Asstudentsreadandrereadshortpassagesoftext,youcanscaffoldthemthroughaseriesoftextdependentquestionsthatmovethemupthelevelsofcriticalthinking.TheselevelscoincidewiththecategoriesintheCCRSforELA.
• KeyIdeasandDetails• CraftandStructure• IntegrationofKnowledgeandIdeas
Example:Belowisalistoftext-dependentquestionsthatstudentsmayaskandanswerastheycloselyreadthespeechRemarks on the Assassination of Martin Luther King, Jr. http://www.americanrhetoric.com/speeches/rfkonmlkdeath.htmlKeyIdeasandDetails(Whatdoesthetextsay?)
• WhatwasthesadnewsthatKennedywassharingandwithwhomwashesharingit?• WhatdoesKennedybelievethatthe“vastmajorityofwhitepeopleandthevast
majorityofblackpeople”intheUnitedStateswant?
CraftandStructure(Howdoesthetextwork?)• WhatdoesKennedymeanby“greaterpolarization”inline12ofthespeech?• WhatisoneproblemandsolutionthatKennedyidentifies?
IntegrationofKnowledgeandIdeas(Whatdoesthetextmean?)
• WhatwasKennedy’spurposeinsharingthepoemfromAsechylus?• WhatisKennedy’skeymessage?
Inordertoencouragestudentstoanswerthequestionswithevidencefromthetext,youmayaddtoeachquestionstatementssuchas:
Takenfrom“ACloseLookatCloseReading”p.10byBethBurkeRecommendedResources:Belowaretext-basedquestionstemsandframesthatyoumayusetocreatetext-basedquestionsorevaluateandaddtothetext-basedquestionsinthecurriculumresourcesthatyouarecurrentlyusing.
• CloseReadinginThreeReads(SeeattachedPDF)• ACloseLookatCloseReadingpgs.12-14byBethBurke(SeeattachedPDF)• TextDependentQuestionStemandSamplesforInformationalandNarrativeTexts(See
attachedPDF)• TextStructureTextFrames(SeeattachedPDF)
Step#3-Plantheclosereadingstrategies:
a. Annotationsb. Discussionquestionsc. Writingpromptd. Reflection
InStep#1–youdeterminethequalitativefeaturesoftextcomplexityinordertodeterminetheelementsofthetexttofocusonwhenteachingclosereadingstrategies,includingchallengingvocabularywordsandphrases.InStep#2–Youdeterminedthetext-basedquestionsthatwillhelptoyoudeterminewhatquestionsthestudentsshouldbeaskingandansweringastheycloselyreadthetext.
Nextyoumay,choosetheannotationandgraphicorganizertools,discussionquestions,awritingprompt,andareflectionactivityNowyouarereadytodeterminewhichstrategiesyouwillmodelforstudentstouseinimplementingaclosereadingactivity.Whatannotationswillyouhavethemuse?Whatwillbethediscussionquestions?Whatwillbethewritingprompt?Whatwillbethereflectionpiece?Finally,youwillscaffoldthemthroughtheprocess.
1. Chunkthetextoraskstudentstochunkthetext2. Modelannotatingandhavestudentsannotate3. Facilitatediscussions4. Facilitateawritingactivity5. Facilitateareflectionactivity
Asdiscussed,closereadinginvolvesrereadingatextanddiggingdeepereachtime,miningforkeyideasanddetails,exploringthecraftandstructure,andintegratingknowledgeandideasinordertodrawconclusionabouttheauthor’sthemeinnarrativetextsorclaimsininformationaltext.Youmayscaffoldstudentsthroughtheclosereadingprocesswiththreeclosereads.Threeclosereadsarewhatisrecommended,however,youmaydifferentiatethesereadsbasedonthestudents’readinglevels.Studentswillconductthreeclosereadswiththetext-dependentquestionsthatyouhavecreated.Theclosereadingguide,“ThreeCloseReads,”(insertPDF)sharedpreviouslymaybeusedtoguidestudentsthroughtheclosereadingprocessofinformationaltext.Thisguideoffersgeneralquestionsthatyoumayuseasabasisforyourtext-specificquestions.Thesequestionswillvarydependingonyourqualitativeanalysisoftextcomplexity.Forexample,iftheanalysisoftextcomplexityrevealedextremelycomplexvocabulary,youmaywanttoincludemorevocabularyquestions,whichfallundercraftandstructureandwordchoice.Iftheanalysisinvolvedahighlevelofcomplexityintextstructure,youmaywanttospendmoretimeintextstructureanalysisquestions,whichalsofallundercraftandstructure.
Annotatingthetextastheyread,maybeapowerfultooltoengagestudentsinclosereading.Whenstudentsannotate,andtakenotesastheyread,theyaremorelikelyto:
Ø slowdown,Ø focus,Ø analyze,andØ interactwiththetext.
Youmaydifferentiatethenumberofreads,thetext-dependentquestions,andannotationsymbolsbasedonthereadinglevelofthestudents.TheThreeCloseReadsAnnotationChart(seeattached“ThreeCloseReadsAnnotationCharPDF)providesexamplesofhowastudentmayannotateinformationaltextswitheachread.Italsoincludesrecommendedgraphicorganizersandawritingactivity.DigDeeperAnnotationIdeas(Seeattached“AnnotationIdeas”PDF)providesexampleofannotationchartsthatmaybedifferentiatedfordifferentreadinglevelswithintheclass.Belowaretwoexamplesofinformationaltextsthathavebeenannotated.
The
followingvideoprovidesanexampleofateacherexplainingannotation.Ifannotationisnewtoyou,thisvideoishighlyrecommended.Itprovidesanexampleofmarkingupnarrativetext.Thevideois12minuteslong.https://www.youtube.com/watch?v=LN5VMM__X60(Linkstoanexternalsite.)TIP:Ifstudentscannotwriteonthetext,theymayusestickynotesandattachthemtotherelatedpartsofthetextORwriteonagraphicorganizer.Section#1 Wordsthatconfuseme?
Keypointsanddetails? Thingsthatsurpriseme? Questions?
Section#2 Wordsthatconfuseme? Keypointsanddetails? Thingsthatsurpriseme? Questions?
Section#3 Wordsthatconfuseme? Keypointsanddetails? Thingsthatsurpriseme? Questions?
ChooseGraphicOrganizerYoumayhavestudents’completegraphicorganizersofthetextstructureasthereadorafterthesecondorthirdread.Youwould’veidentifiedthetextstructureduringyourqualitativeanalysisoftextcomplexity.Thefollowing,providedinModuleTwo,isanexampleoftextstructure,text-basedquestionstoaskananswer,signalwordsthatmaybecircled,andgraphicorganizerstocompleteforeachtextstructure.(InsertPDFofTextStructureQuestions)ChooseDiscussionQuestionsItisveryeffectiveforstudentstodiscusswiththeinstructororpeersastheyread.Choosefromthetext-basedquestionsfromeachreadforstudentstodiscuss.Itisidealthattheydiscussaftereachread.Iftheydiscussaftereachread,theyaremorelikelytoengage,stayfocused,andrememberkeyideasanddetailsfromeachread.ChooseawritingpromptYoumayhavethestudentswriteaftereachreadorrespondtoawritingpromptfollowingtheread.ThewritingpromptmaypreparethemfortheGEDÒRLAtestconstructedresponseorScienceextendedresponseclosereadingquestion.Thewritingresponseaftereachreadmaybeassimpleaslistingkeyideasanddetails,writingasentenceaftercompletingthegraphicorganizer,orstatingtheauthor’sthemeorclaimwithevidence.ChooseareflectionactivityAreflectionactivityprovidesstudentstostatewhattheylearnedandhowtheylearnedforthepurposeofthinkingcriticallyaboutlearningandfurthersolidifythelearning.Belowareafewexamplesofreflectiontools.GeometricReflections
ReflectionBookmark
ScaffoldingSteps:Nowyouarereadyforimplementation.
1. Chunkthetextandnumbertheparagraphsoftheshortselectionoftextoraskstudentstodoso.
2. Askstudentstoreadthetextandannotateafirstread.(Maychoosetomodel
annotatingoneparagraphforstrugglingstudents).
3. Facilitateadiscussionofquestions.Providefeedbackasstudentsdiscuss.Youmayhavestudentsparaphrasepartsofthetext.
4. Youmayhavestudentslistkeyideasanddetailsorsummarizethethemeorauthor’s
purpose.
5. Askstudentstocompleteasecondread,annotate,identifymeaningsofwordsandphrased,andpossiblycompleteagraphicorganizerofthetextstructure.
6. Havestudentsshareresultswithapartner.Providefeedback.
7. Youmayhavestudentswritetheproblem/solutionand/orcauseandeffect.
8. Askstudentstocompleteathirdread,annotate,andidentifytheauthor’sclaimwith
supportingevidence,andelaboration.
9. Havestudentsdiscussconclusionswithpeers.
10. Havestudentsrespondtoawritingprompt.
11. Askstudentstoreflectonlearning.
12. Askstudentstosharereflections.TIP:Thisprocessmaybebrokendownintothreelessons.Itmaybedifferentiatedbasedonthestudent’sreadinglevel.Youmaydifferentiatethenumberofannotationsymbols,theamountofreading,thecomplexityofthegraphicorganizers,etc.
Thefollowingaretipsandtechniquesinengagingandscaffoldingthestudentsintoclosereading.
• Startwithapicturethatisofinteresttothestudentandaskthemtoinfermeaning.Askthemtociteevidenceastowhatcausedthemtodrawtheconclusionsthattheydid.
• Textframesforintroducingclosereading.Basicstatementsorquestionsofaclosereadincludes:·Let’slookcloseratthissectionofthetext./Let’sinvestigatethispartfurther./·Accordingtothetext,___/Let’suseevidencefromthetextto../·Let’sseehowtheauthor…/Becausewewantlearnhowtowriteliketheauthor__·Weneedtolookatthispartofthetextagaininorderto____*Inordertoreadlikeadetectiveweneedtobeableto...
• Thinkaloud–showthestudenthowyouthinkaloudthroughatext.Demonstrateannotatingatext,questionsyouwouldaskandanswerasyoumovethroughthetext,howyoumaycompleteagraphicorganizer.
• Relatetexttoeverydaylife.Althoughwequicklywanttogetthestudentfocusedtheactualtext,drawingconclusionsbasedonevidence,wecanbeginbyconnectingthethemetosomethingwithwhichtheyarealreadyfamiliar,theirinterestsandgoals.IfIcanreadthis,Iwillbeableto_____athome,onajob,inhighereducation.
• Showstudentsexamplesofanannotatedtext,acompletedgraphicorganizer,etc.• Questionstoaskbeforetheybeginreading?
1. Whatismypurposeforreadingthis?2. Whoisthetargetaudience?3. WhyshouldIcare?