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Close Reading in the 7-12 Classroom

Close Reading in the 7-12 Classroom. What is close reading?. Engaging with a text of sufficient complexity directly Examining meaning thoroughly and methodically Reading and re-reading Understanding the central ideas and key supporting details Reflecting on:

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Close Reading in the 7-12 Classroom

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  1. Close Reading in the 7-12 Classroom

  2. What is close reading? • Engaging with a text of sufficient complexity directly • Examining meaning thoroughly and methodically • Reading and re-reading • Understanding the central ideas and key supporting details • Reflecting on: • the meanings of individual words and sentences • the order in which sentences unfold • the development of ideas over the course of the text • Ultimately arriving at an understanding of the text as a whole (PARCC, 2011, p.7)

  3. http://youtu.be/adXdTXEzmzE

  4. Selecting the right text is very important!

  5. Criteria for Text Selection

  6. Lexile Ranges Go to www.lexile.com to analyze a text’s Lexile level for free.

  7. Types of Texts to Consider

  8. How to Support Students

  9. Basic Lesson Structure

  10. Three Types of Text-Dependent Questions When you're writing or reviewing a set of questions, consider the following three categories: • Questions that assess themes and central ideas • Questions that assess knowledge of vocabulary • Questions that assess syntax and structure

  11. Assessing Themes and Central Ideas Example: • What is Lincoln saying is significant about America in the first paragraph?

  12. Assessing Vocabulary Example: • Lincoln says the country was “conceived in Liberty.”What does he mean when he says this?

  13. Assessing Syntax Example: • Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack.

  14. Assessing Structure Example: • “Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?”

  15. Culminating Tasks • Should relate to core understanding and key ideas. • A coherent sequence of textdependent questions will scaffold students toward successfully completing the culminating task. • Whenever possible, try to get your students to make claims or arguments and support them with evidence. Examples: • In the last paragraph of the “Gettysburg Address,” Lincoln shifts the focus of his speech away from what he says is its purpose at the end of the second paragraph. What reasons does he give for the shift in focus? What does Lincoln think is the task left to those listening to his speech? Use evidence from the text to support your analysis. Formulate an answer to these questions in a thoughtful brief essay. (Approximately a page). • Why is accurately predicting the weather such a difficult task for meteorologists? Use evidence from the text to support your answer.

  16. Progression of Text Dependent Questions Student Understanding

  17. Planning Close Reading Questions

  18. Practice • http://www.americanrhetoric.com/speeches/maryfisher1992rnc.html • At your table, read the first six paragraphs of A Whisper of Aids. • Design one of each of the following types of text dependent questions: • Vocabulary • Syntax • Themes and Central Ideas • Culminating Task • Choose one person to share your questions with the whole group.

  19. Using a Fish Bowl Discussion http://www.engageny.org/resource/a-protocol-for-citing-evidence-from-informational-text-from-expeditionary-learning

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