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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 Liapis Jliapis@s-cook.org Links for documents @ www.s-cook.org Slide 2 Planning for a Close Read Use a short passage or excerpt Read with a pencil Note what is confusing Pay attention to patterns Give your students the chance to struggle a bit knowing that you will scaffold support throughout the routine Slide 3 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/Q0uZwDP6cGo Slide 4 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 Question s Slide 5 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 motorI could even say THE major motor of intellectual development. Lucy Calkins, 2001 Slide 6 The Lesson Plan Format Slide 7 Opinions, Arguments & Intertextual ConnectionsInferencesPurposeVocabulary & Text StructureKey DetailsGeneral Understanding Slide 8 Routines General Understandings Key Details Vocabulary & Text Structure Inferences Purpose Opinions, Arguments & Intertextual Connections Slide 9 3rd Reading & Potential Prose Constructed Response 2 nd Reading & 2 nd Discussion 1 st Reading & 1 st Discussion Establish Purpose Slide 10 Explain the purpose of the read Students need to know prior to reading that this is an opportunity for a Close Read Slide 11 1 st Reading Students read independently Students annotate text Teacher observes students annotations and looks for patterns Slide 12 1 st Discussion Turn & Talk to Check Meaning Encourage Students to reference text annotations during discussion Slide 13 General Understanding Get the gist of the text Focus on the authors main claim Slide 14 What is the same about the front and back of the penny? General Understanding Slide 15 Why would unsweetened chocolate be changed? Slide 16 What are the dangers of an avalanche? General Understanding Slide 17 Key Details Focus on important details Often who, what, where, when, why or how Slide 18 Key Details Why do we honor Abraham Lincoln? Slide 19 What ingredients make the three types of chocolate? Key Details Slide 20 What 2 ways can avalanches occur? Which is the most dangerous and why? Key Details Slide 21 2 nd Reading Teacher reads aloud the text Students listen Students continue to annotate Slide 22 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 Slide 23 2 nd Discussion Students revisit table talk Students share and participate in whole class discussion Slide 24 Vocabulary & Text Structure Consider how the reading is organized Vocab includes denotations (definitions) & connotations (ideas or feelings evoked) Why the author chose the word Slide 25 Vocabulary & Text Structure How does the author let you know the meaning of the word carved? Slide 26 How does the author help you understand the meaning of vary in the 2 nd paragraph? Vocabulary & Text Structure Slide 27 What is the meaning of the word faces as used in paragraph 6? Vocabulary & Text Structure Slide 28 Purpose Inform, entertain, persuade or explain something Allows the reader to follow the flow of the reading Slide 29 Purpose What is the authors purpose of writing this text? Slide 30 Why did the author write this article? AKA What is the authors purpose of writing this article? Purpose Slide 31 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. Slide 32 Inferences Require reading of the whole selection Consider where the text is going Reconsider key points as contributing to the whole Slide 33 Inferences Why is the author telling us about the penny, memorial and Mount Rushmore? Slide 34 Why do purists not consider white chocolate a chocolate? Inferences Slide 35 How does the author informing you of the types of avalanches help you understand the dangers of an avalanche? Inferences Slide 36 3 rd Reading Teacher Led Reading with Text Dependent Questions Opportunity for a Prose Constructed Response Slide 37 Opinions, Arguments & Intertextual Connections Used sparingly Used after multiple reads and opportunities to expand understanding Slide 38 Opinions, Arguments & Intertextual Connections Why or why not??? Should Abraham Lincoln be on the penny? Support you answer with evidence. Slide 39 Opinions, Arguments & Intertextual Connections Are purists right with believing that white chocolate is not chocolate? Slide 40 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 Connections Slide 41 Questions