close reading practices for grades 3-8does the author “wrap up” the story, or does s/he leave...
TRANSCRIPT
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©Nancy Boyles 2013
CLOSE READING
PRACTICES FOR
GRADES 3-8:
How to Help Students Master
Complex Text
Developed and presented by:
DR. NANCY BOYLES
Professor Emerita
Southern Connecticut State University
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DEFINING CLOSE READING
Close, analytic reading stresses examining meaning thoroughly and methodically,
encouraging students to read and reread deliberately. Directing student attention on
the text itself empowers students to understand the central ideas and key
supporting details. It also enables students to reflect on the meanings of individual
words and sentences; the order in which sentences unfold; and the development of
ideas over the course of the text, which ultimately leads students to arrive at an
understanding of the text as a whole.
INSTRUCTIONAL SHIFTS FOR CLOSE READING
PRE-CCSS CCSS
ALL comprehension instruction was very
focused: reading to find evidence for
theme, summary, etc.
The first reading is intended to be more
general; how much meaning can you
make from the text?
Big pre-reading component
Major changes to pre-reading
Not as much second or third reading to
dig deeper
Rereading to dig deeper—with focus and
gradual release
Lots of personal connections
EVERYTHING is text-based—less focus
on personal connections
Assessment of discrete objectives
Assessment of synthesis and application
of knowledge
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TEXT COMPLEXITY
Text Complexity
Grade
Band in the
Standards
Old Lexile Ranges
Lexile Ranges
Aligned to CCR
expectations
K-1 N/A N/A
2-3 450–725 420–820
4-5 645–845 740–1010
6-8 860–1010 925–1185
9-10 960–1115 1050–1335
11-CCR 1070–1220 1185–1385
SBAC UP-DATE
GRADE WORD COUNT LEXILE RANGE
2 200-300 350-500
3 300-650 480-700
4 450-750 620-820
5 450-750 760-910
6 650-950 870-1000
7 650-950 940-1070
8 650-950 1010-1100
9 800-1,100 1070-1120
10 800-1,100 1120-1200
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IS THIS TEXT COMPLEX?
Title of text: ___________________________________ Author: ______________________
QUANTITATIVE TEXT FEATURES
Lexile level: (www.scholastic.com/bookwizard ) __________
QUALITATIVE TEXT FEATURES
Criteria
Very
complex
3
Somewhat
complex
2
Not
complex
1
Comments
Knowledge demands
Connection to a student’s life experiences,
culture, literary or subject area knowledge, etc.
Few allusions to other texts vs. many allusions
(intertextuality)
Meaning
Single theme vs. multiple themes
Simple theme vs. complex theme
Perspective like one’s own vs. unlike/opposite
perspective
Single perspective vs. multiple perspectives
Many inferences required vs. mostly literal level
thinking
Language
Sophisticated language vs. straight-forward
language (imagery, figurative language, etc.)
Many new/unknown words vs. familiar words
Long, complicated sentences vs. short, simple
sentences
Text structure
Complex non-linear structure vs. simple
sequential structure
No helpful graphics or text features vs.
supporting illustrations, subheadings, etc.
TASK FEATURES AND CONTEXT
Students will demonstrate their understanding of this text by: _______________________________________
_________________________________________________________________________________________
These students probably do /do not have the necessary background knowledge for this text.
RATING
As an overall assessment for these students, I would rate this text:
___very complex ___somewhat complex ___not complex
Because: __________________________________________________________________________
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READY FOR CLOSE READING
1. Does this text look like it’s probably literature or information? What makes me
think this?
2. If it’s literature what do I expect to find?
3. If it’s information what do I expect to find?
4. What do I know about this topic?
5. What do I know about this author
6. What will the genre probably be, and what do I know about it?
7. Are there pictures or other graphics that will help me understand? How?
8. How will I keep track of my evidence?
9. How will I make sure I understand as I read?
10. Where should I stop to check my understanding (a few check points)?
11. Does it look like there might be some hard words? How will I handle hard
words?
12. Is there anything about the way the author has organized this text that will make
it easier (or harder) to read? (maybe there are bold words, subheadings, a table-
of-contents, graphics, etc.)
13. Will I need to read this text slowly in order to understand it—or does it look
pretty easy? Why?
Which “Ready to Read” point(s) above look the most helpful for this text?
Why?
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IDENTIFYING MEANING DURING CLOSE READING
LITERARY TEXT
Narrator
Is the narrator a character in the story? Who is it?
Is the narrator someone “outside” the story (the author)?
Characters
Who are the characters
Do the characters stay the same throughout the story, or do they change?
What character traits do I notice?
Do the characters have different points of view, or the same point of view?
Setting
Does the setting seem to be important to the story? How?
If the setting seems important, do I know anything about this place?
When does the story take place: past, present, future?
Does the setting stay the same throughout the story, or does it change?
Does the author give a lot of details about the setting before telling about the problem?
Problem/Events
Is there a main problem in the story?
Is the problem explained right at the beginning of the story?
What happens before the problem gets solved?
o What gets in the way of solving the problem?
o How do the characters try to solve the problem?
If there isn’t a problem, what is the sequence of events?
Solution/Outcome/Ending
How does the story end?
If there’s a problem, does it get solved?
Does the author “wrap up” the story, or does s/he leave unanswered questions?
Is the ending happy or sad?
Illustrations
How do the illustrations add to my understanding of the story?
Words
What important words from this story will I need when I talk about it?
Metacognitive strategies
Picturing, wondering, predicting, noticing, figuring out, connecting
INFORMATIONAL TEXT
What am I learning about? (What is the topic?)
Can I name several details?
Is there anything that stands out about the point of view?
How do the graphics add to my understanding of this information?
Are there any other text features that can help me understand (like bolded words or italics or
bullets)?
What important words in the text will help me to talk about this information?
Metacognitive strategies: Picturing, wondering, predicting, noticing, figuring out, connecting
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COLLEGE & CAREER READINESS STANDARDS FOR READING
Key Ideas and Details
1
Read and closely 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.
2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
3
Analyze in detail where, when, why, and how events, ideas, and
characters develop and interact over the course of a text.
Craft and Structure
4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and explain
how specific word choices shape meaning or tone.
5
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text relate to each other and the
whole.
6
Assess how point of view or purpose shapes the content and style of a
text.
Integration of Knowledge and Ideas
7
Synthesize and apply information presented in diverse ways (e.g.,
through words, images, graphs, and video) in print and digital sources in
order to answer questions, solve problems, or compare modes of
presentation
8
Delineate and evaluate the reasoning and rhetoric within a text, including
assessing whether the evidence provided is relevant and sufficient to
support the text’s claims. (nonfiction)
9
Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take. (C1:
text-to-text)
Range and Level of Text Complexity
10
Read complex texts independently, proficiently, and fluently, sustaining
concentration, monitoring comprehension, and when useful, rereading.
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CLOSE READING QUESTIONS ALIGNED TO
COMMON CORE COLLEGE & CAREER READING STANDARDS
Standard Possible questions to ask for
literary text
Possible questions to ask for
informational text
1. Finding evidence
What kind of clues to meaning do
you find on the cover (illustration,
title, author) that prepares you to
read this story?
Who is the narrator?
What does the author mean by__?
Identify the: characters, setting,
problem, outcome
What do you think are the most
important details in this part of
the text? Why?
What do you know about the
character(s)/ problem / setting
from this part of the text?
What do you know about the
character(s)/ problem / setting
that you didn’t know before?
Why do you think the author
included these details?
What is the first thing that jumps
out at you? Why?
What is the next thing that jumps
out at you? Why?
What kind of clues to meaning do
you find on the cover (illustration,
title, author) that prepares you to
read this text?
What does the author mean by__?
Who is providing this
information?
Identify the: topic, main points
What facts/details really stand out
to you? Why?
What do you know about this
person/ situation / place / etc.
from this part of the text?
What do you know about this
person/ situation / place / etc. that
you didn’t know before?
Why do you think the author
included this information?
What is the first thing that jumps
out at you? Why?
What is the next thing that jumps
out at you? Why?
2. Theme, main
idea, summary
Explain what is happening here in
your own words (paraphrase).
What is this story starting to be
about?
What is the author’s message?
What is the big idea?
What lesson does ___ learn?
What is the author’s message and
how does the author show this
throughout the story?
Explain what the author is saying
in your own words (paraphrase).
What is this [article] starting to be
about?
What did you learn in this part of
the text?
What is the main idea?
What is the main idea and how
does the author show this in the
text?
3. Story parts, facts
How does the setting (time and
place) make a difference to the
story?
How does [character] change
throughout the story?
What character trait/feeling is
present here?
Why does the author choose these
particular details to include?
How does [person] contribute to
this situation/problem (or the
solution of the problem)?
How does one event/step lead to
the next (cause/effect)?
What are the most important
facts/details?
Why does the author choose these
particular details to include?
Why did the author choose this Why did the author choose this
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4. Vocabulary
(words)
word?
What words show a feeling of
___?
What tone or mood does the
author create? What words
contribute to that tone?
What does this word mean based
on other words in the sentence?
What is the meaning of this
simile/personification/idiom/
metaphor, and why did the author
choose it?
What are the most important
words to talk about this text?
What words paint a picture in
your mind?
word?
What words show a feeling of
___?
What tone or mood does the
author create? What words
contribute to that tone?
What does this word mean based
on other words in the sentence?
What is the meaning of this
simile/personification/idiom/
metaphor, and why did the author
choose it?
What are the most important
words to talk about this text?
What words paint a picture in
your mind?
5. Structure, genre,
syntax
[for duplicated copies] How does
this text “look” on the page
(stanzas, illustration, etc.)? How
will this support your reading?
Where does the author want us to
use different thinking strategies
(picturing, wondering, etc.)?
What is the structure of this story
(or part of the story)?
What is the genre? What genre
characteristics do you find?
Are the sentences easy or hard to
understand? Why?
Why do you think the author
chose this genre or format (like
picture book, poem, etc.)?
How does this passage/paragraph
fit into the next
passage/paragraph or into the text
as a whole?
How did the author begin/end the
story to get your attention?
[for duplicated copies] How does
this text “look” on the page
(columns, numbered paragraphs,
etc.)? How will this support your
reading?
Where does the author want us to
use different thinking strategies
(picturing, wondering, etc.)?
What is the structure of this text
(or part of the text)?
What is the genre? What genre
characteristics do you find?
Are the sentences easy or hard to
understand? Why?
Why do you think the author
chose this genre or format (like
picture book, poem, etc.)?
How does this passage/paragraph
fit into the next
passage/paragraph or into the text
as a whole?
How did the author begin/end the
article/text to get your attention?
6. Point of view
Who is speaking in this passage?
Who does the narrator seem to be
speaking to?
What is the narrator’s/ character’s
point of view (what does he/she
think about ___)?
What does the narrator/character
care about?
Do different characters have
Who is the author of this
article/book?
Who does the author seem to be
speaking to?
What is the author’s point of view
about ___?
What does the author care about?
Why did the author write this?
Do you think the author is openly
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different points of view about__? trying to convince you of
something? What makes you say
this?
Does this information change
your point of view about __?
7. Different kinds
of texts
How do the illustrations add to
the meaning?
How is the [live version, video,
etc.] the same or different from
the print version?
How do the graphics [charts,
maps, photographs, etc.] add to or
clarify the message?
What information did you get
from the video/photo/etc. that
contradicted what you learned
from [your other text]?
How does the video, interview,
etc. add to or change your
understanding of this subject?
How do you read this like a
scientist/historian?
8. Critiquing text
This standard is not applied to literary
text
Did the author provide sufficient
evidence on the subject to support
his/her claim?
Did the author present the subject
fairly, explaining all sides of the
situation without bias?
Did the author leave out
information that should have been
included?
Is the author knowledgeable on
the subject with current
information?
Is there anything the author could
have explained more thoroughly
for greater clarification? What?
9. Text-to-text
How is [character 1] the same or
different from [character 2]?
How is [one story] different from
[second story]?
How is the message/theme of
[story 1] the same or different
from the message/theme of [story
2]?
Does this story remind you of
anything else you have read (or
viewed)? Explain.
Does the information from [text
1] express the same or different
point of view from [text 2]?
What new information did you
get from [text 2] that was not
included in [text 1]?
Does this text remind you of
anything else you have read (or
viewed)? Explain.
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©Nancy Boyles 2013
Amelia Earhart
Amelia Earhart Learns to Fly Amelia Earhart was born in Atchison, Kansas, on July 24, 1897. In those days, airplanes were not
nearly as common as they are today. Earhart was 12 years old before she ever saw an airplane, and
she did not take her first flight until 1920. Amelia Earhart was so thrilled by her first airplane ride
that she quickly began to take flying lessons. She wrote, "As soon as I left the ground, I knew I
myself had to fly."
Earhart excelled as a pilot. Her first instructor was Neta Snook, one of the first women to graduate
from the Curtiss School of Aviation. Earhart borrowed money from her mother to buy a two-seat
plane. She got her U.S. flying license in December 1921, and by October 1922, she set an altitude
record for women of 14,000 feet. In 1923, Earhart received her international pilot's license - only
the 16th woman to do so. At the same time, she was becoming famous for her aviation
achievements.
Amelia Earhart Flies Across the Atlantic
In 1928, Amelia Earhart received a phone call that would change her life. She was invited to
become the first woman passenger to cross the Atlantic Ocean in a plane. "The idea of just going
as 'extra weight' did not appeal to me at all," she said, but she accepted the offer nonetheless. On
June 17, after several delays due to bad weather, Amelia Earhart flew in a plane named
Friendship with co-pilots Wilmer "Bill" Stultz and Louis "Slim" Gordon. The plane landed at
Burry Port, South Wales, with just a small amount of fuel left.
Today, pilots routinely cross the Atlantic in about seven hours. How long was Earhart's flight?
Earhart's first trip across the Atlantic took more than 20 hours! After that flight Earhart became a
media sensation. Following the trip, she was given parties and even a ticker tape parade down
Broadway in New York City. President Coolidge called to congratulate her on crossing the
Atlantic. Because Earhart's record-breaking career and physical appearance were similar to
pioneering pilot and American hero Charles Lindbergh, she earned the nickname "Lady Lindy."
Earhart wrote a book about her first flight across the Atlantic, called 20 Hrs., 40 Min. She
continued to break records. She also polished her skills as a speaker and writer, always
advocating women's achievements, especially in aviation.
SBAC sample item. For demonstration purposes only. Please do not duplicate.
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PLANNER FOR CLOSE READING
Text: Amelia Earhart
Before Reading
Clues based on cover illustration—or
N/A
Clues based on page layout (columns, stanzas, bolded words, etc.)
Divided into paragraphs (places to pause; each contains a big idea and details)
Two headings (discuss what you will probably learn in each section)
Clues based on title, author
Amelia Earhart (Do I have any background knowledge?)
Probable text type (Literary or informational); possible genre
Probably informational text; probably biography
During Reading
Ask these questions first Follow-up Text-dependent Questions
What is the author
telling me?
Any hard or important
words?
What does the author
want me to understand?
How does the author
play with language to
add to meaning?
First chunk (first paragraph)
What part of Amelia’s life is this about? (early years)
What was important to her right from the start? (flying)
Even if you have no previous knowledge of Amelia Earhart, what
do you expect her life to be about? What is the evidence?
What facts might you include in a summary? (year of birth; saw
first plane at 12 years; knew she wanted to fly) What might you
leave out?
Second chunk (second paragraph)
What is the topic sentence of this paragraph? How can you tell?
(all other sentences relate to first one)
What does excelled mean?
What does altitude mean?
What does the author mean by aviation achievements?
How does this paragraph fit with the first? (next part of her life)
What details seem especially important in this paragraph? Why do
you think the author included them? (aviation achievements;
showed why she became famous)
What points would you include in a summary (excelled as pilot;
many achievements)? What might you leave out?
Third chunk (third paragraph)
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Fourth chunk (fourth paragraph)
Fifth chunk (fifth paragraph)
Why do you think Amelia chose this title for her book?
What does it mean to polish your skills?
How does this paragraph fit with the one before it? (more
achievements; more fame)
What points would you include in your summary? (more
achievements; wrote books, etc.)
After Reading (Depending on time available, some tasks below may not be completed on same day as first close reading) Important words to talk about the text
Amelia Earhart, aviation, Atlantic, fly, achievements
Review of text type (literary/information) and genre
Information; biography
Theme/lesson/message (if appropriate)
What is the main idea/author’s message here? (Following your passion; dream big)
Retell/summarize (if appropriate)
Yes, good to summarize (a sequence)
Collaborative oral task
With partner, orally summarize the main points of this text.
Written task (if appropriate)
Create written summary the following day or later in the week
THINK ABOUT IT
Which standards were well represented?
Were there any standards that were not well represented?
What kind of text could you pair with this one to feature different standards?
What component would you like to connect?
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PREPARING FOR CLOSE READING
Title of text: ____________________________________________________
Complexity of the text
Lexile (if available) or other readability measure: _____________
Qualitative complexities of this text
Challenges for students reading this text
Learning points from the first close reading
Reasons for revisiting this text:
(What students will probably not get from a first close reading)
Approaching the text
___Teacher reads entire text aloud first, then goes back and reads chunk by chunk
___Students read entire text first for a general impression, then the teacher reads chunk by chunk
___ Teacher reads by chunk without an initial read-through by either the teacher or the students
__ I have determined appropriate text chunks: places to pause and ask questions
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PLANNER FOR CLOSE READING
Text: ________________________________________________________
Purpose: Deep understanding of the text
Before Reading
Clues based on cover illustration—or
Clues based on page layout (columns, stanzas, bolded words, etc.)
Clues based on title, author
Probable text type (Literary or informational); possible genre
During Reading
Questions students should ask themselves for each chunk of text
What is the author telling me?
Any hard or important words?
What does the author want me to understand?
How does the author play with language to add to meaning?
Follow-up Text-dependent Questions for the teacher to ask about each chunk of text
First chunk:
Second chunk:
Third chunk:
Fourth chunk:
Fifth chunk:
Add additional chunks as needed
After Reading (Depending on time available, some tasks below may not be completed on same day as first close reading)
Important words to talk about the text
Review of text type (literary/information) and genre
Retell/summarize (if appropriate)
Theme/lesson/message (if appropriate)
Collaborative oral task
Written task (if appropriate)
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BOOKMARKS FOR CLOSE INDEPENDENT READING
Question
1
•What is the author telling me?
Question
2
•Are there any words that are hard, or seem important?
Question
3
•What does the author want me to understand?
Question
4
•How does the author play with language to add to meaning?
Question
1
•What is the author telling me?
Question
2
•Are there any words that are hard, or seem important?
Question
3
•What does the author want me to understand?
Question
4
•How does the author play with language to add to meaning?
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What is the author telling me?
Any hard or important words?
What does the author want me
to understand?
How does the author play with
language to add to meaning?
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©Nancy Boyles 2013
A FEW OF NANCY’S GUIDELINES FOR CLOSE READING
TO GET YOU STARTED
Close reading is not a mini lesson
For primary grades, an appropriate lesson length is about 20 minutes;
intermediate: 30 minutes; middle/high: a class period
Consider using one complex close reading anchor text per week—and
using it in multiple ways to dig deeper into the text and literacy skills
Teach follow-up lessons based on your anchor text to meet other
standards (fluency, writing, specific comprehension skills, etc.)
Always have a companion text to connect with your anchor text; be sure
the connection is a significant one.
Provide students with the opportunity to write about their reading in
some way (argument/opinion, explanatory, narrative)
At the intermediate grade levels and beyond, carry close reading of
developmentally appropriate texts into small group instruction.
Apply close reading in independent reading with easier text (applied to a
small portion of the independent text each day)
Picture books are great for close reading—regardless of the grade level!
It’s good to have multiple copies of your text, especially for follow-up
lessons so students can go back to the text for evidence
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©Nancy Boyles 2013
COMING JANUARY, 2014. . . . . FROM NANCY BOYLES
AND CORWIN LITERACY
How to choose the best texts for close reading
How to plan a good close reading lesson:
Before, During, After
How to move students to independence
How to reread to dig deeper
Bibliographies, templates, task sheets, charts—and more
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Also from Nancy Boyles Email: [email protected]
Cell: (203) 710-9868
Books Closer Reading, Grades 3-6: Better Prep, Smarter Lessons, Deeper Comprehension, Corwin, 2014
That’s a Great Answer, second edition, Maupin House, 2011
Rethinking Small Group Instruction in the Intermediate Grades: Differentiation that Makes a
Difference, Maupin House, 2010
Launching RTI Comprehension Instruction with Shared Reading: 40 Lessons for Intermediate Readers,
Maupin House, 2009
Hands-On Literacy Coaching, Maupin House, 2007
Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction, 2004
Teaching Written Response to Text: Constructing Quality Answers to Open-ended Comprehension
Questions, August, 2001
Professional Development Workshops
Closing in on Close Reading
How is close reading different from other reading that students do in the classroom? And how can "close
readers" become independent readers? In this session learn practical strategies for before, during, and after
reading that increase focus on what the author is saying, why the author is saying it, and how the author plays
with language to impact meaning. Handout will include list of close reading strategies and other classroom
ready materials.
Audience: Grades 2-8 classroom teachers, special education, ESL, administrators, reading coaches and
consultants
**************************************
Writing about Reading: Argument, Informative, and Narrative Writing in ALL grades
How can we use the Common Core writing standards to improve the teaching of writing so that students can
meet the expectations of writing assessments—AND improve their craft as writers? In this workshop, learn
basic principles of argument/opinion writing, informative writing, and narrative writing that can be applied to
grades 3-8, as well as strategies for teaching those structures, and means of incorporating author’s craft across
a full range of writing. Handout will include list of possible mini-lessons and strategies for connecting reading
and writing through craft.
Audience: Grades 3-8 classroom teachers, special education, ESL, administrators, reading coaches and
consultants
***********************************************
Rethinking Small Group Instruction in the Intermediate Grades to Support the Common Core In this workshop learn how to support the Common Core in the intermediate grades through differentiated
small group reading practices that help students construct basic meaning, reinforce specific standards and
develop higher level thinking through discussion and collaborative tasks. This hands-on session includes
planning templates, rubrics, checklists, and more for immediate classroom use.
Audience: Grades 2-8 classroom teachers, special education, ESL, administrators, reading coaches and
consultants