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Close Reading Strategies
Transcript of Close Reading Strategies
Determine the bundled standards for the text
Identify the required performance task or desired outcome
Do backwards planning -- tie into "Big Ideas" and "Essential Questions"
Consider how to build background and content vocabulary
Consider text demands--cognitive and academic language
Use CLOSE READING to dig deeply into the text Unlocking Complex Texts Scaffolds enable all students to access complex text directly rather than reducing the complexity of the text
Questions and tasks require the use of textual evidence, including supporting logical inferences from the text
A significant percentage of questions/tasks are text dependent Quality of the suggested texts in CCSS suggest shorter, challenging texts at each grade level.
Materials ensure students are reading complex text with fluency as well as comprehension.
Materials focus on academic vocabulary prevalent in complex texts throughout reading, writing, listening, and speaking instruction. Use a short passage
"Read with a pencil"
Note what's confusing
Pay attention to patterns
Give students the chance to struggle a little Creating a Close Reading Effective First Reading
What did you just read?
Why is it necessary to reread this text?
What will you do to address your "confusions" as you reread? Read this passage silently:
There are known knowns. There are things we know that we know. There are known unknowns. That is to say there are things that we know we don't know. But there are also unknown unknowns. There are things we don't know we don't know.
~~Donald Rumsfeld Standards based questions answered through reading the text
Should be higher level (old "Blooms"/new "Depth of Knowledge")
Give attention to different levels of discourse
main idea or message
Requires teacher preparation and student thought Text Dependent Questions What does it say? (literal comprehension) What does it mean? (interpretation level-identifying themes, symbols, deeper meaning, connections to other content) What does it matter? (levels of reflection, connection with "Big Idea") Key Words
Wrecking the text
Shades of meaning Other ways to unlock the text Identify one or more words you consider to be central to the meaning of the text.
Be prepared to explain your choices.
Why do you think the author chose this word instead of another?
How does this word capture the centrality of the text?
EXTENSION: "5-word summary"
Negotiate with a small group the 5 most important words to use in a summary of the text. Work together to write a summary that conveys the essence of the text. Key Words Magazines often pull and box important quotations from articles to attract reader attention.
Requiring students to pull quotes helps them determine significance.
Identify a significant quotation.
Write a short justification for the quotation you selected.
Why is it significant? Pulled Quotes Highlight the choices the author makes in the text.
How could you rewrite this sentence?
How does your word choice change the meaning?
Why do you think the author made the word choices he/she did? Wrecking the text Explore small, subtle differences in MEANING between similar words or phrases
Read a list of words carefully
Put them in order according to their meaning
Ask yourself - Which word has the strongest meaning? Which word has the weakest meaning?
Write the weakest word first.
Variation: select a word from the text and have students determine other words on the continuum of meaning (or provide variations) Shades of Meaning It's your turn!!!! Using your text, plan a close reading, INCLUDE STANDARDS! Involve students digging more deeply in language, meaning, and structure.