Close Reading Work:
gives access to the content via complex text (information/nonfiction
realm) / I'm not asking them to transfer the skill as a class, but what am
I asking them to do?
Reading process work:
How do we uncover themes? Explicit (where in the text is the theme handed
to you? do the work to identify it) and Implicit (other take aways based
on connections and inferences and prior knowledge)? (text says vs who I am as a
reader) Strategies for noticing - read closely inservice of finding themes and
evidence.
Where do I put a
close reading .... (end of the unit .... the text stretches the
application - how is it related to the reading process work to work
in a complex text. Test the reading process work and stretch it.
"I have to think about my reading process work..." Ex:
the theme is ____, ...)
Create a foundation
for the text - either content or reading process work. This text then
stretches that work.
Difference:
upping the ante of the reading work with a complex text VS using a
complex text to engage in reading work...
Shared reading: short
texts that get increasingly difficult (flexible goes sideways and up at the
same time) 1st) easier, more concrete practice of the work 2nd) sideways
(access the same but different genre (poetry, script, play)) or up (up a
couple of levels - where do my kids pop out? what makes it more challenging?
what happens? what makes it break down?) ? So we think we have this figured out, now let's try it with this
text....
Close Read: complex
text, text-dependent questions...based on foundation...creates some level of
assessment, forces students to "prove" answers ~ give away and then
force them to justify it using some of the reading work more flexibly...
- History:
- Close reading has been used for 100 years...
- A way to understand the whole by paying close attention to this part.
- Big ideas that come out of literature that are important for and at all ages come from close reading!
- Elementary vs Secondary
- emerging/developing reader VS struggling reader or readers not doing the right think in this text
- Elementary K-6, Middle 6-8, Secondary 7-10, Cognitive shift to abstractions 11-12
- NOTE: balanced literacy went up the grades, but close reading didn't come down.
- Close reading (instructional strategy) VS Reading carefully/closely (student strategies)
- TDQs are different for both
- TDQs for close reading "teaching the text through well-crafted questions" and "teachers are experts about this text" and "push readers back into the text."
- Make an argument that these three words "...." are the most important words in the text.
- TDQs for independent use are more about how to pay attention differently to text.
- Research: How do we balance the differences?
- Krashen: more reading = better reader, IR, practice, just right books, and 10,000 hours
- Shannahan: If never lifted into more complex texts, they don't become better readers. Languish is IR level...regardless of the level.
- Curriculum Design (Why this text?) is a way to balance the approaches.
- Content Team:
- Pull lots of research about adolescent literacy programs and skills.
- What does making meaning look/sound like at elementary? middle school? high school?
- Elementary - literacy skills separated from content knowledge
- Middle school - literacy skills and content knowledge coming together; begin to think of reading as a HCT
- High school - literacy skills and content knowledge are two sides of the same coin. Reading is a HCT...
- Unit
- Possible text
- "do the work" - read the text in a different way, process >= end result
- Results in understanding the Level or Complexity
- Results in understanding the skills/strategies that I used as a reader
- If complexity is
- HIGH: close reading with TDQ (say, mean, matter)
- LT is content
- HIGH: If high because of a skill/strategy that can be taught, mini-lesson to teach the skill/strategy and then release to try on with the text.
- LT: content and process
- MEDIUM/LOW: Mini-lesson to teach a skill/strategy and apply that lesson to the text
- 2 LTs: process and content
Close Read Prezi:
LA curric is a systematic effort to develop engaged and powerful readers, writers, and thinkers.
- Knowledge is not only an end in itself; it also serves as a means to an end.
- Stamina is the ability and willingness to keep on (reading) when the task is hard or long.
- increased amount of reading and/or increased complexity of task
- Increase length of time
- Increase amount read in a sitting
- explicit instruction - how do you stay focused?
- EX: scan for vocabulary
- Goal setting
- Assessment requires a window into a student's thought processes. We must challenge them to communicate well in writing and talk.
- Close Reading:
- Analysis of text that focuses on significant details or patterns and that typically examines some aspect of the text: form, craft, meaning..
- Goals:
- learn about language
- rhetorical technique (FATPPG)
- Gain deeper understanding
- Explore theme or patterns in text
- Understand writer's craft
- Transactional Reading = deeper understanding
- Text: language, rhetorical stance, craft, meaning
- Texts build skill and a source of knowledge
- Reader PK and experiences
- Resources:
- Power Point with good information
- Chapter 1 from Fall in Love with Close Reading
- Notes:
- Research has demonstrated that conversations with peers improves comprehension, engagement and standardized test scores. - Richard Allington
- This is true for adults as well as for students.
- The #1 thing needed to teach reading is to know what's going on in our own heads. How do we do this? How do we name it? understand it? externalize it? This is "doing the reading" or "scrutinizing our intellectual processes."
- Close reading is the minute, meticulous examination of highly complex text.
- Close reading is teacher directed because the text is HARD!
- Rigor (quality of inflexibility, better word?) - using complex texts to read (cold) and reread via invitations back into the text to find textual evidence. Forming an argument based on textual evidence. Instead of faking it, really figure out what it means.
- Think about close read VS careful reading
- Close read makes students slow down, pay closer attention, make notes, willingly reread, notice/pose/answer questions, take on a critical stance, support views with evidence in the text.
- Careful Reading (students can begin to own): reading strategically, purposeful read/reread, pencil in hand, stop/think/act, act/build/assess PK, engage & interact, student-centered, CCR texts and purposes.
- Teachers must work to create engagement, curiosity, choice, responsibility, creativity, and scholarly fun.
- Be sure to use small groups or pairs
- use random groups (www.random.org) - g-rated groupings
- Be sure text is short...
- Use it frequently - shorter times yet often.
- TALK should help students learn to "think aloud"
- TEXT: Complex, short text (1-page wonders); content that kids will care about - talks about danger, conflict, risk and/or choice; value, moral, ethical or political dimension to it; something to debate, dispute or disagree with
- Build a process:
- Read #1: (Read Aloud) Initial reader responses: connections, links, thoughts, ideas,
- Read #2: (Reread silently - notice) deeper comprehension (NOTE: you cannot analyze before this)
- x: vocabulary, italics, words used to create a mood, predictions
- Give away the meaning/Give away the answer and ask students to find the evidence to support it.
- Reread #3: provide reasons to reread:
- puzzles, quest, mystery,
- evoke curiousity to figure something out,
- make this interactive (Is there a way to move? Best thinking while moving! (ex: line up/human continuum, 4 corners, inside/outside, etc))
- zero in on a turnin gpoint
- build argument/thinking and justify with text
- When you have to take a stand, evidence is more interesting.
- Strategies: chunk the reading, create suspense/engagement,
- Teacher Strategies: Cold reads in front of kids - don't fake it, do it!
- Assessment: study classmates thinking and post comments
- Grading: 10 - thoughtful responses, 0 - didn't do it.
Summary:
- Choose the text purposefully. Know what makes it complex.
- Consider PK
- Chunk the text
- Consider initial responses
- Provide good reasons to reread
- Make it interactive - up and think, written conversations, talk
- Use writing to deepen thinking
Text Options:
- Facing History and Ourselves - lots of memoirs
- Gale Resources Science and History
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