Transcript Take a “Closer” Look Using Close Reading Strategies with CCSS

Take a “Close” Look
Using Close Reading Strategies with CCSS
A.L. Corbett Middle School
Bridget Black, 6th Grade ELA
Kanelia Cannon, 8th Grade ELA
Tara Davis, Keyboarding/Computer Applications
Sandra Watts, 7th/8th Grade SS
South Carolina Middle School Association 37th Conference
March 1, 2014
What is Close Reading?
 “Close Reading is a central focus of the Common Core
State Standards (CCSS). It requires students to get truly
involved with the text they are reading. The purpose is to
teach them to notice features and language used by the
author. Students will be required to think thoroughly and
methodically about the details in a text. “
 Teacher-modeled
 Gradual release of responsibility
-Learning A-Z
What is Close Reading?
 “Close reading teaches students to seek out micro-levels
of understanding……When students are taught to read a
text closely they become more skilled at locating evidence
within a sentence or a paragraph or a page of a text or
story. Then orally or in writing, they can justify answers to
text-dependent questions based on evidence. These are
basic close reading skills as outlined by the Common Core
English language arts Standards that every student must
know to succeed in college and career.”
-Learning A-Z
What is Close Reading?
 “Close reading is an intensive analysis of a text in order to come
to terms with what it says, how it says it, and what it means”
 First read- Figure out what a text says; comprehension
 Second read-Figure out how a text is worked; organization,
literary devices, quality of evidence, word choice
 Targeted re-reading or total re-reading
 Third read-go even deeper; what does the text mean; what is the
author’s point; What does it have to say to me about my life or
my world? How do I evaluate the quality of this work—
aesthetically, substantively? How does this text connect to other
texts I know?
-Timothy Shanahan
Big Ideas
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Teacher-modeled
Gradual release of responsibility
Text-dependent
Read and reread
It’s about more than comprehension!!!!
 Comprehension-Analysis-Synthesis
Why These 5 Strategies?
 To model literacy strategies before, during, and after
reading in order to improve comprehension, analysis,
and synthesis
 To demonstrate for students how literacy strategies
can be applied in science, social studies, math, and
elective classes
Close Reading Foldable
Read Around the Text
1. Look at the pictures.
2. Look at the captions and read them.
3. Look at the maps, charts, and graphs.
4. Look at the titles and headings?
5. Read the first and last lines of each
¶for more information.
6. Ask questions.
Give yourself a reason to read.
Introduction to Read Around the
Text
What are six steps you take to
identify a good book?
Student Responses
The Purpose of Read Around the Text
 Students have the opportunity to preview text to be
read.
 Students can improve their comprehension by setting
a purpose for their reading and activate prior
knowledge.
Activity
Student Results
K.I.M. Vocabulary
Three-tiered vocabulary
Isabel Beck and Margaret
McKeown
Annotating the Text
THINK ALOUD by
writing on the text.
Reciprocal Teaching
 Scaffolds reading comprehension
 Students think about their thinking
(metacognition)
 Initially, the teacher is the coordinator
 Teacher-modeled
 Gradual release of responsibility
Inner Conversations
 Students have two voices-the voice that reads the
words and the conversation voice that talks back to
the text.
 Modeled
 Track your thinking on post-it notes
Tonya Mohr
Questions?
Links/Resources
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Timothy Shanahan “What Is Close Reading?”
Timothy Shanahan “Planning for Close Reading”
Close Reading of Literary Texts
Close Reading of a Literary Passage
Tonya Mohr-Following our 'Inner Conversation‘
Follow Your Inner Conversation
The Middle School High Five: Strategies Can Triumph
Middle Links-Middle School High Five
Classroom Strategies
Directions for Assembling a Layered Booklet
High Five Layered Booklet for Teachers
Dinah Zike