Close Reading

Anchor Standard 1:Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific text evidence when writing or speaking to support

conclusions drawn from the text.

What is your definition of close reading?What do you do when you chose to read closely?

What motivates you to read closely?

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What we do as teachers

We teach strategies…

Visualize! Predict! Ask Questions!

Demonstrate with text

But…

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How do you see your students as readers?

How do you see them using strategies?

Are they transferring them to become readers?

How much support do they need to use strategies?

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Strategies for Engaged Readers

These strategies are designed to enhance habits of engaged/active readers.

What about our developing readers?We use our knowledge of the reading process

and imposing our interpretations to get them to deeper meaning.

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Need Strategies for Strategies

Visualizing, inferring, connecting are complicated!

Riding a bike with no hands needs balance,

momentum, stable bike,a level road,

and practice, practice.

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Top Down Thinking

Idea to details

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Character TraitCharacter Trait

EvidenceEvidence EvidenceEvidence EvidenceEvidence

Turn it On It’s Head!

Details to idea!

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DetailDetail DetailDetail DetailDetail

Idea!Idea!

Details are the Basis on Which Readers Make Meaning

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Food, Music, MemoryShe says: Cupcakes. Brownies. Pies. She says:Remember this. Bread. Stew. Sauce. She says:

All that time. She says: Singing. All I taughtyou. She says: Crayon. Alligator. Boy Scouts.She says: Baseball. Soccer. Track. She says:

I was there. Remember?I say: Shouting. Silence. Shouting. I say:

Remember this: Scotch. Vodka. Kahlua. I say:Cupcake. Meatloaf. Sauce. I say: Singing , All

you would not tell me. I say: Crayon. Dancing.Guitar. I say: Belt. Hairbrush. Hand. I say:

I was there. Remember?10

Readers expect details to add up

Pronouns… I, she

Similarity in details …cupcakes, brownies

Patterns…repetition of words, punctuation

Placement of words….belt, hairbrush, hand

Multiple meanings based on context…sauce

The details are the building blocks of meaning11

We don’t know yet -- but we willConfusion is a natural response Need to hold on to details with questionsKnowing we will “figure it out”Details will add upHold on till the purpose of details is clearTrust knowing authors are intentionalIt will make senseNot knowing propels us forward!

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KNOW/WONDER strategy

Simple – Transferable Makes thinking visible

Students are successfulPromotes independence

Tool to get to meaning!

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Readers know how stories operateand expect details to add up

Three Little pigs…

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This is how stories go…

The B B wolf tries…

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Using Read Aloud to Introduce

Students understand narrative structureTexts should be character driven Accessible to students Plots twist requiring revision of ideas

What We Know What We Wonder

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Implementation Tips with Read Aloud

Slow down the process

As students understand process, chart less, talk more

Have students chart and share after read aloud

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Significance of Details

Figure it out inferencesStated specific to unstated specific

Making more of inferencesSpecific to abstract

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Figure it Out Inferences

Something we wonder about that is stated later in the text.

Holding on, drafting, revising to obtain generally literal comprehension

Is the character a boy or a girl?Where is their dad?Why are they living in a car?

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Making More Inferences

Answers wonders about character feelings, motivations, relationships to others

• Why did the character do that?• What kinds of people do they seem to be and

and how does that help them deal with the problems that are in their way?

• What does that detail tell us about the situations the character is in?

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What we can do Chart to keep track students’ of thinkingShow the process of drafting and revisingGive a Strategy for accumulating “holding on to”

textRead attentively to discern answers to our

wonderings

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draftdraft revise

revise

Hold on to text

Hold on to text

Build to deeper meaning

Build to deeper meaning

Know/Wonder

I tried keeping a journal once before, when I was twelve – writing is my favorite thing – but it didn’t work. I guess I didn’t have much to tell. But now I’m fifteen, going on sixteen and, believe me, this time is different. I’ll pretend I can see you – whoever you are reading this– and tell myself you’re really listening, not just waiting for me, Jenny Joslin to stop talking so much so you can start. The thing is I need you! I’m scared. Somebody has to listen.

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Analyze Student WorkWhat did the student do well?

Did they identify the character, what the character wants, problems?

Did their wonderings grow out of the text?

What did they miss? Why?verbs, pronouns, vocabulary, words that convey emotion,

text structure…..

How well did they use the know/wonder strategy?

Next steps for this student?

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What do readers really do?Understand text structureTolerate confusionExpect clarity as they read on Hold on to questionsMake and connect inferences to establish contextDevelop hunches Gather evidence to proveDraft an understandingRevise hunches when answers are revealed

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Resources

Weekly News Magazines: Scholastic News

News ArticlesText Features

Supplement Non Fiction WorkHigh Interest

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Resources

Storyworks – Grades 3-5Scope- Grades 6-7

Bi Monthly

Short Story, Poetry, PlaysNon Fiction, Opinion

High Interest, Lexiled Articles

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Resources: Short Story Collections

Every Living Thing. by Cynthia RylantAll Together at One Time, by E.L. KonigsburgWhat Do Fish Have to Do With Anything, by AviFriends: Stories about Old Friends, New Friends and Unexpectedly True

Friends, Edited by Ann M. MartinTripping Over the Lunch Lady, Edited by Nancy E. MercadoBe Careful What You Wish for, Edited by Lois MetzgerHey World Here I Am!, by Jean LittleThe Year We Missed My Birthday, Edited by Lois MetzgerDog to the Rescue, by Jeannette Sanderson (non fiction)Sports Shorts, by Joseph Bruchac, David Lubar and 6 othersGirls Got Game, Edited by Sue Macy

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Resources: Short Story CollectionsBaseball in April, by Gary SotoThrowing Shadows, by E.L. KonigsburgTwelve Impossible Things Before Breakfast, by Jane Yolen (fantasy)Strange Happenings, by Avi (fantasy)Unicorn Treasury, by Bruce Coville ( fantasy)Americas Streets, A Multicultural Anthology, Edited by Anne MazerHouse on Mango Street by Sandra Cisneros*13, Thirteen stories that capture the agony and ecstasy of being thirteen, Edited by James Howe*Dear Bully, Edited by Megan Kelly Hall*Shelf Life, Stories by the Book, by Gary Paulsen** Middle School content

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