kra close reading

Building Reading Strength and Understanding with Close Reading

Close Reading, So What?A significant body of research links close reading of complex text----whether the student is a struggling reader or advanced---to significant gains in proficiency and finds close reading to be a key component of CCR.(PARCC, 2011)

Common Core ELA standards for 6-12 extend beyond English class to all disciplines. There is now a requirement for cross content literacy (reading, writing, speaking and listening).Now What?

Deep Understanding of Content

Direct instruction

discussion

Close reading

writing Text reading

Hands on manipulatives

Define Close Reading…….• Underline key details that support the definition of close reading and

identify the defining characteristics of close reading.• Jot in the margin, any questions you have while you are reading.

What is Close Reading?An approach to the text which enables readers to uncover, engage with and understand the information and ideas it contains.

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Why Add Close Reading Instruction?

• Reading Standard 10 : read and understand increasingly complex text• Build reading skills leading to strength and

stamina • Text complexity gap• Opportunity to acquire content knowledge

Moss, Lapp, Grant and Johnson, 2015

Literacy is the gateway to your content!

How is Close Reading Different?

Short pieces of rigorous, engaging, thought provoking text

Worthy of rereading

Limit before reading activities

Multiple readings guided by text

dependent questions

Gain insight to in order to critically and ethically evaluate the text message.

Real World Connections, Sharing New Understandings

Habit of Practice

Jot Top 3

7 Steps for Planning and Preparing

Determine the Lesson Purpose, Tasks and Standards

Disciplinary Skills and Knowledge+

Literacy Skills for the Discipline+

Thinking tasks and Understandings

Selecting an Appropriate Text

Social Studies and History

Science and Technical Disciplines

Determine the potential problem areas

Advanced Vocabulary

Concepts and Contexts

Text Layout/ Structure

Plan for after reading task

Supporting Struggling Learners• Use sentence, language or paragraph frames• “I notice that on page____, the author used the word(s) _____________ to

help us see _____________.”

• Gradual Release: (I do it, We do it together, You do it together and You do it)• Paired reading to independent reading• Read Aloud for first read but read independently on second and third

reads

Provide instruction and modeling on Text Annotation

Key Points to Remember When Planning• Determine the _____________--, _____________- and _______.• Select an appropriate ______________--.• Look for ______________ ______________.• Plan the after reading _______________.• Teach p_________________ a___________________.• D____________________ for struggling learners.

Text-Dependent Questions

Text-Dependent Questions• can only be answered correctly by close reading of the text • require an understanding that extends beyond recalling facts• require students to infer• allow students to gather evidence and build knowledge• provide access to increasing levels of complex text• call for careful and thoughtful teacher preparation

Goals of TDQ• Rich and rigorous evidence-based

conversations • Discussions that stay deeply

connected to the text • Students revisiting text for evidence

to support their argument in a thoughtful, careful, and precise way• Students slowing down to explore

and learn from the evidence

Which requires close reading?

Progression of Text-dependent Questions

Opinions, Arguments, Intertextual Connections

Inferences

Author’s Purpose

Vocab & Text Structure

Key Details

General UnderstandingsPart

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

8 & 9

3 & 7

6

4 & 5

2

1

Standards

Fischer and Frey, Literacy for Life, fischerandfrey.com/resources

Text Dependent Questions

Question Builders

Show me Such as

Expl

ain

What details

What clues

TDQ – Partner Practice

Evaluate the Questions• Does the student have to read the text to answer?• Does the question provide the opportunity to determine the meaning

of academic vocabulary?• Are the inferences grounded logically in the text?• Does the question stay focused on the text?• Is the question aligned to the standard(s)?• Are the students gaining knowledge as a result of the question?

Well???

“The Gist of the Day”