CLOSE READING: DURING GUIDED READING AND DIFFERENTIATING FALL 2013 MARILIA PHILLIPS (TOWSON UNIVERSITY)

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CLOSE R

EADING:

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OBJECTIVES

Participants will:• Acquire knowledge related to the

research about close reading.• Understand how close reading, and

guided reading can be done while differentiating.

• Reflect upon their teaching practice, and identify ways to improve their craft.

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WHAT IS CLOSE READING?

• Turn and talk: What Is close reading?

• How do you incorporate guided reading while close reading during instruction?

• Jot some notes and volunteers will share responses.

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WHAT IS CLOSE READING?

• With some modifications, close reading is an instructional approach that can be added to the repertories of elementary school teachers. (Fisher & Frey, 2012)

• Close reading allows the student to pay close attention on the text itself which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011. p.7)

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HOW COMFORTABLE DO YOU FEEL TEACHING CLOSE READING DURING GUIDED READING?Get in a group of 3-4 people and

discuss how the pictures describes your comfortable level with teaching close reading while guided reading.

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MINUTE REFLECTION

Take a minute to reflect on how you differentiate while close reading….

• What strategies are you implementing to differentiate for your students while close reading? How do you consider reading levels when differentiating?

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INTERESTING FACT

• “Moreover, close reading must be accompanied by other essential instructional practices that are vital to reading development: interactive read-alouds and shared readings, teacher modeling and think-alouds, and guided reading with leveled texts.” (Fisher & Frey)

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WHY IS ASKING QUESTIONS IMPORTANT?

• Research on metacognitive theories states that when good readers are reading, they are using the following processes (Harvey & Goudvis, 2007; Keene, 2002, 2008; Keene & Zimmerman, 1997, 2007):

• Activating prior knowledge and making connections

• Determining the most important ideas in their reading.

• Asking questions to clarify or focus their understanding.

• Creating visual images of what the words are saying.

• Inferencing or creating meaning as they read.

• Synthesizing what is read to create a unified message for themselves

• Utilizing different strategies to fix up any confusion they have when the are reading.

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TYPES OF QUESTIONING IMPORTANT TO CLOSE READING• General Understanding Questions • Key detail questions• Vocabulary and text structure

questions• Author’s purpose questions• Inferential questions• Opinion and intertextual questions

(Fisher & Frey)

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MINUTE REFLECTION

What strategies do you use in your classroom to implement close reading?

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CLOSE READING STRATEGIES

• Paraphrase• Summarize• Ask Critical Questions• Analyze• Evaluate

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CLOSE READING STRATEGIES

• Thinking About the text• Reading the text multiple times• Read the text to get gist of the

passage• Read the text a second time• Highlight important information • Stop, think, and jot

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EXAMPLES OF CLOSE READINGMonitor Comprehension" listen to their inner voice and follow the inner conversation," notice when meaning breaks down and/or mind wanders" leave tracks of their thinking by jotting thoughts when reading" stop, think and react to information" talk about the reading before, during and after reading" respond to reading in writing" employ “fix up strategies” ---reread for clarification, read on toconstruct meaning, use context to break down an unfamiliar word,skip difficult parts and continue on to see if meaning becomesclear, check and recheck answers and thinking, examine evidence (Harvey and Goudvis, 2007)

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EXAMPLES OF CLOSE READING

Synthesize and Summarize" take stock of meaning while reading" add to knowledge base" paraphrase information" move from facts to ideas" use the parts to see the whole--read for the gist" rethink misconceptions and tie opinions to the text" revise thinking during and after reading" merge what is known with new information to form a new idea,perspective, or insight" generate knowledge(Harvey and Goudvis 2007)

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EXAMPLES OF CLOSE READING STRATEGIES

Ask Questions" wonder about the content, concepts, outcomes and genre" question the author" question the ideas and the information" read to discover answers and gain information" wonder about the text to understand big ideas" do further research and investigation to gain information (Harvey and Goudvis, 2007)

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EXAMPLES OF CLOSE READING STRATEGIES

Infer and Visualize Meaning" use context clues to figure out the meaning of unfamiliar words" draw conclusions from text evidence" predict outcomes, events and characters’ actions" surface underlying themes" answer questions that are not explicitly answered in the text" create interpretations based on text evidence" visualize as well as hear, taste, smell and feel the words and ideas (Harvey and Goudvis 2007)

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HOW CAN WE USE DIFFERENTIATION WHEN CLOSE READING?

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MINUTE REFLECTION

What strategies do you use the most in your classroom?

• Take a minute to write down 5 strategies.

• Number the strategies from 1-5.• 1 being the strategy that you use

the least, and 5 being the strategy you use the most.

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DO YOU SEE SIMILARITIES IN STRATEGIES?

• Walk around the room to see if you can find anyone that uses a certain strategy the most in the room.

• Discuss why you use that strategy the most in your room.

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MEMORY

Place a card on the table writing side down Objective: Participants will gain knowledge of close reading strategies.

Get into a team of 3-4 people.

Each person gets a turn to flip over card to match strategy.

Once a team gets all cards correct they must share with the class questions that they still have about the strategy.

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RESEARCH ABOUT THE STRATEGY

• Reading with a purpose in mind is a critical focus in close reading .

• “Establishing a purpose is an essential element for all students, as it alerts them to what will be taught and what they will do with it.” (Fisher, Frey, and Nelson, 2012)

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KEY POINTS OF CLOSE READING

Use of short passages

Rereading

Reading with a pencil

Noticing things that are confusing

Discussing the text with others

Responding the text-dependent questions

Fisher D., Frey, N., Lapp, D. (2012)

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CCSS EXPECTATIONS FOR STUDENTS IN DISCUSSIONS Engage in a variety of grade-level topics in small

and large group settings with a diverse range of

learners.

Be prepared for the discussion.

Follow discussion guidelines and purposes, including

specified assigned roles.

Ask and answer questions, request clarification,

furnish evidence and examples, and contribute

ideas that enhance the discussion.

Summarize and synthesize a speaker’s main points. Fisher D., Frey, N., Lapp, D. (2012)

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EXAMPLE OF CLOSE READ-TEXT DEPENDENT QUESTIONSApples – Text Dependent Questions

Gail Gibbons

1. Read text to students and have them circle words

they don’t understand or ideas.

2. Students write and share a main idea they took

away. Teachers gather data on words/ideas to

be taught or modeled. Ask kids what main

purpose author has for writing this page? Use

illustrations, text features.

3. Teacher rereads text, focus on vocab: tart, firm,

core, remove and mixture. Fisher D., Frey, N., Lapp, D. (2012)

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APPLES – TEXT DEPENDENT QUESTIONSGAIL GIBBONS4. Have students reread text or read to them in

order to answer these questions, highlighting or

finding evidence in text.

-After you put the dough in the pan what do you do?

What word means cut?

-Where are the crusts in a pie and how many are

there? Highlight in the text or picture.

5. Ask them where was the trickiest part to read?

Step 3. Why? Parenthesis mean additional

information (think of the word or). Look at her

pattern, she gives an amount then uses parenthesis. Fisher D., Frey, N., Lapp, D. (2012)

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APPLES – TEXT DEPENDENT QUESTIONSGAIL GIBBONS5. Ask them where was the trickiest part to read?

Step 3. Reread. Why? Parenthesis mean

additional information (think of the word or). Look

at her pattern, she gives an amount then uses

parenthesis.

-What ingredients are in the mixture? Find

these in the text with a manipulative.

We used the authors pattern to understand critical

information. This will take modeling! Fisher D., Frey, N., Lapp, D. (2012)

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APPLES – TEXT DEPENDENT QUESTIONSGAIL GIBBONS6. Ask students this question: How do they poke holes

in the top crust? Why do they do this?

7. Next question: What qualities does the author say

an apple should have when your are making a

pie? Find evidence (tart and firm). Explain WHY.

8. Last inferential question: Why does it say to

“make your own apple pie with the help of an

adult”? Fisher D., Frey, N., Lapp, D. (2012)

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APPLES – TEXT DEPENDENT QUESTIONSGAIL GIBBONS9. Culminating assessment: Students will write in

response to this question.

Explain how to make an apple pie in your own words.

Why does Gail Gibbons tell us at the bottom to make

our own apple pie? (This ties into the whole book; a

good use for the apples. Apples can be enjoyed in

many different ways.) Fisher D., Frey, N., Lapp, D. (2012)

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HOW TO WRITE TEXT DEPENDENT QUESTIONS You might switch step 2 and 3 because if you ask a

simple question and the child has a vocabulary issue

within the question it will not build confidence.

Look at the words the students circled.

Fisher D., Frey, N., Lapp, D. (2012)

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REFLECT

Take a moment to reflect:

• Are there any questions that you have for me today?

• Are there any aspects of my presentation that you need clarification?

• Please write your questions on a sticky note and place them on the chart at the front of the room.

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EVALUATE

• Please let me know how I did with this workshop today.

• I truly value your insight and will take your suggestions to assess how I can help you with professional development sessions for the future.

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REFERENCES

Fisher, D., Frey, N., Lapp, D. (2012). Close Reading In The Primary Grades.

Fisher D. & Frey N. (2012). Close Reading in Elementary Schools.

The Reading Teacher (60)3, International Reading Association.

Fisher, D., Frey, N., & Nelson, J. (2012). Literacy Achievement Through Sustained Professional Development. The Reading Teacher, 65(8), 551-563.

Harvey, S. (2013). Thinking Intensive Learning: Close Reading and Viewing for Understanding.

Harvey, S., & Goudvis, A. (2007). Strategies that Work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.

Keene, E.O. (2002). From good to memorable: Characteristics of highly effective comprehension teaching. In C.C. Block, L.B. Gambrell, & M. Pressley (Eds.), Improving reading instruction: Rethinking, research, theory, and classroom practice (pp. 80-105). San Francisco, CA: Jossey-Bass.

Keene, E.O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.

Partnership for Assessment of Careers. (2011). PARCC model

Content frameworks: English language arts/literacy grades 3-11.

Retrieved from www.parcconline.org/sites/parcc/files/PARCCM

FELALiteracy August 2012_FINAL.pdf

Pitcher, S.M., & Mackey, B. (2013). Collaborating for real literacy Librarian, teacher, literacy coach, and principal (2nd ed).

Santa Barbara, California: Linworth.