2. CLOSE Reading Workshop
November, 2014
Implementing Common Core Standards
College and Career Readiness
International / Global Work Readiness
etc.
Presenter: Jill
3. Essential Questions for Today
• What is close reading?
• Why is close reading important?
• What strategies are used with close
reading?
• What are my resources?
4. How will we prepare students to…
“Read like a detective and write like a
conscientious investigative reporter.”
– Dr. David Coleman
5. “Close reading of a text involves an investigation of a
short piece of text, with multiple readings done over
multiple instructional lessons. Through text-based
questions and discussion, students are guided to deeply
analyze and appreciate various aspects of the text, such
as key vocabulary and how its meaning is shaped by
context; attention to form, tone, imagery and/or
rhetorical devices; the significance of word choice and
syntax; and the discovery of different levels of meaning as
passages are read multiple times”
(Pearson & Gallagher, 1983 as cited in Brown & Kappes,
2012).
The LONG version…
Stay tuned for more on text-based questions and discussion.
Today we’ll focus on reading.
6. Focus Areas for Close Reading
• Text Complexity
• Vocabulary
• Informational Text
• Text Dependent Questioning
7. Attributes of Close Reading Lessons
1. Selection of brief, high quality complex text.
2. Individual reading of the text (when possible).
3. Group reading aloud.
4. Text-based questions and discussions that focus on
discrete elements of the text.
5. Discussion among students.
6. Writing about the text.
8. Teacher’s Goal in the Use of Close Reading
“To gradually release responsibility to students –
moving from an environment where the teacher
models for students the strategies to one where
students employ the strategies on their own
when they read independently”
(Pearson & Gallagher, 1983 as cited in Brown & Kappes, 2012).
9. The CCSS Requires Shifts in ELA/Literacy
1. Building knowledge through content-rich
nonfiction
2. Reading, writing and speaking grounded in
evidence from text, both literary and Informational
3. Regular practice with complex text and its
academic language
10. The Anchor Standards
• 1. Reading 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.
• 10. Read and comprehend complex literary
and informational texts independently and
proficiently
Possibly replace this slide with CCS slides from Kristin and possibly add slide 11
content from November presentation
How does this apply to me?
11. What is close reading?
•Standard 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.
• Close reading of complex texts involves engaging with and
examining facts and details about the text.
• The purpose is to notice features and language used.
• Students should think thoroughly and methodically about what the
details mean.
11
This is slide 11 from the November presentation
12. Let’s give it a try!
Distribute your articles please.
• Math –
• SS
• English
• Science
• Business
• Music
• Art
• Business –
14. • Reread and write a paraphrase of a section of the
text: Paragraphs 1 & 2. You may decide to have
students paraphrase all paragraphs in your lesson.
• With a group close by, discuss your paraphrases.
What is similar between you? What is different?
Argue for your paraphrase if necessary.
Next…
15. Who will read paragraph 3 for the group?
This time, complete the following:
• Underline impressionable lines or words
• Circle vocabulary that may need clarification
• Bracket lines that you may have questions
about
Again, you may have the students complete these
steps for the entire text.
16. Once you’ve done this, make notes in the margins
explaining your markings:
-What is impressionable about the underlined lines or
words?
-What are the definitions of the circled vocabulary,
based on context clues? Or, look them up.
-What questions do you have about the bracketed
sections?
With a group close by, share your observations.
17. A CCSS Routine for Close Reading
1. Read a text – cold, without set-up.
2. Re-Read in chunks.
3. Paraphrase in writing.
4. Discuss in own language, aloud, safely.
5. Read aloud for accessibility.
6. Identify hard words. Learn word meanings working with a partner.
7. Re-read several times, using specific prompts which require looking
for very specific details
8. Re-read for specific vocabulary.
9. Compare / Contract vocabulary meanings in writing, and through
sharing with a buddy.
10. Write an essay requiring the student to take a viewpoint and argue
the case.
Common Core Institute
18. NOTE: All of these steps can be modified, added to,
etc. for the purpose of your article and assignment.
The goal is to have the students take a closer look,
and to have them read multiple times and engage in
discussion.
19. Another Close
Reading Activity
1. Students simultaneously
annotate a complex text
2. No talking (at first)
3. Different colored markers
4. Engage in discussion
afterwards
5. Teacher monitors
annotations and facilitates
discussion as needed
6. Can rotate, having multiple
groups add annotations
7. Debrief as an entire class
Key Points:
If I were a teacher, I would put this on a poster and put it up on the wall in my classroom.
Any questions so far? (Break?)
David Coleman is founder and CEO of Student Achievement Partners, LLC, an organization that assembles leading thinkers and researchers to design actions to substantially improve student achievement. Most recently, David and Jason Zimba of Student Achievement Partners played a lead role in developing the Common Core State Standards in math and literacy. David and Jason also founded the Grow Network – acquired by McGraw-Hill in 2005 – with the mission of making assessment results truly useful to teachers, school leaders, parents, and students.
David spent 5 years at McKinsey & Company, where his work focused on health care, financial institutions, and pro bono service to education. He is a Rhodes Scholar and a graduate of Yale University, Oxford University, and Cambridge University.
