Baldwin County February 7, 2014

OUTCOMESOUTCOMESParticipants will gain a deeper understanding of … What Close Reading is, how to do a close reading, What Close Reading is, how to do a close reading,

and why it is important.and why it is important. What reading, writing, and speaking

grounded in evidence from text, both literary and informational, look like in practice.

How to incorporate Talk Moves in all content areas.

How to plan a Close Reading lesson that incorporates text dependent questions and writing.

“Close Reading – an intensive analysis intensive analysis of a text in order to come to terms with whatwhat it says, howhow it says it, and what it meansmeans.”

Tim Shanahan

“Deep reading,” or slow reading, is a sophisticated process in which people can critically think, reflect, and understand the words they are looking at. With most, that means slowing down – even stopping and rereading a page or paragraph if it doesn’t sink in – to really capture what the author is trying to say. Experts warn that without reading and really understanding what’s being said, it is impossible to be an educated citizen of the world, a knowledgeable voter or even an imaginative thinker.

-Laura CaseyContra Costa Timesmercurynews.com

International Reading Association: http://www.reading.org/general/publications

HOW TO DO A CLOSE HOW TO DO A CLOSE READINGREADING

11STST READ TO GET THE GIST READ TO GET THE GIST22NDND RE-READ W/ A PURPOSE IDENTIFIED RE-READ W/ A PURPOSE IDENTIFIED BY BY THE TEACHERTHE TEACHER33RDRD RE-READ TO ASK/ANSWER RE-READ TO ASK/ANSWER QUESTIONS QUESTIONS ABOUT WHAT ABOUT WHAT YOUYOU’’VE VE NOTICEDNOTICED

1.Read Charlotte’s Web Chapter 1 to get the flow of the story. Read -

with a pencil in hand annotate the text

What has taken place in the story so far? Be sure to use specific textual evidence in your answer.

LiteralThis is a story about a little girl who lives on a farm with her mother, father, and brother. Her name is Fern. The story begins with Fern’s father, Mr. Arable, setting out with an ax, and Fern asking: (Where’s papa going with that ax?) The story goes on to show that Fern is terribly upset that her father is going to kill a piglet because it is a runt and, as he says, “A weakling makes trouble.” Fern calls this event a terrible injustice and persuades her father to give her the piglet instead.

CLOSE READING OF CLOSE READING OF CHARLOTTECHARLOTTE’’S WEBS WEB

2. Reread paragraphs 4-14. Look for key details that might help

you determine a central message or theme beginning to emerge.

3. Ask and/or answer questions about the details you’ve noticed how and why are these important

to the overall text?

What’s the story beginning to be about?

Be sure to include details from the story.

 

The story is starting to be about a struggle for justice. Fern says “It’s unfair” a couple of times. She also says it’s the most terrible case of injustice she’s ever heard of. Fern tries to wrestle the ax from her father’s hand.

How did Fern react to her father getting ready to kill the pig?

What in the story makes you say that?

Fern becomes extremely upset. She is yelling and sobbing. Fern calls it, “A matter of life and death.” She even compares killing the piglet to her parents killing her if she had been born very small.

CCR Anchor 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.“

CCR Anchor Standard 2“Determine central ideas or themes of a text

and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard 3"Analyze how and why individuals, events,

and ideas develop and interact over the course of a text.“

“As you embrace high-level comprehension and analytical reading skills, you may need to acknowledge that many teachers never received any training or practice with these skills in their education or own reading lives.”

Lucy Calkins

Responsibility The Cycle of Life and Inevitably of Death

Growing Up Standing up for what you believe in Others that are less fortunate than you

Reread Charlotte’s Web (First 3 paragraphs on the second page)

Re-Read - with a pencil in hand annotate the text identify words or phrases that suggest feelings or appeal to the senses

Breakfast Smell of bacon, coffee,

damp plaster Wood smoke from the stove Roller towel Light shone through his

ears

Read through the Craft and Structure anchor standards (4-6).

Which of the standards were we able to address at your grade level?

Read through standards 7,8,9 How might you address these

standards using Charlotte’s Web?

What other texts and/or sources might be appropriate for layering?

CLOSE READING WITH INFORMATIONAL TEXT

“Close reading is purposefully reading a text several times in order to analyze and gain a deeper understanding of the text.”

1st Read = Get the gist of the text2nd Read = Read for a purpose 3rd Read = Read to firm-up knowledge and/or another purpose

1st Read

Purpose: Read the Los Angeles Times article “Vampire bat debate: To kill or not to kill” to get the flow of the story.

2ND Read Purpose: Mark the main points or arguments the author is trying to make.

After your second read, jot down two or three arguments the text leads you to make.

1. State my positions or arguments-

Most bats are harmless

OR

Bats are needed for research.

* Now, you may start your 2nd read.*

Vampire bats are dangerous to cattle. Vampire bats are important to research. People don’t know much about vampire

bats. Farmers should have a right to catch and

kill all the vampire bats they can. Vampire bats contribute to the local

ecology. The natural habitat of vampire bats is

being destroyed.

Share your positions with your partner. As a pair, choose one to defend.

1. The position or argument- Most bats are harmless.

2. Evidence from the article – … out of 1,100 known bat species only three are blood-sucking…… zoologist describes them as peaceful and cuddly

3rd Read

Purpose: Defend your position with at least two pieces of evidence directly from the article or infer from the text. Underline the textual evidence.

After your 3rd read, write down the evidence from the text that defends your argument.

Join up with another pair. Decide who is pair A and pair B. Pair A = Share your position and

evidence to pair B. Pair B = Cross examine pair A. Try to

poke holes in the other pair’s evidence. Switch roles.

A. Convene with another pair and share your argument.

B. Share with the whole class.

C. Model writing the argument with evidence and assign students to do the same.

Work with a partner and use the rubric to assess student writing.Prompt:Write an argument to defend your position. Use two details from the text to support your argument.Rubric:Did I write an argument that defends a position?Did I use two details from the text?Do the details support my position?

Daily (specific) Outcome:Cite textual evidence with the purpose of supporting your conclusion from a text

ELA CCR Anchor Standard Reading Informational # 1 & 8 Speaking & Listening # 1, 3, & 4

Writing #1 Choose a worthy text

Close reading with a Sleuth Passage in a third grade classroom.

Revoicing Restating

Agree/Disagree Add on

Wait time

Video Clips –

As you observe the students, look for productive Talk Moves that promote student discussion about text. Highlight the “Talk Moves” on your handout.

Quick Write, Pair, Share-

Jot down one or two things you noticed about the student discussion.

Discuss your reflections with a partner.

Find a partner. Choose a grade level for planning a

Close Reading lesson using a selection from Sleuth.

1. Daily (specific) Outcome:Cite textual evidence with the purpose of supporting your conclusion from a text

2. ELA CCR Anchor Standard Reading Informational # 1 & 8 Speaking & Listening # 1, 3, & 4

3. Choose the text

1. What College and Career Ready Standards will I address?

2. What is my desired outcome for this lesson?3. What steps will I take to reach my outcome?4. How will we know when each student has met

the desired outcome?5. What will I do if learning does/does not occur?

Find another set of partners. Share your plan. E-mail your completed lesson plan to

aguy@bcbe.org.

A FINAL A FINAL THOUGHT….THOUGHT….“If young readers do the

work of the first three anchor standards well— comprehending, comprehending,

inferring, synthesizinginferring, synthesizing —then they’ll move rapidly up levels to the

kinds of stories where paying attention to craft, structure, and language will become an

essential part of their everyday reading work.”

-Calkins, Ehrenworth, & Lehman, 2012

Quick Write- How do you plan to share the information from today with others at your school?