9/26/2015 1
Close Reading
M. Wagner
And Other Tools For Engaging All Learners
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.
(Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
Reading Literature: Key Ideas and Details:
CCRA.R.1
Close, analytic reading ultimately leads students to
arrive at an understanding of the text as a whole.
(PARCC, 2012)
Think-Write-Pair-Share • What type of mindset did
your 3rd grade teacher have? • How do you know?
Think-Write-Pair-Share
Building Prior Knowledge
• How does writing impact this activity? • Is the writing necessary? • What are some of the pros and cons of
using this in the classroom?
Close Reading
Day By Day
Day 1:
• Read text for the first time. • Encourage students to enjoy the text. • Students should listen/read for facts.
• Have students “teach” their neighbor an interesting fact from the text.
Non-Fiction
Day By Day
Non-Fiction Close Reading
• Read text again, focus on vocabulary. • Ask students to focus on unknown words.
• Make list/chart of these words • Focus on text structure:
• What text structures might help us determine meaning?
• Vocabulary Investigation – (I ♥ Marzano!)
Day 2:
1) Provide a description, explanation, or example of the new term. 2) Ask students to restate the description, explanation, or example
in their own words. 3) Ask students to construct a picture, pictograph, or symbolic
representation of the term. 4) Engage students periodically in activities that help them add to
their knowledge of the terms in their vocabulary notebooks. 5) Periodically ask students to discuss the terms with one another. 6) Involve students periodically in games that enable them to play
with terms.
6 Step Process For Vocabulary Instruction
Marzano, 2004
Day By Day
Non-Fiction
Close Reading
• Read text again, focus on text-dependent questions. • Ask students to answer questions using evidence from the
texts. • Comprehension Questions
• Students should ask / answer questions. • Trick The Teacher
• Focus on text structure: • What text structures might help us determine meaning?
Day 3:
Day By Day
Non-Fiction
Close Reading
• Read text again with a partner or group. • Encourage students to complete a project/activity.
• This project/activity should require that students both interact with the text – but also one another.
Day 4:
Day By Day
Non-Fiction
Close Reading
• Final Reading • Incorporate Writing (Prompt)
• Personal Connection / Opinion • Textual Evidence
• Debrief - What can we learn about ourselves as learners, the more often that we read something?
Day 5:
Close Reading
Fiction
Idea Wave
Building Prior Knowledge
• Share out one idea. • The best idea
• Share quickly, loudly, & don’t stop until we’re done. • Don’t worry if your idea already
shared – Share it again.
Idea Wave
Building Prior Knowledge
• When do you have to concentrate?
Close Reading Fiction
1st Reading:
• Get the gist. • Find the main idea. • Note supporting details. • Identify unknown words / ideas.
Close Reading Fiction
2nd Reading:
• Apply strategies to clarify meaning of confusing words and ideas. • Determine text structure. • Explain author’s purpose. • Describe why the author included literary devices.
Close Reading Fiction
Keep Reading:
• Cite evidence to support conclusions. • Connect text to other experiences and texts. • Critique the author’s craft and explain how altering the text would change the meaning.
Quotation Symphony • Read the “Concentration” poem • Underline/highlight 1 phrase • Share Out (Idea Wave Style)
Close Reading Fiction
And Reading:
• Collaborate • Justify your conclusions. • Reflect. •Apply your findings when writing your Literary Analysis.
Close Reading • Multiple Strategic Readings of a Complex Text • Encourages Students To Dig Deeper • Reflect On Meaning
• Central Ideas • Key Supporting Details • Individual Words & Sentences
• Reflect On Overall Text Development • Make Connections • Collaborate & Respond
Mindset
• Fixed • Growth
Self-Efficacy “People’s judgement of their capabilities to organize and execute the course of action
required to attain designated types of performances.”
Albert Bandura
Self-Efficacy • Specific • Confidence in
one’s ability to accomplish the task at hand.
Example: - I can learn this how to solve this equation.
Self-Esteem • General • Overall self
appraisal Examples: - I am smart. - I am good at math.
vs.
Mindset
What a person thinks about intelligence has a powerful effect on his
achievement.
What we think about our learning capacities has a strong influence on:
• what we think we can learn to do. • how we respond to difficulty when we
try something new. • the decisions we make about what we
will try to do in the future. Jeff Howard, President of the Efficacy
Institute
Say Something: 1. Find your partner. 2. Decide on designated
stopping point in text. 3. Read silently to that point. 4. When each partner is
ready, stop and say something.
5. Repeat until you have finished reading.
Something: Brief Summary, Key Point, Interesting Idea, Personal Connection, or an A-Ha!
“We don’t see things as they are;
we see them as we are.” Anais Nin
Your view/mindset will influence:
• Self-Capacity • Reactions To Feedback • Student Capacity • Relationships • Instructional Practices
Fixed Growth
How do you view yourself?
Fixed Growth
How do you view your students?
Teaching The Growth Mindset:
• Talk about adopting the growth mindset in class- • Tell stories about former students who thought they would never learn the subject but who, with persistence and effort, ended up being successful.
Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning
Teaching The Growth Mindset: • Talk about what it will take to effectively
learn the course material: • Make your expectations clear •How much time should students be putting into learning a particular concept? •What activities should students be engaging in outside of class?
Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning
Teaching The Growth Mindset:
• Stress that fast learning or getting done quickly, is not the same as deep learning.
• Often students who take longer to get it learn the material thoroughly and will retain it longer.
Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning
Teaching The Growth Mindset: • Break difficult or complex tasks down
into their component parts so that students will see for themselves their own skills building up over time.
• Build a portfolio of student work and encourage students to reflect on their own progress.
Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning
Normalize Error
• Since wrong answers are a normal and healthy part of the learning process, avoid chastening wrong answers.
• Avoid spending a lot of time talking about wrongness and get down to fixing.
• Acknowledge correct or hard work and then move on; don’t flatter or fuss.
Teach Like A Champion
Normalize Error
• The students will experience an incentive to take on challenges and take risks because being wrong is ok.
• They are acknowledged for hard work and being correct and wrong answers are a normal part of their learning.
Teach Like A Champion
Chunking Text
• Each member of the group will read a specific chunk of the text.
• Read your chunk. • Share a brief summary with the group. • As a group:
• What were the key ideas? • Which “chunk” was the most important? Why?
Modified Jigsaw
The Power Of Yet…
Pick Me!!! Pick Me!!! What can we take away regarding the
Growth Mindset?
1, 2, 3, 4… Go
Paraphrasing
• Read your quote independently. • Paraphrase your quote on an index
card (unless you’re the captain). • Collect all paraphrased quotes &
Redistribute. • Match the paraphrased quote you
received to the original quote.
1 Sentence Summary
• Watch / Read Text • Write a summary using only 1
Sentence. • Great Exit Ticket
“More powerful than a room full of gadgets is a teacher who has a deep
understanding of what the new forms of reading and writing entail.”
William Kist
Teaching Tool Kit
Say
Something
Close
Reading
Growth Mindset
Gallery Walk ♦ Discussion Stems
Think-Write-
Pair-Share
Idea
Wave
Quotation
Symphony
Give One,
Get One
One Sentence
Summary
Chunking
Text
Normalize
Errors
Pick
Me!
Walk &
Talk
Boykin, A. & Noguera, P. (2011). Creating the opportunity to learn. Alexandria, Virginia: ASCD. Boyles, N. (2012). Closing in on close reading. Educational Leadership, 70(4), 36-41. Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine Books. Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, D.C.: National Governors Association Center for Best Practices. Kist, W. (2013) New literacies and the Common Core. Educational Leadership, 70(6), 38-43. Landers, H. (2015). Help your students develop a growth mindset. Ft. Collins, CO: The Institute for Teaching & Learning Lemov, D. (2015). Research Proven Practices From Teach Like A Champion. Partnership for Assessment of Readiness for College and Careers. (2012). PARCC model content frameworks: English language arts/literacy grades 3–11. Retrieved from: www.parcconline.org/sites/parcc/files/PARCCMCFELALiteracyAugust2012_FINAL.pdf U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2014). Nation’s report card: A first look 2013 mathematics and reading. Retrieved from: http://nces.ed.gov/nationsreportcard/subject/publications/main2013/pdf/20 14451.pdf
References: