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

Close Reading for ALL Disciplines Jennifer Hengel, Nicole Hochholzer, Brian Reindl, and Coreen Wyngaard Kaukauna Area School District July 20, 2017

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.

Two Parallel Paths Today • Video Examples from • Close Reading a High School Science Rationale and Phases Class

Background History

Why did we do this work?

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

Close Reading Resources

Close Reading is an instructional routine in which students are guided in their understanding of complex texts. (p. 1) (Fisher and Frey, 2015)

How does this relate to... • GRR? • Disciplinary Literacy? • Common Core?

Relation to GRR

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

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)

Relation to Common Core ​ Read and comprehend complex literary and informational texts independently and proficiently. ​(Common Core Anchor Standards, Reading 10)

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

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

“To frontload or not to frontload, that is the question.” 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 Do not frontload if— • the text can provide an opportunity for students to successfully practice strategic reading

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

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

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.

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

Collaborative Conversations • Provide interaction with peers and teachers • Use academic language • Facilitate one another’s understanding

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

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.

The Four Phases of Close Reading Action-Oriented Questions What does the text inspire you to do ? Inferential-Level Questions What does the text mean ? Structural-Level Questions How does the text work ? Literal-Level Questions What does the text say ?

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

The Levels of Text-Dependent Questions Literal-Level Questions Inspect What does the text say ?

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.

The Levels of Text-Dependent Questions Structural-Level Questions Investigate How does the text work ? Literal-Level Questions Inspect What does the text say ?

Phase 2: Questions about how the text works focus on— a u t h y o r a r ’ l s u b c a r a c f o t v t e x t s t r u c t u r e

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

Phase 3: What Does the Text Mean? Inferences Author’s Purpose Intertextual Connections

The Levels of Text-Dependent Questions and Tasks Action-Oriented Tasks Integrate What does the text inspire you to do ? Inferential-Level Questions Interpret What does the text mean ? Structure-Level Questions Investigate How does the text work ? Literal-Level Questions Inspect What does the text say ?

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

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

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.

Close Reading Testimonial Middle School

And always remember… All close reading should be a social learning experience; close reading is never done alone.