Close Reading UP CLOSE · Close Reading UP CLOSE Doug Fisher & ... But, because they had stars, all...
Transcript of Close Reading UP CLOSE · Close Reading UP CLOSE Doug Fisher & ... But, because they had stars, all...
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Close Reading
UP CLOSE
Doug Fisher & Nancy Frey
www.fisherandfrey.com
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About Doug Fisher & Nancy Frey
Teacher Leaders at Health Sciences Middle and
High Schools
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Welcome and Housekeeping Items
WebEx Functions
• Participants
• Chat
• Q&A
• Polling
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Chat
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Q&A
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Polling
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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5 Access Points
• Purpose and Modeling • Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading • Formative Assessments
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading • Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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32 K = 70.5 lb
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“You’re
freakishly
strong.”
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To build strength
To build stamina
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To build strength
To build stamina
Less
Complex
More
Complex
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Text Quantitative
Qualitative
Reader Cognitive capabilities
Motivation
Knowledge
Experience
Task Teacher-led
Peer-led
Independent
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K-1 N/A
2-3
4-5
6-8
9-10
11-CCR
450
420
645
740
860
925
960
1050
1010
1185 1385
725
820
845
1010
1010
1185
1115
1335
1220
Comparison of Former and CCR-Aligned Lexile Ranges
Grade Band Former Lexile Range CCR Aligned Lexile Range
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• Background
• Prior
• Cultural
• Vocabulary
• Standard English
• Variations
• Register
• Genre
• Organization
• Narration
• Text Features
• Graphics
• Density and Complexity
• Figurative Language
• Purpose
Levels of Meaning
Structure
Knowledge Demands
Language Convention and Clarity
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Levels of Meaning and Purpose
• Density and complexity
• Figurative language
• Purpose
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Levels of Meaning and Purpose
Is it about talking animals, or the USSR?
Is it entertainment, or political satire?
Is it straightforward, or
ambiguous? 1370L
Grades 11-12
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530L
Grades 2-3
Author’s Purpose • Allegory for tolerance • Mirrored events of early Civil
Rights movement (1961)
“Now, the Star-Belly Sneetches Had bellies with stars. The Plain-Belly Sneetches Had none upon thars. Those stars weren’t so big. They were really so small You might think such a thing wouldn’t matter at all..” But, because they had stars, all the Star-Belly Sneetches Would brag, ‘We’re the best kind of Sneetch on the beaches.’ With their snoots in the air, they would sniff and they’d snort ‘We’ll have nothing to do with the Plain-Belly sort!’ And whenever they met some, when they were out walking, They’d hike right on past them without even talking.”
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730L Grades 2-3
Complex themes • Relationship
between love and pain
• Masculinity • Loyalty and war
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Structure
• Genre
• Organization
• Narration
• Text features and
graphics
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Structure
Changes in narration, point of view Changes in font signal narration changes Complex themes
560L Grades 2-3
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870L (grades 4-5)
• Stream of
consciousness
narration
• Unreliable narrators
• Nonlinear structure
• Time shifts written in
italics
Structure
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Language Conventions
• Standard English and
variations
• Register
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Language Conventions
Non-standard English usage
“Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.”
(Stanley, 1996, p. 2) AD 660L (Adult-directed)
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Knowledge Demands
• Background knowledge
• Prior knowledge
• Cultural knowledge
• Vocabulary
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Knowledge Demands
Domain-specific vocabulary (radioactive, acidity, procedure, vaccination)
Background knowledge (diseases, safety risks, scientific experimentation)
1100L Grades 6-8
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1010L Grades 6-8
Cultural Knowledge
Demands
• Buddhist philosophy
• Search for spiritual
enlightenment
• Eightfold Path to Nirvana
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Texts are
Complex in Different
Ways,
Not Just Background
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Text Complexity
Text Difficulty
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1. 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.
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Differences Between K-2 and 3-12?
In K-2, teacher reads aloud initially,
annotates wholly or guides student
annotation. Students may or may not eventually read independently,
depending on text difficulty (e.g., Wizard of Oz in Kindergarten.)
In 3-12, students read independently beginning
with first reading, and annotate with increased independence. Readers
who cannot initially read independently may be
read to, or may encounter the text previously during
scaffolded small group reading instruction.
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Creating a Close Reading
Use a short
passage
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Creating a Close Reading
Use a short
passage Re-reading
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Different Readings Have Different Foci
Initial reads of the text
What does the text say?
After at least one reading
How does the text work?
Later readings of the text or related texts
What does the text mean?
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Creating a Close Reading
Use a short
passage Re-reading
“Read with a pencil”
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Foundational Annotation Skills
• Underline the major points.
• Circle keywords or phrases
that are confusing or
unknown to you.
• Write margin notes restating
the author’s ideas.
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• Use a question mark (?) for questions that you have
during the reading. Be sure to write your question.
• Use an exclamation mark (!) for things that surprise
you, and briefly note what it was that caught your
attention.
• Draw an arrow (↵) when you make a connection to
something inside the text, or to an idea or
experience outside the text. Briefly note your
connections.
• Mark EX when the author provides an example.
• Numerate arguments, important ideas, or key
details and write words or phrases that restate
them.
Additional Annotations
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Annotation with Wikki sticks
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Student annotation in 6th grade
Student sample from Leigh McEwen, AEA 9, Iowa
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Modeling Annotations
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Student annotation in 11th grade English
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Creating a Close Reading
Use a short
passage Re-reading
“Read with a pencil”
Text-dependent questions
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Progression of Text-dependent Questions
Opinions/Arguments,
Intertextual Connections
Inferences
Author’s Craft and Purpose
Vocab & Text Structure
Key Details
What does the text mean?
How does the text work?
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The Day the Crayons Quit
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What did Duncan find when he took his crayons out of the box one day?
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Which crayons feel tired and overworked?
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What are Yellow and Orange arguing about?
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Use Key Details to Locate Evidence
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Use Key Details to Locate Evidence
• How does Gray Crayon feel?
• Why does Beige Crayon feel underused?
• How does Blue Crayon feel?
• To whom was Beige Crayon's letter written?
• Why does Red Crayon write the letter to Duncan?
• According to Black Crayon, what is his main job?
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Which crayons appear sad? Embarrassed? How can you tell?
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How does Duncan respond to the letters?
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Dear Green, I made the
Yellow & Orange’s
problem [go away]
because I am a good
problem solver.
Howabowt you & Orange both be the color of
the sun?
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What does the text inspire me to do?
• Presentation • Debate • Writing • Socratic seminar • Investigation and research • Test
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Close Reading demands
collaborative conversations
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations • Wide, Independent Reading
• Formative Assessments
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It’s not enough to have complex text in the room. Students need to
read and discuss complex text.
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Comprehension and Collaboration
1. Prepare for and participate in collaborations with
diverse partners, building on each others’ ideas and expressing their own clearly
and persuasively.
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K-2 Features • Following the rules of discussion
• Moving from participation to turn taking
• Sustaining discussion through questioning
• Adult support
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3-5 Features • Preparation for discussion
• Yielding and gaining the floor
• Posing and responding to questions
• From explaining own ideas to explaining the
ideas of others
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6-8 Features • Using evidence to probe and reflect
• Collegial discussions include goals and deadlines
• Questions connect ideas from several speakers
• Acknowledge new information
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9-10 Features • Use prepared research in discussion
• Voting, consensus, and decision making
• Ensure hearing full range of opinions or options
• Summarize and synthesize points of disagreement
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11-12 Features • Civil, democratic discussions
• Questions probe reasoning and evidence
• Resolving contradictions
• Determine what additional info is needed
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Talk occurs on
grade level
topics,
texts, and
issues.
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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