CLOSE READING CLOSE LISTENING Objectives n I understand

+ CLOSE READING/ CLOSE LISTENING

+ Objectives n. I understand what close reading is. n. I understand the components of close reading. n. I will trial close reading of a text. n. I have knowledge in developing text-dependent questions for a close reading of a text. n. I understand how close reading fits within CCSS.

+ Definition n. Write your definition of Close Reading.

+ Douglas Fisher: Close Reading and the CCSS, Part I and 2 n Watch the following videos and complete graphic organizer. n http: //www. youtube. com/watch? v=5 w 9 v 6 -z. Ug 3 Y n http: //www. youtube. com/watch? v=Jh. GI 5 zdjpvc n Any new discoveries? Add new information to your definition.

+ Key Components of Close Reading n. Use of short passages n. Rereading n. Model- Reading with a pencil n. Noticing things that are confusing n. Discussing the text with others n. Responding questions to the text-dependent

Selecting Text + n Reread short pieces of text. This helps students to see how to apply the strategy or skill within the text with more clarity and ease. n Narrative or informational text, e. g. , explanation, procedural, folktales, short stories, articles, poems, etc. n Not all texts require close reading.

+ Rereading n Close reading requires a willingness to return to the text more than once. n Students need to understand that their comprehension of a passage is always growing and changing. n Rereading helps the reader to notice details and subtle characteristics of things like tone and voice. n Slowing down the reading process, always returning to text. n A question can be asked and instead of letting the child answer, have them direct the group where to reread in the text that proves his/her answer. n Students can explain their answer.

+ Reading With a Pencil n Kindergarten students need tostudents see this modeled. Taking notes or annotating makes pay attention to the text and gives them support when they return to the text to find evidence. n Helps students to remember their thoughts of the text and/or author. n Teach students a format. n Underlining important parts. n Circling important words. n Putting a question mark on words or ideas. n Numbers in margin to show sequence of events, BME, CE, PS

+ Close Reading/ Close Listening First Reading: Questions should be framed around Key Ideas and Details: • State what the text says explicitly and support it with evidence. • Identify the main topic and details • Identify characters, setting and major events Second Reading: Questions should be framed around Author’s Craft and Structure: • Recognize types of text • Discuss unknown words Third Reading: Questions should be framed around Integration of Ideas and Knowledge: • Describe the relationship between the illustrations and the text • Identify the reasons an author gives to support points • Compare and contrast two texts • Describe cultural connections between text and self

+ Close Reading/ Close Listening The Hungry Caterpillar by Eric Carle First Reading: Questions should be framed around Key Ideas and Details: n. Retell the story. n. How long did it take to go from a hatched egg to a butterfly? n. What is one food that gave him a stomachache? n. What is one food that did not give him a stomachache? Second Reading: Questions should be framed around Author’s Craft and Structure: n. How does the author help us to understand what cocoon means? n. Who tells the story- the narrator or the caterpillar? Third Reading: Questions should be framed around Integration of Ideas and Knowledge: n. How do we know that he is hungry? n. Is this a happy story or a sad one? How do you know?

+ Discussing the Text n Students need to engage in purposeful talk, using academic vocabulary and evidence in the text to support their claims. n Students need time to practice and scaffolding to become proficient in this. n At first teachers will need to play larger roles helping their students to return to the text.

+ Asking Text-Dependent Questions n Text-dependent questions help to prompt students to go back to the text. n Text-dependent questions can only be answered with evidence from the text. n They don’t have to only be limited to the literal meaning, but also the deeper meaning that students have to make inferences about (mood, tone, author’s purpose, choice of words, etc. ). n Asking Text-Dependent Questions. n Don’t ask questions that take them away from the text. n By redirecting them to the text this will help struggling readers’ stamina and skills. n Questions have to be developed before the lesson. n Bloom’s Taxonomy-oriented questions are effective. n Students will read for the type of questions that they are asked most frequently. We should try to build into higher order thinking.