1 The “How” and “When” of Close Reading:Grades 6-8 Diocese of Allentown Diocese of Allentown ELA Updates August 12, 2015 St. Mary’s Hamburg Dr. Joanne.

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The “How” and “When” of Close Reading:Grades

6-8 Diocese of Allentown

ELA Updates

August 12, 2015

St. Mary’s Hamburg

Dr. Joanne LoFaso

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Today’s Objectives

To 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

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What is Close Reading?

“Close reading is careful and purposeful rereading of complex

text.”

Frey & Fisher, 2013

Visit: www.corwin.com/rigorreading

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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.

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Grade Expectations for Literature and Informational Texts, 5-8

8. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

7. Cite several pieces of textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text.

6. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

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

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Grade Expectations: K-4Grade 4 Refer to details and examples in a text when explaining whatthe text says explicitly and when drawing inferences from thetextGrade 3 Ask and answer questions to demonstrate understanding of a

textreferring explicitly to the text as the basis for the answers. Grade 2 Ask and answer such questions as who, what, where, when, whyand 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

keydetails in a text.

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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

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We begin with…

Have 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.

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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

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Close Reading

It is not new practice

Texts that are worthy, not for all

texts

Texts should be complex enough to undergo repeated readings for deep

comprehension

Foremost, reader is focused on the

author’s meaning

Directed in all content classes

Implemented for K–12

Six guiding practices for all close reading

instruction, regardless of the content

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Six Practices of Close Reading

Select Short, Worthy Passages Student Rereading Limited frontloading (pre-

teaching) Text-Dependent Questions Annotation After-Reading Tasks

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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

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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

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Limited Frontloading

Limited pre-teaching or frontloading by the teacher

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

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

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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

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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

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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

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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

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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

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Close Reading for Young Readers, K-3

• Exposure to complex texts challenges students’ thinking.• Two instructional practices for close reading (close

listening):

• Interactive Read-Alouds (Fisher, Flood, Lapp, & Frey, 2004)—

same practices: a short, worthy text text-dependent questions limited frontloading after-listening tasks to refer to the text, as

grades 3–12 no annotation

• Shared Reading—all the same practices for grades 3–12:

simple annotation after-listening tasks

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Scaffolded 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

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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.

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Text-Based Seminar Activity

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

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

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

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

1. What actions would flow from this article?

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Text-Based Seminar:Guidelines

Purpose: To enlarge and extend theParticipants’ understanding of a textRead the article closely (annotate,underline, circle, highlight, etc.)Ground Rules: Listen activelyfocusing on mutual sharingBuild upon what others have to sayLet the conversation flow withoutraising 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

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References

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

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End Notes

① 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

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End Notes

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