Supporting Teachers with the Close Read

Patty Vitale-Reilly

LitLife

October 24, 2013

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What’s Hot and Should Be Hot: Close Reading The Reading Teacher, September 2103

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Cultivating a Close Reading Practice

• Why Close Reading?

• Close Reading: How to do

• Close Reading: When to do

• Close Reading: What to Use

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Supporting Teachers with the Close ReadSupporting Teachers with the Close Read 3 3Supporting Teachers with the Close ReadSupporting Teachers with the Close Read 3 3

CCSS Page 6: What is Not Covered by the Standards

The Standards define what all students are expected to know and be able to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document. Furthermore, while the Standards make references to some particular forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not—indeed, cannot—enumerate all or even most of the content that students should learn. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.

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Key Ideas and Details1. 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.

Anchor Standards

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Anchor Standards

Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.

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The Reading Rope

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Defining Close Reading• Close reading is a practice that strong

and effective readers use when they experience a need to read and reread a text with a particular level of detail not used in everyday reading.

• This close reading practice builds the habits of mind and dispositions that effective readers use when reading complex, discipline specific texts, or when reading parts of literary texts that require close examination and study.

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Action Steps:• Cultivate an understanding of why Close

Reading should be incorporated into a comprehensive approach to teaching reading.

• Collaboratively define Close Reading

• Practice Close reading together: reflect (see sample in folder of Super Bowl article and recording sheet for supports/challenges)

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An Example of Action Step 2: Teacher Reflections

• What experiences have you had with close reading this year?

• Thinking of those experiences, what makes sense to you? What seems confusing?

• What has worked well? What feels challenging?

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Close Reading: The How

“If we want to create close readers who are also independent readers, we need to explicitly teach how to approach a text to uncover its multiple layers of meaning. ” Nancy Boyles, “Closing in on Close Reading, Educational Leadership, January 2013

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Develop Close Reading Protocols

1. Read and analyze the text; consider text

complexity and teaching points

1. Identify your purpose

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Step 1: Read and analyze the text; consider text complexity and

teaching points

Measuring Text Complexity: Three Factors

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Qualitative: Structure, language demands and conventions, knowledge demands, levels of meaning/purpose

Quantitative: word length, word frequency, sentence syntax

Reader and Task: knowledge and experience, purpose and motivation

Step 2: Identify Purpose

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Develop Close Reading Protocols Develop Close Reading Protocols

3. Segment the text: What are problematic

areas that will break down comprehension?

4. Plan rereading for specific purposes: use a

lens for rereading

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One Example of a Close Reading Protocol

Provide students with a text.

Begin by reading aloud or allowing readers to “have a go” with the text.

Provide information on background and vocabulary that are essential for understanding and that cannot be determined within the text.

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Close Reading Protocol

When students are reading the text, ask them to interact with the text to determine the gist. They can write in the margins/on post-its, or color code (or mark a text) demonstrating what they understand and do not understand.

Allow students to discuss the text. This is essential to developing understanding.

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Close Reading ProtocolRead the text aloud as students follow along. Model your thinking.

Ask text dependent questions that focus understanding.

Purposefully discuss, reread and find evidence.

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Close Reading Lenses

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Contextual lensContextual lens

• Who is the intended audience of this text?

• What is the purpose of this text? Historical? Political?

• Who wrote this text? When? Why?

• Why was the text written?• What important conclusions can I

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Linguistic LensLinguistic Lens

• What is the tone of the text? What does the tone communicate?

• What do we notice about word choice?

• What imagery does the author develop?

• What does the author’s use of syntax suggest?

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Organization and Organization and Features Lens Features Lens

• What choices did the author make in craft?

• How is the text organized?

• How is the way the text organized different or the same from others in this genre?

• What patterns do we see in the text?

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Semantic lensSemantic lens

• What is the gist of the text?• What are the fundamental

concepts (big ideas) presented in this text?

• What questions arise as I read?• What ideas are connected in this

text?

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Action Steps:

• Cultivate an understanding of how to implement Close Reading

• Collaboratively share Close Reading protocols (see example)

• Practice choosing texts and planning for Close Reading together: reflect (see text complexity handouts in folder)

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Close Reading: The When

“With some modifications, close reading is an instructional approach that can be added to the repertories of elementary school teachers.” Douglas Fischer, Nancy Frey, The Reading Teacher, October 2012

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Varied Reading Diet

Every reader benefits from reading a wide range of texts.

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Provide Time for Instruction and Interaction with Texts at a Variety of Levels

Instructional Practice (Structure of Teaching)

Level of Text Frequency

Instructional Read AloudVariable: including at or above grade level

Shared Reading At the instructional level of 60% of your students

Close Reading Complex: at expected grade level reading for time of year

Guided Reading At the highest instructional level

Small Group Strategy Lessons In texts at independent and instructional levels

Book Club Independent level

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Action Steps:

• Cultivate an understanding of when to implement Close Reading.

• Integrate close reading into a comprehensive and purposeful practice.

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Close Reading: What to Read

““Close reading, then, should not imply that we Close reading, then, should not imply that we ignore the reader’s experience and attend closely ignore the reader’s experience and attend closely to the text and nothing else. It should imply that we to the text and nothing else. It should imply that we bring the text and the reader close together. To bring the text and the reader close together. To ignore either element in the transaction, to deny ignore either element in the transaction, to deny the presence of the reader or neglect the the presence of the reader or neglect the contribution of the text, is to make reading contribution of the text, is to make reading impossible. If we understand close reading this impossible. If we understand close reading this way, when the reader is brought into the text we way, when the reader is brought into the text we have the opportunity for relevance, engagement, have the opportunity for relevance, engagement, and rigor.” and rigor.” Notice and Note, Kylene Beers and Robert Probst

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Close Reading Professional Reading

Close reading should suggest:

Close attention to the text

Close attention to the relevant experience, thought, and memory of the reader

Close attention to the responses and interpretations of other readers

Close attention to the interactions among those elements.

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Image Close ReadingImage Close Reading

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Close Reading: Read Aloud Fiction text Cam Jansen

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Making Friends

When I was in kindergartenthis new girl came in our class one dayAnd the teacher told her to sit beside meAnd I didn’t know what to saySo I wiggled my nose and made my bunny faceAnd she laughedThen she puffed out her cheeksAnd she made a funny faceAnd I laughed So then We were friends

Close Reading in a Five Day Cycle of Shared Reading

Close Reading in a Five Day Cycle of Shared Reading

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Informational texts

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Close Reading in the Content Areas

Model of Close Reading- Primary Documents

United States Preamble and First Amendment to the United States Constitution

(1787, 1791)

Preamble

We, the People of the United States, in Order to form a more perfect Union,

establish Justice, insure domestic Tranquility, provide for the common defense,

promote the general Welfare, and secure the Blessings of Liberty to our- selves and

our Posterity, do ordain and establish this Constitution of the United States of

America.

Amendment I

Congress shall make no law respecting the establishment of religion, or prohibiting

the free exercise thereof; or abridging the freedom of speech, or of the press; or the

right of people peaceably to assemble, and to petition the Government for a redress

of grievances.

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Close Reading of a Song

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Close Reading Video- Argument

http://www.youtube.com/watch?v=Mo3qsx05974

http://www.youtube.com/watch?v=eQ4wGDl56Zg

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Action Steps:

• Cultivate an understanding of what to use to implement Close Reading. Identify Core Texts.

• Provide teachers with shared and relevant texts across grade levels and buildings: connect to content. Create a plan of when/how to use.

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Supporting Teachers with the Close Read