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Close Reading

Close Reading. February 15, 2013 Colleen Miller and Karen Brady. Essential Questions. How does close reading help me teach PA common core standards ? What is close reading? Why is close reading important? How is close reading embedded in Reading Street that I’m currently using?.

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Close Reading

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  1. Close Reading February 15, 2013 Colleen Miller and Karen Brady

  2. Essential Questions • How does close reading help me teach PA common core standards? • What is close reading? • Why is close reading important? • How is close reading embedded in Reading Street that I’m currently using?

  3. Why Close Reading? • Let’s take a look at instructional shifts with common core. • Building knowledge through content-rich nonfiction or informational text • Literacy instruction in Science and Social Studies • Engage students in more complex texts • Reading, writing and speaking grounded in evidence from text, both literary and informational • Writing emphasizes evidence to inform or make an argument • Regular practice with building academic vocabulary

  4. Grade Level Shifts • Kindergarten • First Grade • Second Grade • Third Grade • Fourth Grade • Fifth Grade • Sixth Grade

  5. What is close reading? • http://www.bing.com/videos/search?q=How+To+Do+Close+Reading&view=detail&mid=51A24A5CBB2F1AF52FB851A24A5CBB2F1AF52FB8&first=0&FORM=NVPFVR http://www.bing.com/videos/search?q=How+To+Do+Close+Reading+part+2&view=detail&mid=7EA40E6B18529A699DF67EA40E6B18529A699DF6&first=0&FORM=NVPFVR

  6. Video highlights • Careful, purposeful rereading • Not a common core standard. Through close reading students cite evidence and justification. Ready to answer more complex questions? • Read with a pencil. Taking notes about what they read and sharing evidence. • Focus on what author had to say. • What do the authors words mean? • What’s the author’s purpose? • What does the structure of the text tell us? • Give students text dependent questions. • Not just facts. Thinking about text structure and author’s purpose. • Students agree and disagree. Text is primary tool for conversation.

  7. Close Reading in the Elementary Grades • What are the three practices to bring close reading to the elementary setting? • “Closing in on Close Reading” Educational Leadership, December 2012/January 2013

  8. Jigsaw • Everyone Read pages 36-37 and chart on page 39. • In addition: • Group 1: Read “Use Short Texts” • Group 2: Read “Aim for Independence” • Group 3: Read “Focus on Observing and Analyzing” • Be prepared to discuss and share: How does this practice lead to close reading?

  9. What is close reading according to text? • Uncover layers of meaning for deep comprehension. • Read and reread deliberately. • Reflect on the meaning of individual words. • Not a set of thinking strategies. • Processing the thinking of others.

  10. Use short texts • Several genres of short texts • Literary and informational • Allows readers to make more passes through the entire sequence of a text • Read to as well as independent reading • Short text can be digested in one lesson.

  11. Aim for Independence • Goal is for “independently comprehending”. • Accomplished through “text dependent questions” that lead students deeply in text. • Go beyond “Ho hum” questions. • Teach students to ask questions. • 4 questions on page 40

  12. Focus on Observing and Analyzing • Recount details in own words. Paraphrasing first step then analyzing. • Students ask themselves questions. • Read with the eye of a writer. Authors play with words to get reader to see things their way.

  13. If we would go back to the passage to reread… • Is there something from this passage that I was expecting to find? • Is there something that could have been explained more thoroughly? • What conclusions can I make from this article and what in the text led me to this conclusion?

  14. Dr. Suess Example • http://www.youtube.com/watch?v=adXdTXEzmzE

  15. Let’s check out Reading Street • Where and how does the series encourage close reading? • How can we bring close reading to our students?

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