Download - AGENDA –SESSION -4
AGENDA –SESSION-4 Read a journal article and discuss aspects of
close read – connect to CCLS Discuss the rationale for close reading Watch Grade-K and Grade 2-3 Close Reading
Classroom lessons Write in reflective journals (questions, concerns,
new understandings)
2
BUILDING CAPACITY OF CLOSE READING
“FOCUSED READING” Read “Up Close with Close Reading” Purpose: What is the rationale for Close
Reading? Annotate and take notes in your Journal
about the rationale.
1. Turn and talk to your shoulder partner.2. Discuss the characteristics and your rationale for close reading.3. Share.
Write the Rationale for Close Reading
(In the center (inner) box)
Video viewing
VIDEO VIEWING
Use the video viewing sheet to jot downWhat is the teacher
doing?What are the students doing?
The Very Hungry Caterpillar Close
Read
K-Lesson -2 Close Read
Grade 2-3 Close Reading
Grades 2-3 - Lesson 2 Close Reading –
Discuss and Share close reading
strategies used by the teacher
Close Reading of Complex Texts-
Reading Standard 1 • 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.
Students Students should slow down when reading and
become “text detectives”.
They should be more attentive to the texts. They should read and reread deliberately Focus on Tier II words and/or particular phrases
or sentences the author uses. Students present their thinking, observations,
and analyses through writing, technology or speaking
What does close reading look like in the classroom?
TeachersTeachers use text exemplars from the appendices of the CCSS.
OR Teachers select text that is rich enough for students to draw good evidences from them.Teachers will provide students with a purpose or focus for reading.Strategies should be provided for reading different genres and text types
How do we Teach Close
Reading Strategy
Close Reading
Procedure
How can teachers Implement Close Reading
Select a short grade-level text Create text dependent
questions and answersSet the purpose for readingNumber the paragraphs
Model • Model several readings of
the short texts• Read and reread deliberately
, slowly examining and thinking about the
the meanings of individual words
Order of sentences Development of ideas
Step -11st Read
Step -2Reading with a Pen/Annotate the
text
• Write the ‘gist ‘or the ‘main idea’ in the left margin .(What is the author saying?)
• Describe what the author is doing? (describing, arguing, comparing-who,what)-right margin
• Represent the information with a picture (lower grades)
Annotate Annotating text promotes students interest
in reading. Gives a focused purpose for writing. Enables readers to clarify, synthesize ideas Pose relevant questions Analytically think about the text. It helps to process information at a deeper
level and increases the students ability to recall information
Look for patterns in things you noticed about the text.
Identify unfamiliar vocabulary words(Tier !! Words)
discuss the text.
Model
Talk with your partner and share your
ideas
Step -3
Teacher re-reads and students
listen and watch while the teacher
reads and annotates
Step -42nd Read
Teacher sets the purpose for reading and Students re-read and use the text to
find answers and evidence to text-based questions
Step -53rd Read
? ? ? ? ?
Students turn and talk to their partner about the book in response to the
text based questions
Step -6
Respond in writing citing
evidence from text
Step-7