Close reading 1 20 15

  • Published on
    12-Aug-2015

  • View
    21

  • Download
    1

Embed Size (px)

Transcript

<ol><li> 1. January 20th, 2015 Close Reading Peters Township High School </li><li> 2. CLOSE Reading Workshop November, 2014 Implementing Common Core Standards College and Career Readiness International / Global Work Readiness etc. Presenter: Jill </li><li> 3. Essential Questions for Today What is close reading? Why is close reading important? What strategies are used with close reading? What are my resources? </li><li> 4. How will we prepare students to Read like a detective and write like a conscientious investigative reporter. Dr. David Coleman </li><li> 5. Close reading of a text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as key vocabulary and how its meaning is shaped by context; attention to form, tone, imagery and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times (Pearson &amp; Gallagher, 1983 as cited in Brown &amp; Kappes, 2012). The LONG version Stay tuned for more on text-based questions and discussion. Today well focus on reading. </li><li> 6. Focus Areas for Close Reading Text Complexity Vocabulary Informational Text Text Dependent Questioning </li><li> 7. Attributes of Close Reading Lessons 1. Selection of brief, high quality complex text. 2. Individual reading of the text (when possible). 3. Group reading aloud. 4. Text-based questions and discussions that focus on discrete elements of the text. 5. Discussion among students. 6. Writing about the text. </li><li> 8. Teachers Goal in the Use of Close Reading To gradually release responsibility to students moving from an environment where the teacher models for students the strategies to one where students employ the strategies on their own when they read independently (Pearson &amp; Gallagher, 1983 as cited in Brown &amp; Kappes, 2012). </li><li> 9. The CCSS Requires Shifts in ELA/Literacy 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and Informational 3. Regular practice with complex text and its academic language </li><li> 10. The Anchor Standards 1. Reading 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. 10. Read and comprehend complex literary and informational texts independently and proficiently Possibly replace this slide with CCS slides from Kristin and possibly add slide 11 content from November presentation How does this apply to me? </li><li> 11. What is close reading? Standard 1 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. Close reading of complex texts involves engaging with and examining facts and details about the text. The purpose is to notice features and language used. Students should think thoroughly and methodically about what the details mean. 11 This is slide 11 from the November presentation </li><li> 12. Lets give it a try! Distribute your articles please. Math SS English Science Business Music Art Business </li><li> 13. First Number each paragraph Read your article to yourself </li><li> 14. Reread and write a paraphrase of a section of the text: Paragraphs 1 &amp; 2. You may decide to have students paraphrase all paragraphs in your lesson. With a group close by, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase if necessary. Next </li><li> 15. Who will read paragraph 3 for the group? This time, complete the following: Underline impressionable lines or words Circle vocabulary that may need clarification Bracket lines that you may have questions about Again, you may have the students complete these steps for the entire text. </li><li> 16. Once youve done this, make notes in the margins explaining your markings: -What is impressionable about the underlined lines or words? -What are the definitions of the circled vocabulary, based on context clues? Or, look them up. -What questions do you have about the bracketed sections? With a group close by, share your observations. </li><li> 17. A CCSS Routine for Close Reading 1. Read a text cold, without set-up. 2. Re-Read in chunks. 3. Paraphrase in writing. 4. Discuss in own language, aloud, safely. 5. Read aloud for accessibility. 6. Identify hard words. Learn word meanings working with a partner. 7. Re-read several times, using specific prompts which require looking for very specific details 8. Re-read for specific vocabulary. 9. Compare / Contract vocabulary meanings in writing, and through sharing with a buddy. 10. Write an essay requiring the student to take a viewpoint and argue the case. Common Core Institute </li><li> 18. NOTE: All of these steps can be modified, added to, etc. for the purpose of your article and assignment. The goal is to have the students take a closer look, and to have them read multiple times and engage in discussion. </li><li> 19. Another Close Reading Activity 1. Students simultaneously annotate a complex text 2. No talking (at first) 3. Different colored markers 4. Engage in discussion afterwards 5. Teacher monitors annotations and facilitates discussion as needed 6. Can rotate, having multiple groups add annotations 7. Debrief as an entire class </li><li> 20. Resources: Lexile.com </li></ol>