3/3/2014. Session Agenda: Close Reading HELPING STUDENTS TO READ COMPLEX TEXT: DESIGNING CLOSE READING EXPERIENCES

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1 HELPING STUDENTS TO READ COMPLEX TEXT: DESIGNING CLOSE READING EXPERIENCES Facilitated by Angela Di Michele Lalor Session Agenda: Segment 1: Close Reading Experiences Segment 2: Designing a Close Reading Experience Segment 3: Supporting Students Close Reading academic essays, begin with a close reading of some kind of text a painting, a movie, an event and usually with that of a written text. When you close read, you observe facts and details about the text. making these observations constitutes the first step in the process of close reading. The second step is interpreting your observations. Patricia Kain, Writing Center at Harvard University 1

2 Gradual Release of Responsibility Instructional Support Based on teacher input models and think-alouds Provides students with strategies Opportunity for practice and feedback Classroom Learning Experience Involves both independence and input from others. Some instruction Opportunity for practice and feedback Independent Complete use of strategies independent from others input No instruction Strategy for use Simulation: Read for the gist Annotate for purpose, argument and development Discuss: 1. What question did the people of New York have to decide? 2. What position did Jay taken? 3. What was the position of those that opposed Jay? 4. What is the meaning of the term Providence and how does Jay use it throughout the Federalist Paper? 2

3 Write Write a summarizing statement together, for each paragraph. The summarizing statement can only be one sentence and must be in your own words. Reflect What did you do as readers to make sense of the text? How did the discussion impact your understanding of the text? What did you do as readers during the discussion? How did the writing task impact your understanding of the text? What value was there in the writing task, if any? Key Elements of a Close Reading Experience Reading Annotating Questions Discussion Writing 3

4 Activity: Examining Close Reads Processing Questions: 1. What does the example reveal about the elements of a close reading experience that is scaffolded by a teacher? 2. How are the elements connected? 3. What questions does this example raise? Designing a Close Reading Experience Text Context and Purpose Standards Questions Reading Annotation Discussion Writing 4

5 First Step to Designing a Close Read: Choosing a Text The Preamble to the Constitution We, the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution of the United States of America. Context and Purpose describes how the close read sits inside a unit of study where students are deeply engaged in connected learning experiences, building knowledge and skills that will assist them in reading a complex text identifies the specific skills and strategies the students are asked to use during the close reading experience 5

6 Context and Purpose This close read of the preamble of the constitution is at the beginning of a unit of study in which students explore the question, who are the we in we the people? In this unit of study, students examine the struggle of marginalized groups of American people in obtaining the rights guaranteed by the constitution. During the close read students will be examining and interpreting the language of the preamble in order to understand the constitution s purpose and how it represents the values on which America is based. Unit Standards Review the standards that will be emphasized in the unit of study: RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Close Reading Standards Determine which standards would be most appropriate given the text students will be reading: RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 6

7 Questioning Standard Generic Question Text-Specific Question RH Determine the What are the meaning of the What do these key words, justice, meaning of words words and phrases tranquility, welfare, and phrases as found in social liberty, mean? they are used in a studies text? text, including vocabulary specific to domains related to history/social studies. Why did the authors use this language in establishing the purpose of the constitution? Syntax Questions Questions focused on specific aspects of the text i.e. text structure and sentences: How does the phrase in Order to form a more perfect Union explain the purpose of the constitution Turn and Talk 1. When would you use a generic question? text-specific question? 2. What do all standards-based questions require students to do as thinkers? 7

8 Cluster the Questions Who were the we the authors were referring to when they wrote the constitution? What was meant by the phrase to ourselves and our Posterity? Why was it necessary for the authors to state who was establishing the constitution? Purpose: Author s Purpose Day One: Reading Task - Students read and annotate - Teacher reads Discussion Task -Small group -Large group Writing Task -Collaborative -Independent Students read the Preamble independently; identifying what they notice about the text. The teacher reads the Preamble aloud to the students. The teacher instructs the students to reread the text in small groups focusing on the vocabulary used in the constitution. Students discuss the following questions: How does the vocabulary impact your understanding of the Preamble? Why did the authors use this language in establishing the purpose of the constitution? What do these key words, justice, tranquility, welfare, liberty, mean? Students are asked to use their notes to rewrite the Preamble using information from their small group discussions. Day Two: Reading Task - Students read and annotate - Teacher reads Students reread the Preamble independently; Discussion Task -Small group -Large group Students meet in small groups and discuss the following questions: Who were the we the author s were referring to when they wrote the constitution? What was meant by the phrase to ourselves and our Posterity? Why was it necessary for the authors to state who was establishing the constitution? Writing Task -Collaborative -Independent Students use their notes to answer the question, What was the author s purpose? 8

9 Text reveals options for Reading Annotation Discussion Writing Design Session Gradual Release of Responsibility Instructional Support Based on teacher input models and think-alouds Provides students with strategies Opportunity for practice and feedback Classroom Learning Experience Involves both independence and input from others. Some instruction Opportunity for practice and feedback Independent Complete use of strategies independent from others input No instruction Strategy for use 9

10 Video Analysis: What is the reader expected to do? What does the teacher do to support the work? Exploring Annotation Strategies 1. What annotation strategies do you currently ask your students to use while reading? 2. What successes have your students had with annotation? 3. What challenges your students when it comes to annotation? Annotation Strategies Using headings and sub-headings to determine the most important information: Students preview the text taking note of the title, headings and sub-headings. Before reading each section of the text, students turns the heading or sub-heading into a question. As students read the text they underline/highlight any information they feel is related to the question they created from the heading/subheading. 10

11 Purpose of Annotation Standard RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Purpose for Annotation Details that reveal an author s point of view or purpose Evidence of rhetoric Persuasive Technique Emotionally-laden Words Implications by Association Half-truths and Conveniently Omitted Details Overgeneralization Ethos, Pathos, Logos Ethos: credibility, based on the author's authority Logos: logic used to support a claim (induction and deduction); can also be the facts and statistics used to help support the argument Pathos: emotional or motivational appeals; vivid language, emotional language and numerous sensory details 11

12 9 10 Information Annotations Details that assist in making inferences Questions for further exploration Details that reveal the central idea of the text Details that reveal how an author unfolds an analysis or series of ideas or events; includes order, introduction, connections Words and phrases that have figurative, connotative and technical meanings Words that impact meaning and tone Euphemisms and oxymoron Sentences, paragraphs, sections or chapters that provide insight into an author s ideas or claims Lesson Structure Teacher shares learning target Teacher models/think aloud Student practice Mini-Lesson Students apply Teachers provide feedback Students apply feedback WorkSession Together bring closure Share Session Video Analysis What annotation strategy is being taught? How can students use this strategy when annotating the text independently? 12

13 Application What specific strategy do you think your students could benefit from? Why do you think so? End-of-Session Reflection 13