Close Reading for ALL Disciplines Jennifer Hengel, Nicole - - PowerPoint PPT Presentation

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Close Reading for ALL Disciplines Jennifer Hengel, Nicole - - PowerPoint PPT Presentation

Oct 20, 2023 575 likes •1.07k views

Close Reading for ALL Disciplines Jennifer Hengel, Nicole Hochholzer, Brian Reindl, and Coreen Wyngaard Kaukauna Area School District July 20, 2017 Todays Learning Targets Participants will develop a clear understanding of what is

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Close Reading for ALL Disciplines

Jennifer Hengel, Nicole Hochholzer, Brian Reindl, and Coreen Wyngaard Kaukauna Area School District July 20, 2017

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Today’s Learning Targets

Participants will—

  • develop a clear understanding of what is meant by

“close reading.”

  • examine the key features of Close Reading and their

impact on students’ ability to access complex texts.

  • identify and describe each phase of close reading.
  • have some models in mind.
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Two Parallel Paths Today

  • Close Reading

Rationale and Phases

  • Video Examples from

a High School Science Class

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Background History

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Why

did we do this work?

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PD Process

  • 1. Experience Close Reading.
  • 2. Phase 1
  • 3. Phase 2
  • 4. Phase 3
  • 5. Phase 4
  • 6. Consolidation
  • Coaching Throughout as Needed
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Close Reading Resources

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Close Reading is an instructional routine in which students are guided in their understanding of complex texts. (p. 1)

(Fisher and Frey, 2015)

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How does this relate to...

  • GRR?
  • Disciplinary Literacy?
  • Common Core?
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Relation to GRR

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Relation to Disciplinary Literacy

“The message is that literacy is integral to attainment of content knowledge and content is essential background knowledge for literacy

  • development. This interdependent relationship

exists in all disciplines.”

Wisconsin Department of Public Instruction

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Relation to Disciplinary Literacy

“... close readings should be conducted in any class in which complex texts play a role...”

(Rigorous Reading, Fisher and Frey, p. 46)

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Relation to Common Core

​Read and comprehend complex literary and informational texts independently and proficiently.

​(Common Core Anchor Standards, Reading 10)

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Close Reading Features

Short, complex passage Repeated readings Annotation Collaborative conversations Text-dependent questions

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Short, Complex Passage

The text is—

  • a few paragraphs to a few pages in

length

  • sufficiently complex for multiple

readings

  • a challenge to readers’ thinking and

understanding

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“To frontload or not to frontload, that is the question.”

Frontload if — Do not frontload if—

  • the text will only be read once, a “once and

done” text

  • the learners will face such significant

challenges that strategies alone may not help

  • the text can provide an opportunity for

students to successfully practice strategic reading

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Repeated Readings

Students reread—

  • as a primary scaffold for understanding
  • with appropriate guidance and support
  • for different purposes
  • to find evidence for inferences and

conclusions

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Benefits of Repeated Readings

Students engage in collaborative conversations. Students dig more deeply into the meaning. Students improve their fluency and comprehension.

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The Process of Annotation

Students—

  • slow down their reading of print or digital texts.
  • write directly on the text.
  • identify central ideas.
  • circle confusing words or phrases.
  • write margin notes (questions, reactions,

examples).

  • discuss the text with others.
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Annotation Symbols:

Underline - key ideas and details Circle - words or phrases you don’t know ? - write questions in the margins ! - write surprises in the margins

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Collaborative Conversations

  • Provide interaction with peers and teachers
  • Use academic language
  • Facilitate one another’s understanding
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Text-Dependent Questions

  • Strategically focus student attention on

challenging or confusing parts of the text

  • Center on various aspects of the text:
  • structure
  • meaning
  • logical inferences that can be

drawn from the text

  • Require evidence from the text
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Text-Dependent Questions

  • help develop the habit of thinking

critically.

  • are an example of dialogic teaching,

not an independent activity.

  • provide an opportunity for students

to follow their own lines of thinking.

  • are a product of the teacher’s close

reading of the text.

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The Four Phases of Close Reading

Literal-Level Questions What does the text say? Structural-Level Questions How does the text work? Inferential-Level Questions What does the text mean? Action-Oriented Questions What does the text inspire you to do?

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Close Reading Phases Phase 1 What does the text say? Phase 2 How does the text work? Phase 3 What does the text mean? Phase 4 What does the text inspire me to do? Common Core Anchor Strands Strand 1 Key Ideas and Details Strand 2 Craft and Structure Strand 3 Integration of Knowledge and Ideas

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The Levels of Text-Dependent Questions

Literal-Level Questions What does the text say?

Inspect

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Phase 1: What Does the Text Say?

  • This phase asks students to inspect

the text.

  • The answers to literal-level questions

can be found directly in the text.

  • These questions are a launch pad for

beginning discussions of the text.

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The Levels of Text-Dependent Questions

Literal-Level Questions What does the text say? Structural-Level Questions How does the text work?

Inspect Investigate

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Phase 2: Questions about how the text works focus on—

v

  • c

a b u l a r y a u t h

  • r

’ s c r a f t t e x t s t r u c t u r e

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Why Students Need Structural-Level Questioning

  • Provides a cognitive bridge from literal to inferential

meaning

  • Shifts readers’ attention to an element of the text that

was overlooked

  • Focuses students on organizational structures and

words choices

  • Raises their consciousness as writers
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Phase 3: What Does the Text Mean?

Inferences Author’s Purpose Intertextual Connections

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The Levels of Text-Dependent Questions and Tasks

Literal-Level Questions What does the text say? Structure-Level Questions How does the text work? Inferential-Level Questions What does the text mean? Action-Oriented Tasks What does the text inspire you to do?

Investigate Inspect Interpret Integrate

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Phase 4: Six Recommended Action-Oriented Tasks

  • 1. Presentations
  • 2. Socratic Seminars
  • 3. Debates
  • 4. Investigations (Research)
  • 5. Tests
  • a. Summative Assessments
  • b. Evidence from the text in order to

determine an answer

  • 6. Writing from Sources
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Action-Oriented Tasks

Allow students to demonstrate their thinking about the text. Require students to cite evidence from the text. Are worthy of the students’ time and effort.

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Important Points to Remember About Close Reading

  • Not all texts are worthy of a close reading.
  • The teacher must provide scaffolds for the readers as

they explore complex texts and develop the habits of thinking critically.

  • Students must apply problem-solving skills to build a

thorough and deep understanding of the text.

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Close Reading Testimonial

Middle School

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And always remember…

All close reading should be a social learning experience; close reading is never done alone.