Close Reading! SCSD Saturday Academy - October 18, 2014

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1 Close Reading! SCSD Saturday Academy - October 18, 2014 Kate Franz Literacy Consultant katefranzliteracy@gmail.com

2 Warm Up What does close reading mean to you? Define close reading in 3 sentences/bullet points or less. Jot your definition on a post-it.

3 CCLS & Close Reading Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. p.3 3

4 Session Goals: Describe what close reading is and how it works Use the ACT Now! resources to plan and execute close reading instruction

5 A Close Reading Definition It is an interaction between the reader and a text wherein the reader makes careful observations of a text and then interpretations of these observations. It involves rereading -- often rereading a short portion of a text that helps a reader carry new ideas to the whole text.

6 Powerful Close Reading Instruction Must raise engagement and joy, not diminish it Must lead to student independence, not dependence on teacher prompting Must be one piece of your reading instruction, not the only part of your instruction Must be repeated across time and involve lots of opportunities for practice, not be a one-time, offthe-checklist activity Must be designed in response to the strengths and needs of your students, not planned solely to match a book or fit a scope and sequence

7 Familiar Work with New Texts Read closely Analyze HEY, KID, WE WANT YOU TO RE-READ A LITTLE BIT SO YOU CAN HAVE A REALLY COOL IDEA! Wow! Interpret 7

8 Close Reading Ritual READ o Annotate ideas about what the text says o Come up with a rough draft idea Read through a LENS o Text evidence o Structure o Word choice Use the lens to find PATTERNS Use the patterns to come to a NEW, DEEPER UNDERSTANDING of the text

9 Big Idea! It s not simply about rereading. It s about RE-ENGAGING with a new lens.

10 Using a Text Evidence Lens READ o Annotate ideas about what the text says o Come up with a rough draft idea LENS Choose specific details to gather as data: What characters/people say or do Relationships Setting descriptions Recurring objects PATTERNS o Which details fit together? o How do they fit together? NEW, DEEPER UNDERSTANDING Look at patterns to think about: o Character s/people s feelings, traits, relationships o Themes and lessons

11 Close Reading of The Bystander o o READ Annotate ideas about what the text says Come up with a rough draft idea what jumps out?

12 Close Reading of The Bystander LENS Choose specific details to gather as data: What characters/people say or do Relationships Setting descriptions Recurring objects PATTERNS o Which details fit together? o How do they fit together?

13 Close Reading of The Bystander NEW, DEEPER UNDERSTANDING Look at patterns to think about: o Character s/people s feelings, traits, relationships o Themes and lessons The reason why character is is because This character tends to My thinking about the character has changed because. One issue I m noticing is I think the author is trying to teach me. I think this because the author.

14 Using a Word Choice Lens READ o Annotate ideas about what the text says o Come up with a rough draft idea LENS Choose words that seem particularly selected by the author, such as words that : Evoke strong emotions or images Reveal style informal, formal tone Setting descriptions Kinds of words nouns, verbs, adjectives, adverbs PATTERNS o Which words fit together? o How do they fit together? NEW, DEEPER UNDERSTANDING Look at patterns to think about: o Author s tone, purpose, relationship to the theme o The text s central ideas, issues, lessons, symbols, themes

15 Big Ideas Discuss with a partner: What are your takeaways and understanding of close reading? How can you leverage student engagement to teach a process for close reading? Would you add more scaffolds for students? If so, what would they be?

16 ACT Now! Resource Created by Fisher & Frey Prioritizes annotation and collaborative conversation 6 units for each grade; each unit includes 3 texts (related to topic/idea) organized from less complex to more *One week of close reading will be built into subsequent reading units. It will replace ML or RA*

17 ACT Now! Resource: Lesson Outline Initial Read What does the text say? How does the text work? What does the text mean? Writing Wrap-up Read & annotate Questions that focus on Standards 1-3 Questions that focus on Standards 4-6 Questions that focus on all standards Written response Multiple choice quiz Would typically happen in same period

18 Scheduling M T W Th F Week 1 RA ML ML ML RA Week 2 RA ML ML ML RA Week 3 RA ML ML ML RA Week 4 RA ML ML ML RA Week 5 Close Reading Mini-Unit: Choose either X or Y text

19 Speed Cycle Take out your student copy of When Little Bear Would Not Work (Text 1, Unit 1 in Grade 3) Read & annotate Wait for teacher directions about using the close reading lenses

20 Using the ACT Now! Resource Read through the teacher lesson plan, making notes on the following: How do the ACT Now! Resources reflect the lens pattern new understanding method we worked with earlier? How don t they? How do the resources scaffold for student understanding? What revisions would you make to increase independence and transfer?

21 ACT Now! & Our Close Reading Ritual o o READ Annotate ideas about what the text says Initial read What does the text say? Come up with a rough draft idea Read through a LENS o Text evidence o Structure o Word choice How does the text work? What does the text say? Use the lens to find PATTERNS (Could be implied in answering/discussing 1 st and 2 nd reads) Use the patterns to come to a NEW, DEEPER UNDERSTANDING of the text What does the text mean?

22 Reflection & Action Planning How will you raise engagement and joy by using close reading? How will you ensure that you are teaching close reading in a way that builds student independence? How will you take into account your students needs?