1

The “How” and “When” of Close Reading 3-5

Diocese of Allentown

ELA Updates

August 12, 2015

St. Mary’s Hamburg

Dr. Joanne LoFaso

Today’s ObjectivesTo provide a brief overview of close

reading To examine how to engage students

in close text analysis while not abandoning familiar and effective daily routines such as guided reading, shared reading and book study.

Compare close and scaffolded reading

Assign a close reading activity in small groups

What is Close Reading?

“Close reading is careful and purposeful rereading of

complex text.”

Frey & Fisher, 2013

www.corwin.com/rigorreading

Anchor Standard 1: Close Reading

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.

Grade Expectations for Literature and Informational Texts, 3-5The student will…

5. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

6. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

3. Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers.

Grade Expectations: K-2The student will…

Grade 2 - Ask and answer such questions as who,

what, where, when, why and how to demonstrate

understanding of key details in a text

Grade 1 - Ask and answer questions about key details

in a text

Grade K -With prompting and support, ask and answer

questions about key details in a text.

Question When during the instructional day

should students be taught how to do a close text reading?

A close reading lesson should be no longer than 15-20 minutes

Close reading can be done in small or whole groups

If close reading is initially too complex for some readers, begin with scaffolded reading activity (work with these students in a small group)

Getting StartedHave students begin an initial

“attempt” of a text passage (could be from the Weekly Reader)

This initial read can serve as a formative assessment (what were they able to “take away” from the text without my support)

From this initial assessment, you can design instruction (e.g., whole group, small group, etc.)

Through modeling, you can direct readers’ attention to vocabulary, ideas, language structures, etc.

The Six Guiding Principles of Close Reading

It is not a new practice Use with texts that are “worthy” Texts should be complex enough to undergo

repeated readings for deep analysis The reader is focused on the author’s

meaning Close readings should be directed in all

content areas in which complex texts plays a role

Close reading instruction may be used K-12 grades

Six Practices of Close ReadingSelect Short, Worthy

PassagesStudent RereadingLimited frontloading (pre-

teaching)Text-Dependent QuestionsAnnotationAfter-Reading Tasks

Select Short Worthy Passages

Usually a passage between three and nine paragraphs in length is best for practicing analytic skills

Texts should be deeply understood by the teacher in order to know where the complex and difficult parts may inhibit student understanding

Texts do not need to be stand-alone texts

Student Rereading

Rereadings should have a clear purpose and are frequently connected to looking for evidence to a particular questions

Rereadings may be accomplished independently, with peers and/or with teacher think-alouds

Rereading decreases the need for frontloading

Rereading improves fluency and comprehension

Limited Frontloading

Limited frontloading by the teacher

Inquiry through rereading results in the discovery of the author’s meaning and helps develop metacognitive skills

Too much frontloading limits students’ opportunities for inquiry and discovery; these are essential for becoming critical, independent readers

Text-Dependent Questions

Question types that are asked affect how a reader reads

All students to provide evidence from the text rather than from their own experiences

Help build foundational knowledge so students are equipped to then formulate meaningful connections and opinions

Scaffold understanding from explicit to implicit

Requires preparation by the teacher for thorough text discussion and analysis

Annotation Students play an active role in growing

their knowledge and understanding Should be completed with each rereading

guided by text-dependent questions Use student annotation as formative

assessments Slows the readers down for deeper

thinking, so it becomes a habit of mind Use universal annotation marks No wrong answer in annotating; the

only wrong thing is NOT TO annotate

After Reading Tasks Post-reading tasks should require

students to refer to the text Tasks should help students deepen

their comprehension far beyond what they would be able to accomplish on their own

Instruction in writing a precise piece develops a deeper textual understanding of the text, as it should be a clear and concise summary of the essential points, without a personal opinion or connection

Six Types of Text-Dependent Questions

Whole Question Types

Standards

Across Text Opinions, Arguments, inter-textual connections

8, 9

Entire Text Inferences 3, 7

Segments Author’s Purpose 6

Paragraph Vocabulary andText Structure

4, 5

Sentence Key Details 2

Word Key Details 2

Part General Understanding

1

Universal Annotation MarksRead With a Pen

Grades K-2

Grades 3-5

• Use Wiki sticks, sticky notes, Smart Boards

• Model your thinking with annotation

• Underline the major points & circle words or phrases that are confusing to you

• Use a ? and write out your question

• Use ! for things that surprise you• Draw an ® to link connections• Mark ex to denote examples, write

comments in the margins, numerate arguments, & important details

Grades 6-8

Grade 9- 12

Modeling Comprehension Questioning strategies – to predict,

anticipate, solve problems and to clarify Summarizing strategies – to identify

information and RECOUNT a text Inferencing strategies – to “read between

the lines” to identify clues in the text Self-monitoring strategies – to determine

when readers understand what they have read and notice when they have not

Connection strategies – to integrate what a reader has experienced and learned with the information being read

Analysis strategies – to identify literary devices, determine the author’s purpose and evaluate texts

Scaffold Instruction: Be Mindful All students benefit from scaffolded

instruction, not just struggling readers Lessons are tailored to group needs,

based on recent assessments Teachers provide more support for

students than in a close reading lesson Questions are essential to scaffolded

instruction When cues and prompts are exhausted

and misconceptions remain, provide a direct explanation

Directions for Jigsaw Procedure for the Four Principles of Scaffolded Instruction

1.Work in groups of three.

2.Each person chooses one of the following principleelements to read, take notes on, and share: A. The student, not the teacher, is the reader. B. Small groups differentiate support C.Students have different strengths and supports. D. Grouping patterns change frequently 3.Read for 5 minutes. Write down salient pointson the graphic organizer to share.4.Share significant points with group

Text-Based Seminar ActivityRead, “Round-Robin Reading Never! (McLaughlin, 2013)”then discuss in your group the following questions:

1. What statement or section in this article strikes you most dramatically?

2. What is the single most significant theme of this article and where is it stated?

3. What statement, idea, process, practice, strategy, theme do you disagree with most (if any)?

4. What actions would flow from this article?

Text-Based Seminar Guidelines

Read the article closely (annotate, underline, circle, highlight, etc.)

Ground Rules: ListenActively focusing on mutualsharingBuild upon what otherhave to sayLet the conversation flowWithout raising hands

Speak directly with each other

Make your assumptions clear and explicit

Strive for clarification and implication of ideas

Watch your own “air” time

Refer to the text using page numbers and paragraph location

References

Frey, N. & Fisher, D.(2013). Rigorous Reading: 5 Access Points for Comprehending Complex Texts. Corwin Press: CA

Endnotes① Scaffolding - First introduced by Wood, Bruner,

and Ross (1976), the concept of scaffolding likens the process of building a concept or skill within a child to the kind of temporary structure that supports the construction of a house.

Although at present, this concept is used in a fairly broad sense and is often synonymous with “teaching,” the original analogy refers to a learning situation in which there is a gradual release of responsibility to the learner, as the learner becomes more responsible for his/her own learning and able to maintain a new skill. The teacher gives hints and prompts to support the learner and then gradually withdraws these supports, as the learner performs with increasing independence. Scaffolding in its many forms plays an important role in the Tools of the Mind curriculum

Endnotes

Zone of Proximal Development (ZPD) is the best known Vygotskian concept. To successfully apply it in a classroom, it is important to know not only where a child is functioning now and where that child will be tomorrow, but also how best to assist that child in mastering more advanced skills and concepts. This is where scaffolding comes in. Although not used by Vygotsky himself, the concept of scaffolding helps us understand how aiming instruction within a child’s ZPD can promote the child’s learning and development.