a close look at close reading christina steinbacher-reed and kathy gephart – iu 17 [email protected]
TRANSCRIPT
A Close Look at Close Reading
Christina Steinbacher-Reed and Kathy Gephart – IU 17
“I choose C”
The Need for College and Career Ready Standards
Parking Lot
Gr. 6-12 ELA PA Core Standards
Literary
Informational
Reading
Narrative
Informational
Argument
Writing
Speak./Listen.
PA Core standards for Science and Technology
Standards within the Discipline
Content Standard
sKey Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range and Level of Complex Text
Reading in
Science/Tech
Types and Purpose
Production and Distribution
Research to Build and Present Knowledge
Range of Writing
Writing in
Science/Tech
PA Core standards for history and Social Studies
Standards within the Discipline
History Content Standard
s
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range and Level of Complex Text
Reading in
HistoryTypes and Purpose
Production and Distribution
Research to Build and Present Knowledge
Range of Writing
Writing in
History
What is the Difference?
IdentifyDescribeExplainCompareAnalyze Interpret Evaluate
The Language of the Standards
“read closely” and “cite specific textual evidence” (R.1)
“analyze how . . . ideas develop and interact” (R.3)“interpret words and phrases” and “analyze how
specific word choices shape meaning” (R.4) “analyze the structure of texts” (R.5)“assess how the point of view shapes a text” (R.6) analyze tow or more texts to build knowledge (R.9)
The Revised SAT
Citing Evidence Source Documents Vocabulary Writing an Essay Math Coverage Calculators Analyzing Text and Data Founding Documents Incorrect Answers, Essay, Scoring, and Format
A Closer Look
Key Shifts Impact on Teachers
Impact on Students
What did we notice?
What is Close reading?
An interaction between reader and text (Doug Fisher, online interview, 2012)
Making careful observations of a text and then interpreting those observations (Pat Kaine, Harvard 1998)
Involves rereading; often rereading a short portion of a text that helps a reader to carry new ideas to the whole text (Beers and Probst, 2012)
Text
Author Reader
Meaning
Specifically . . . • The process of reading, observing, and interpreting a text deeply.
– Often involves multiple readings of the same text through different lenses
– Usually only a short passage of text is under consideration
– Through repeated readings, builds students’ understandings of the key takeaways in the text
– A practice for both fiction and non-fiction
Close reading is Not
Used with all texts An isolated activity Text book questions “Independent Reading” Listening to a lecture Listening to a read aloud Doing a ‘Close Reading’ worksheet Low-level, closed questions
Close Reading Can . . .
Raise engagement and joy, not diminish it Lead to student independence, not dependence on
teacher prompting Allow time for extended reading across many pages
of text Provide multiple opportunities for repeated reading Close the gap between struggling readers and
achievement of grade level standards (Lehman & Roberts, 2014)
Close Reading in Action
What did you notice?
About the Text? About the Instruction?
Colorful Questions
In groups of 4, open the envelope and distribute the enclosed cards.
After reading the card, respond to the question – you will need to refer closely to the article.
When instructed, find another student(s) with the same colored card. Compare your answers and come up with an agreed upon answer. Share your group’s answer with the teacher before returning to your HOME group.
After returning to your HOME group, share your question/answer.
Text Dependent Questions
What are they?
Examples and Non Examples
Characteristics
Ask students to perform one of the following:
The Gettysburg Address
Traditional Questions . . .
Why did the North fight in the civil war?
Have you ever been to a gravesite?
Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?
TDQ Questions . . .
In the first sentence, what does Lincoln tell us about this new nation?
What impact does starting the second paragraph with “now” have on its meaning?
When Lincoln says the nation was “so conceived and so dedicated” what is he referring to? What is the point including the phrase “or any nation so conceived and so dedicated” – what would the sentence mean without it?”
Close Reading Stems . . .
Where does the author provide evidence of . . . ? Provide a spot in the text where the author contrasts ______ . Describe an example of a cause and effect relationship in the
text. The author identifies an opposing view when he/she says . . . . The diction changes in ________ section, which underscores
________. Where in the text does a shift of tone occur? What signals this
shift? How does the use of the _____ (word/phrase) contribute to
_______ ?
This is really hard.
Why is this so hard?
Teachers must be able to:
• interpret text deeply• support interpretations with evidence from the
text• capture thinking in writing and discussion• identify and model the skills and thought
processes necessary to make meaning of the text
Where to we begin?
Understand the text deeply as an adult reader
Understand the text as a teacher at your grade-level
Develop text-dependent questions with responses
Use experience of understanding the text to translate metacognition into skills and tie to standards
Step 1: Select a text and a “team”
Step 2: Read independently, annotating
• Read first for understanding (“gist”)
• Reread multiple times noting:– Big themes or central ideas– Development of ideas,
characters, themes across the text
– Significant craft moves– Structural elements– Vocabulary and word choice– Tricky parts
Step 3: Come together for a “text talk”
Objectives for text talk: Come away with understanding the key
takeaways in the text AND understand the textual evidence that got you to that point.
Understand where the text is particularly challenging and why.
Develop an initial set of possible text-dependent questions.
Step 3: Come together for a “text talk”
1) Discuss the text as adult readers (enjoy it! )
2) Discuss with your teacher hat on
3) Develop an initial draft of TDQ’s
Step 4: The conversation should continue• “Polishing the stone”
• You’re only at the front door:• Refining text-dependent
questions• Aligning to standards• Guiding students to
successfully and independently read closely**
Let’s Have a Go!
1. Select a text2. Read, re-read and mark the text3. Share your thinking about the passage and brainstorm an
initial set of text-based questions4. Continue polishing your lesson - refining your questions,
consider your instructional approaches,develops scaffolds
Additional
newsela.com Kelly Gallagher Article of the Week The New York Time’s Learning Network
http://learning.blogs.nytimes.com/
In Closing . . .
3 – Things that stood out to you today
2 – Questions you still have
1 – Next Step