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Instructional Focus for 2014-15
Close Reading
Common Core ELA 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.
What is Close Reading?
• Essentially, close reading means reading to
uncover layers of meaning that lead to deep
comprehension.
• It’s a careful and purposeful rereading of a text. It’s
an encounter with the text where students really
focus on what the author had to say, what the
author’s purpose was, what the words mean, and
what the structure of the text tells us.
• With close reading, you will be reading
articles/stories multiple times. Each time, you will
be pulling out different types of information.
The Importance of Close Reading
(Notice and Note: Strategies for Close Reading)
What
is a
Close Read?
Close reading is an
instructional routine in
which students critically
examine a text, especially
through repeated
readings.
- Fisher & Frey
Foldable
Creating a Close Reading
◻
◻
◻
◻
◻
Use a short passage
“Read with a pencil”
Note what is confusing
Pay attention to patterns
Give your students the chance to struggle a
bit.
Establish Purpose
• Explain the purpose of the read
• Students need to know prior to reading that this is an
opportunity for a Close Read
• Determine which Strand(s) of the Common Core Standards
you will focus
– Craft & Structure
– Key Ideas and Details
– Integration of Knowledge and Ideas
– *Range of Reading & Level of Complexity
st
1
Reading
• Students read independently
• Students annotate text
• Teacher observes students’ annotations and
looks for patterns
Annotation Example
• Purpose: Read to find out key characteristics
of an iceberg. How do these characteristics
work together in the formation of an iceberg?
1st Discussion
• Turn & Talk to Check Meaning
• Encourage Students’ to reference
text annotations during discussion
nd
2
Reading
• Teacher reads aloud the text
• Students listen
• Students continue to annotate
nd
2
Reading
“Because challenging texts do not give up their
meanings easily, it is essential that readers re-read
such texts.”
Tim Shanahan, 2013
“The close = re-read + worthy assumption here is critical:
we assume that a rich text simply cannot be understood
and appreciated by a single read, no matter how skilled
and motivated the reader.”
Grant Wiggin, 2013
nd
2
Discussion
• Students’ revisit table talk
• Students’ share and participate in
whole class discussion
rd
3
Reading
• Teacher Led Reading with Text
Dependent Questions
4th Grade Example
CCSS Instructional Shifts
Text Complexity
*
Text Dependent
Questions
ELA (6-12)
Close Reading
Writing to
Sources
Content
Area Literacy
( 6-12)
Academic
Vocabulary
Narrative Writing
Informational Text
•
Academic vocabulary is the vocabulary critical to understanding the concepts of
the content taught in schools.
• In identifying academic vocabulary for instruction, it is important to remember
that
not all terms are of equal importance.
◻ Some terms are critically important.
◻ Some terms are useful but not critical.
◻ Some terms are interesting but not useful.
*
Three tiers of words
Oregon Department of Education
*
Close Reading in a First Grade Classroom - Vocabulary
Focus
Resources: Shift Kits
ELA Shift Kit: One kit will be available per
building
All the resources contained in the Shift Kit
can be found at
http://education.illinoisstate.edu/casei/ela/
Expectations for 2014-15
• Teachers should complete at least 2 close reading
lessons per quarter.
• Submit your lesson plans for these lessons to building
principals before each lesson.
• Each principal will have further directions specific to
your building.
Ponder this…...