close reading is fun-but-mental

2017 Beryl Irene Bailey, Ed.D., CCC/SLP 1

CLOSE Reading is FUN-but-MENTAL: Accessing Complex Text Using Metacognition, Motivation,

and Multiculturalism

An Instructional Model Beryl Irene Bailey, Ed.D., CCC/SLP

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CLOSE Reading is FUN-but-MENTAL

2017 Beryl Irene Bailey, Ed.D., CCC/SLP

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Objectives

1. Review what brain research says about learning a skill.

2. Discuss Essential Questions for CLOSE Reading as a vehicle to motivate students to engage in repeated reading of complex text.

3. Guide educators through a CLOSE and critical, analytical and rhetorical analysis of text.

4. Support educators in providing pedagogy that fosters the development of deep knowledge questioning with higher-order thinking.

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CLOSE Reading is FUN-but-MENTAL


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Learning Outcomes

Participants will have:

A conceptual knowledge of CLOSE Reading

Knowledge of how to strategically and systematically use highlighters as a tool for annotation of complex text

Knowledge of CLOSE reading behaviors that yield high effect sizes and support improved reading and writing skills

Knowledge of how to conduct a rhetorical analysis of a primary source document

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THE SCIENCE OF LEARNING A SKILL

“ H O W T H E B R A I N L E A R N S T O R E A D ” B Y D AV I D S O U S A

CLOSE Reading & Brain-based Research


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Brain Research and Learning a Skill

There are 5 basic elements needed to ensure that learning is successful according to research in cognitive neuro-science. (p. 67)

Practice

Intensity

Cross-training

Adaptivity

Motivation and Attention


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Practice For the brain to build and strengthen the neural pathways required to learn a new skill, the learner must be repeatedly exposed to, and process the material being learned. BUT the practice cannot be haphazard. Practice leads to permanency, so it is important that the activities associated with practice be carefully planned to ensure that the learning being stored is correct.


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Intensity Learning a new skill requires focus and concentration. Intense focus on a new skill allows the learner’s brain to build more neural support for that skill in a short period of time.

Example: The students who won the vocabulary bowl were able to find the context clues for the meanings of the words within 60 seconds. They had practice every day for a couple of months reading and finding clues.


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Intensity Example: To become a skilled CLOSE reader the learner must focus on the elements of text complexity to learn and know how to take the text apart-analyze. The learner must also know what makes the text complex. This is an action that must occur over and over and over again. Students need spaced practice in CLOSE Reading. The CLOSE reading behavior must become reflexive.


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Cross-training Learning any skill is easier if it can be supported by other skills the student already knows or is learning at the same time. Cross-training involves bringing together a wide range of skills that reinforce overall comprehension of the material.

Example: In CLOSE Reading, the skills of identifying words in context, structural analysis, text organization, and knowledge of conventions are the wide range of skills that support reading fluency and comprehension.


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Knowledge of Language


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Cross-training

L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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Adaptivity When teaching a new skill, the teacher needs to assess the student’s current level and adapt the new instruction accordingly.

Example: Analyzing student work samples and use of the CLOSE reading strategy will support teachers in knowing what CLOSE reading skills students use on a regular basis.


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The CLOSE Reading Survey

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Investigating CLOSE Reading Strategies Used by Middle School Students in CT

Percentage of students that reported that they use CLOSE reading strategies usually and always

2018-2019 (September)


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Text Complexity 5th 59%

6th 63%

7th 73%

8th 63%

Vocabulary 38.5% 36% 42% 39.4%

Key Details 43.2% 58.3% 54% 47%

Text Features 38.3% 26% 37% 32%

Text Organization

35.6% 36.3% 42% 36.5%

Author’s Craft 44% 45% 57% 50% 10/29/2018

Investigating CLOSE Reading Strategies Used by 9th Grade Students @ BHS


2016-2017

Text Complexity Reading Strategies

Pre-Test 9/16

Post-Test 6/17

Difference

Vocabulary 37% 55% +18%

Key Details 47% 58% +11%

Text Features 48% 60% +12%

Text Organization 41% 57% +16%

Author’s Craft 48% 58% +10%

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2016-2017


Pre-Test 9/16

Post-Test 6/17

Difference




Text Organization 43% 61% +18



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2016-2017


Pre-Test 9/16

Post-Test 6/17

Difference




Text Organization 46% 54% +8%



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Investigating CLOSE Reading Strategies Used by 9-11th Grade Students @ BHS

Percentage of students that reported that they use CLOSE reading strategies usually and always in September 2016


9th Grade

10th Grade 11th Grade

Vocabulary 37% 44% 51%

Key Details 47% 47% 62%

Text Features 48% 46% 49%

Text Organization 41% 43% 46%

Author’s Craft 48% 55% 56%


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Investigating CLOSE Reading Strategies Used by 9-11th Grade Students @ BHS


in June 2017


9th Grade 10th Grade 11th Grade

Vocabulary 55% 53% 58%

Key Details 58% 62% 64%

Text Features 60% 57% 62%

Text Organization 57% 61% 54%

Author’s Craft 58% 55% 66%


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Motivation and Attention Motivation is the key to successfully learning a skill because it keeps students interested in paying attention and in practicing the skills.

Example: The role of using essential questions to get students discussing CLOSE reading will engage and motivate them to think about what that looks and feels like. The use of meta-textual markers to highlight key areas of text complexity provides the brain with a pattern for thinking about text.


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How does a close read of text function like the digestive

system?

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How does a close read of text function like the digestive system?

Digestion The Digestive System

Digestion is the process by which food and drink are broken down into their smallest parts so the body can use them.

As food is digested, blood flows through the intestinal capillaries and picks up nutrients, such as glucose (sugar), vitamins and minerals. These nutrients are delivered to the body tissues by blood.

Functions of

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In a close read of text the learner digests massive amounts of complex information by breaking the text down into text features and structures, vocabulary, signal words, content knowledge, sentence structures, theme, perspective, and figurative language. After the information is digested, knowledge is gained, delivered and stored in the Central Nervous System.

How does a close read of text function like the digestive system?

Conducting a

Check for unknown vocabulary or unusual language

that may be confusing. Use the FACADES & READ

strategies. Check for additional background knowledge

needed to understand the text.

Look at the genre & characteristics of the text. How is

the information organized? (e.g. fable, biography,

essay) Look at book/print features included to help you

understand what you are reading? (narrative or expository text

features)

Observe how the author included his/her perspective

and language style (humor, realism, sarcasm, ) for the

reader to infer. Use the ROPES Strategy.

Study how the sentences and text are structured. Do

you notice structures of sequence (procedure) chronology

(time order) description, definition, compare-

contrast, cause & effect? Seek out signal words.

Examine the level of reasoning required to

infer the author’s purpose and message. What is the

theme? Does the author use abstract metaphors

or other literary devices?

READ ©2012 Beryl Irene Bailey, Ed.D.,CCC/SLP

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What are the attributes of complex text?

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How is complex text like the muscular system?

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Complex texts, just like the muscular system, are language muscles that are made up of a myriad of structures and layers, intertwined to give strength to the body of what the author has written. The qualitative structures and layers of complex texts include;


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•Structure: Genre, organization, narration, text features & graphics

•Knowledge Demands: Background, cultural, vocabulary

•Levels of Meaning: Density & complexity, figurative language, and purpose

•Language Convention & Clarity: Standard English, dialect


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EXCERPTED TEXT FROM

READING PLUS

A CLOSE READ


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From the Meaning of July Fourth for the Negro

by Frederick Douglass

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CLOSE Reading using Metatextual Markers


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Driving a CAR through Text

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Critical Analysis


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Critical analysis references the ability of the reader to access and communicate information to relay an understanding of the social, political, [historical], and cultural contexts of an event. (Fisher, Frey, & Lapp, Text Complexity, 2012 p.4)

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Analytical Analysis


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“The ability to read analytically is dependent upon the purpose for reading and knowledge of what makes a text complex.” (Fisher, Frey, & Lapp, Text Complexity 2012 )

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Rhetorical Analysis


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“The ability to read rhetorically involves knowledge of how an author argues a position. In a rhetorical analysis an effective and strategic reader mines the text for tools, strategies and craft the author uses to achieve her purpose for writing. (Fisher, Frey, & Lapp, Text Complexity 2012 )

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Vocabulary


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Craft and Structure:

R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.

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Vocabulary


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Vocabulary acquisition and Use:

L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate.

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Would to God, both for your sakes and ours that an affirmative answer could be truthfully returned to these questions! Then would my task be light and my burden easy and delightful. For who is there so cold, that a nation’s sympathy could not warm him?

The word cold in this context most nearly means:

a) dead

b) freezing

c) hospitable

d) unfeeling

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Would to God, both for your sakes and ours that an affirmative answer could be truthfully returned to these questions! Then would my task be light and my burden easy and delightful. For who is there so cold, that a nation’s sympathy could not warm him?

The word cold in this context most nearly means:

a) dead

b) freezing

c) hospitable

d) unfeeling

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Who so obdurate and dead to the claims of gratitude that would not thankfully acknowledge such priceless benefits?

The word obdurate in this context most nearly means:

a) alive with envy

b) hardened in feelings

c) ignorant of the issues

d) lacking in manners

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Who so obdurate and dead to the claims of gratitude that would not thankfully acknowledge such priceless benefits?

The word obdurate in this context most nearly means:

a) alive with envy

b) hardened in feelings

c) ignorant of the issues

d) lacking in manners

Structural analysis-Root dura-meaning hardened, stubborn

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Who so stolid and selfish, that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs?

The word stolid in this context most nearly means:

a) ignorant

b) rude

c) sensitive

d) unemotional

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Who so stolid and selfish, that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs?

The word stolid in this context most nearly means:

a) ignorant

b) rude

c) sensitive

d) unemotional

Antonym definition

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But such is not the state of the case. I say it with a sad sense of disparity between us. I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common.-The rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought light and healing to you has brought stripes and death to me.

Infer what Frederick Douglass meant by the concept of disparity. Quote accurately from the speech in your response. Include a discussion about text structure.

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Anchor Response

When Frederick Douglass used the concept of disparity it can be inferred that the Negro race was not considered equal to the white race. The root par means equal. The prefix-dis means away. Disparity means “away from equal.” Douglass posits, “I say this with a sad sense of disparity between us.” The use of the word “between” lets the reader know that there is a perceived distance. The use of the signal word “between” and the pronouns “you, your and us” also lets reader know that Douglass is using a compare & contrast text structure. Douglass further states that “Your high independence only reveals the immeasurable distance between us.” The prefix –im means not. Something that is immeasurable cannot be measured. Douglass’ words suggests that there is a great distance that cannot measured between being free and being a slave.

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Key Ideas & Details


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Key Ideas & Details:

R.I Read closely to determine what the text says explicitly and to make logical inferences from it; cite textual evidence when writing or speaking to support conclusions drawn from the text.

R.6 Assess how point of view or purpose shapes the content and style of a text.

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The excerpted portion of Douglass’ speech most strongly suggests a relationship between which of the following?

a) Freedom and the fourth of July

b) The freedom as American people and the equitable governmental policies

c) American citizenship and inalienable rights

d) The perception of freedom and its hypocrisy

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The primary purpose of the excerpted portion of the speech, the Meaning of July Fourth for the Negro is,

a) To inform members of the audience of the great progress America has made since the signing of the Declaration of Independence

b) To outline the rights African-Americans still do not have when compared to White Americans

c) To present the brutal reality regarding the racial inequality that still pervades the United States

d) To present an argument as to why African-Americans should have more rights than White Americans

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Text Features


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R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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Text Features


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Integration of Knowledge and Ideas:

R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively as well as in words.

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Text Organization


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Integration of Knowledge and Ideas:

R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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Text Organization


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Knowledge of Language:

L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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Explain how Frederick Douglass communicates his perspective about why the Negro could not celebrate the 4th of July in 1852. Include a discussion about how he structured the speech and his use of rhetorical appeals.

Declaration of Independence not written for the slave

Fugitive Slave Act was passed on September 18, 1850-two years before the celebration in which Douglass was asked to speak (critical analysis)

Rhetorical Questions

Figurative Language, irony, metaphors, parallelism,

Comparative structure

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Author’s Craft


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R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.

R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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Author’s Craft


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Vocabulary and Acquisition and Use:

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Explain how Frederick Douglass develops a logical argument for why he should not have to argue that the Negro race should be free during the July 5th 1852 Commemoration of the Declaration of Independence

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Explain how Frederick Douglass develops a logical argument for why he should not have to argue why the Negro race should be free during the July 5th 1852 Commemoration of the Declaration of Independence

Rhetorical Questions

Figurative language to create Rhetorical appeals

Declaration of Independence speaks about inalienable rights for all men yet slavery still existed

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“Would you have me argue that man is entitled to liberty? That he is the rightful owner of his own body? You have already declared it. Must I argue the wrongfulness of slavery? Is that a question for the Republicans? Is it to be settled by the rules of logic and argumentation, as a matter beset with great difficulty, involving doubtful application of the principle of justice, hard to be understood? How should I look to-day, in the presence of Americans, dividing and subdividing a discourse, to show that men have a natural right to freedom speaking of it relatively and positively, negatively and affirmatively? To do so, would be to make myself ridiculous, and to offer insult to your understanding.-There is not a man beneath the canopy of heaven that does not know that slavery is wrong for him.”

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Rhetorical Appeals Frederick Douglass uses language that enhances his argument.

His word choice is skillful and precise. Several appeals are reflected in his speech, From the Meaning of July Fourth for the Negro. Use your Rhetorical Appeals handout and identify the appeals for the paragraphs provided.

paragraphs Appeal

1

2

3

5

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Rhetorical Appeals Frederick Douglass uses language that enhances his argument.

His word choice is skillful and precise. Several appeals are reflected in his speech, From the Meaning of July Fourth for the Negro. Use your Rhetorical Appeals handout and identify the appeals for the paragraphs provided.

paragraphs Appeal

1 Telos

2 Ethos

3 Pathos

5 Logos

4 Kairos 10/29/2018

close reading is fun-but-mental

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