Kra close reading
Transcript of Kra close reading
Building Reading Strength and Understanding with Close Reading
Close Reading, So What?A significant body of research links close reading of complex text----whether the student is a struggling reader or advanced---to significant gains in proficiency and finds close reading to be a key component of CCR.(PARCC, 2011)
Common Core ELA standards for 6-12 extend beyond English class to all disciplines. There is now a requirement for cross content literacy (reading, writing, speaking and listening).Now What?
Deep Understanding of Content
Direct instruction
discussion
Close reading
writing Text reading
Hands on manipulatives
Define Close Reading…….• Underline key details that support the definition of close reading and
identify the defining characteristics of close reading.• Jot in the margin, any questions you have while you are reading.
What is Close Reading?An approach to the text which enables readers to uncover, engage with and understand the information and ideas it contains.
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Why Add Close Reading Instruction?
• Reading Standard 10 : read and understand increasingly complex text• Build reading skills leading to strength and
stamina • Text complexity gap• Opportunity to acquire content knowledge
Moss, Lapp, Grant and Johnson, 2015
Literacy is the gateway to your content!
How is Close Reading Different?
Short pieces of rigorous, engaging, thought provoking text
Worthy of rereading
Limit before reading activities
Multiple readings guided by text
dependent questions
Gain insight to in order to critically and ethically evaluate the text message.
Real World Connections, Sharing New Understandings
Habit of Practice
Jot Top 3
7 Steps for Planning and Preparing
Determine the Lesson Purpose, Tasks and Standards
Disciplinary Skills and Knowledge+
Literacy Skills for the Discipline+
Thinking tasks and Understandings
Selecting an Appropriate Text
Social Studies and History
Science and Technical Disciplines
Determine the potential problem areas
Advanced Vocabulary
Concepts and Contexts
Text Layout/ Structure
Plan for after reading task
Supporting Struggling Learners• Use sentence, language or paragraph frames• “I notice that on page____, the author used the word(s) _____________ to
help us see _____________.”
• Gradual Release: (I do it, We do it together, You do it together and You do it)• Paired reading to independent reading• Read Aloud for first read but read independently on second and third
reads
Provide instruction and modeling on Text Annotation
Key Points to Remember When Planning• Determine the _____________--, _____________- and _______.• Select an appropriate ______________--.• Look for ______________ ______________.• Plan the after reading _______________.• Teach p_________________ a___________________.• D____________________ for struggling learners.
Text-Dependent Questions
Text-Dependent Questions• can only be answered correctly by close reading of the text • require an understanding that extends beyond recalling facts• require students to infer• allow students to gather evidence and build knowledge• provide access to increasing levels of complex text• call for careful and thoughtful teacher preparation
Goals of TDQ• Rich and rigorous evidence-based
conversations • Discussions that stay deeply
connected to the text • Students revisiting text for evidence
to support their argument in a thoughtful, careful, and precise way• Students slowing down to explore
and learn from the evidence
Which requires close reading?
Progression of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
8 & 9
3 & 7
6
4 & 5
2
1
Standards
Fischer and Frey, Literacy for Life, fischerandfrey.com/resources
Text Dependent Questions
Question Builders
Show me Such as
Expl
ain
What details
What clues
TDQ – Partner Practice
Evaluate the Questions• Does the student have to read the text to answer?• Does the question provide the opportunity to determine the meaning
of academic vocabulary?• Are the inferences grounded logically in the text?• Does the question stay focused on the text?• Is the question aligned to the standard(s)?• Are the students gaining knowledge as a result of the question?
Well???
“The Gist of the Day”