Close Reading

AGENDA• Demands of complex text on the reader• Close reading tools for comprehending

complex text• Question and answer opportunities with ADE

Panel

The Big Shifts1. Appropriately Complex Texts2. Increased Reading of Informational Texts3. Content Area Literacy4. Close Reading5. Text-dependent Questions6. Academic Vocabulary7. Argumentative Writing8. Short and Sustained Research Projects

http://ideas.aetn.org/commoncore/strategic-plan

Key Features of the StandardsReading: Text complexity and the growth of comprehension

“…equal emphasis on the sophistication of what students read and the skill with which they read.”

CCSS Introduction, page 8

“Staircase” of Increasing Text Complexity

• CCSS Reading Standard 10• CCSS, Appendix A, page 10

CCSS, K-5, pages 11-12CCSS, 6-12, pages 37-38

Three Part Model for Measuring Text Complexity

CCSS, Appendix A, page 4

Qualitative MeasuresConsiderations:1.Levels of meaning or purpose2.Structure3.Language conventionality and clarity4.Knowledge demands

CCSS, Appendix A, pages 5-6

Quantitative MeasuresConsiderations:•Word length•Word frequency•Word difficulty•Sentence length•Text length•Text cohesion

CCSS, Appendix A, page 7

Reader and TaskConsiderations:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text

CCSS, Appendix A, pages 7-8

PARCC Model Content Frameworks“Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately.” PARCC MCF, page 6

http://www.parcconline.org/parcc-content-frameworks

K-5“…students must read widely and deeply from among a broad range of high-quality increasingly challenging literary and informational texts.”

Note on Range and Content, CCSS, page 10

6-12“…students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries.”

Note on Range and Content, CCSS, page 35

CCR Anchor Standards for Reading• K-5, page 10• 6-12, page 35

Close Reading Requires:•Understanding your purpose in reading•Understanding the author’s purpose in writing•Seeing ideas in a text as being interconnected•Looking for and understanding systems of meaning•Engaging a text while reading •Getting beyond impressionist reading•Formulating questions and seeking answers to those questions while reading

Systematic and Explicit Teaching ModelSystematic: Skills and concepts are taught in a planned, logically progressive sequence.

Explicit:•Direct Explanation•Teacher Modeling•Guided Practice•Independent Practice•Application

Strategies for Close Reading• Story Mapping• SOAPS• Text-Self-World Connections• Three Levels of Questions• Arguments and Evidence• Appeals – Logical, Ethical, Emotional• Assumptions

Story MapK-5 Graphic Organizer•Setting•Characters•Problem or Goal•Sequence of Events•Outcome•Theme

Identifying Theme1. Was the outcome of the story good or bad?

Explain why.2. What lesson does the main character learn?3. What lesson did you learn from the story?

SOAPS• Speaker• Occasion• Audience• Purpose• Subject

Connections• Text to Self• Text to Itself• Text to Text• Text to World

Three Levels of Questions• Right There• Think and Search• Author and Me

Arguments and Evidence• Identify the claim(s)• Analyze the evidence

Appeals• Logical (logos)• Ethical (ethos)• Emotional (pathos)

Assumptions• Explicit or implicit

Students Who are College and Career Ready:

• demonstrate independence,• build content knowledge,• respond to demands of audience, task, purpose, and

discipline,• comprehend and critique,• value evidence,• use technology and digital media, and• come to understand other perspectives and cultures.

CCSS, page 7

In Closing…

•Demands of complex text on the reader•Close reading tools for comprehending complex text