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The Reading and Writing Connection:. Integrating Close Reading Practices with Academic Writing. P art 1: Investigate. Integrating Close Reading practices and Academic writing. College and Career. - PowerPoint PPT Presentation
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The Reading and Writing Connection:Integrating Close Reading Practices with Academic Writing
INTEGRATING CLOSE READING PRACTICES AND ACADEMIC WRITING
Part 1: Investigate
College and Career
CCRA.R.1: Read closely to determine
what the text says explicitly and to make
logical inferences from it; cite specific
textual evidence when writing or
speaking to support conclusions drawn
from the text.
Skills involved in the close reading process:
• Careful Reading
• Critical Reading
• Focused Reading
• Re-Reading
• Persistence
• Discussion and responses connected to the text
“Close reading is not one thing; there are many versions of it. Get a structure for close reading in mind. But then let the text dictate the
terms of engagement.”Timothy Shanahan
www.shanahanonliteracy.com
What is the Purpose of Close Reading?
Students will integrate new information with existing schema to comprehend deeply and increase knowledge.
RESEARCH REVIEW
New Critical Theory
Text based approaches, based on New Criticism, are grounded
upon some objective meaning self contained within the text.
http://public.wsu.edu/~delahoyd/new.crit.html
Everything is already present in the work being examined. The
reader reads to gain knowledge and insight from the text.
We can’t ignore the text…
A Transactional Theory Reader Response theory places emphasis on the role of
the reader and his/her individual interaction with the text. Reading is a transactional interplay between the reader and the text.
Rosenblatt, L.M. (1982). The literary transaction: evocation and response . Theory into Practice,(21) 268-77.
We can’t ignore the reader…
“The finding of meaning involves both the author’s text and what the reader brings to it” (Meaning does not reside not solely within the text or solely within the reader’s mind.)
Rosenblatt, L.M. (2005). Literature as Exploration and The Reader, the Text, the Poem. Voices From the Middle (NCTE) (12)3.
Elements of Reading Comprehension
Comprehension consists of 3 key elements--the reader, the text, and the activity. These elements are interactive with the social and
cultural context in which reading takes place.
RAND Reading Study Group 2002
ReaderActivityText
Context
A Balanced Approach
The resources a student brings to the reading affect how he or she comprehends
the information contained within the
text.
Douglas Fisher Interview Part 1Part 2
Based on the information so far, how would you describe “close reading” and when
would you use it in the classroom?
Active Reading with Annotations
Students may highlight important information and monitor comprehension by:
taking metacognitive (think-aloud) notes.
questioning and summarizing in margins.
noting main ideas, connections, and patterns.
Sample Annotations for Close Reading
Key vocabulary/unfamiliar vocabulary
Main Ideas (double underline)
Supporting Details (single underline)
Confusing information or concepts
Evidence for…
Metacognitive (Think Aloud) Notes Notes in margin
Selective Highlighting
Focus, Attention, and Engagement
Close Reading with Rigor
How do you keep students attentive, focused and engaged when reading text?
Components of Close Reading
Complex text
Repeated reading
Chunking
Deep thinking
Active engagement and comprehension monitoring
LEVELS OF CLOSE READING
Purpose and Understanding
Collaborative Discussion
Frame the Text
Read Carefully
Return To Text
Write and
Reflect
Adapted from Gallagher, 2004
Sample Close Reading Model
Frame the Text
Hook students and activate prior knowledge,through engaging questioning and discussion, by providing context and reinforcing ONLY the essential knowledge needed to comprehend the selection.
Set the context and the purpose.
Limit pre-reading load; the teacher’s main role is scaffolding with quality questioning and probing.
Cold vs. Warm Close Reading
Explain the purpose of framing the text and describe how you might balance the pre-reading discussion, so not to defeat the
purpose of reading the text closely?
Read through once for fluency and understanding
This first read should be uninterrupted; it allows students to get a general sense of the text. All students need access to complex text through:
Read AloudRead Along (Choral and Partner)Read Alone
Return To Text
Return to the text multiple times for multiple purposes for deeper understanding
Prompt students to take notes during the re-reading process, finding text evidence and responding to text dependent questions.
Collaborative Discussion
Students may share notes in small, collaborative discussion groups.
Groups may share with class, expanding and elaborating notes.
Teacher facilitates discussion with prompts and probes
Comprehension is deepened through collaboration.
Text Talk
Note the strategies the teacher uses during the discussion to scaffold students’ understanding.
1. Comprehension Monitoring
2. Cooperative Learning
3. Graphic and Semantic Organizers
4. Questioning (generating and responding)
5. Summarizing
S
Think aloud to model comprehension and metacognitive strategies for understanding.
QUESTIONING
What types of text based questions will allow
students to build gradual understanding of overall
meaning?
Ask and answer questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis for the
answers.
RI.3.1
Text-Dependent Questions:
require careful examination of text
require students to respond with support from text.
range from simple to complex, going beyond basic facts and recall.
promote deep comprehension and retention of content
Words/PhrasesSentencesParagraphSegmentsSelection
Across Texts
… to build gradual, overall understanding.
A variety of questions on a variety of levels
Key Ideas and Details
Questions at this level relate to main ideas, supporting details, and the relationship between ideas in a
text.
Craft and Structure
Questions at this level relate to vocabulary, style, genre, language use, text structure, and author’s
point of view.
Integration of Knowledge and Ideas
Questions at this level ask students to integrate and extrapolate
information from the text (including all features), and to analyze and use reasoning and evidence to make inferences, conclusions, and connections.
Graphic and Semantic Organizers
Levels of Text-Dependent Questions Worksheet
Write and
Reflect
Connecting Reading and Writing
What are the big ideas, and enduring understandings students should take away from the reading?
Students demonstrate learning by responding to essential questions.
LESSON SNAPSHOTS
Videos
First Grade: Using Text Evidence to Draw Conclusions
Close Reading: The Case of the Strange Noise
Grappling with complex informational text through close reading
Fifth Grade: Finding Main Ideas and Important Details
High School: Close Reading for Content, Meaning and Style
The Art of Questioning: Content, Meaning, and Style
What type of written assignment could students complete following these close reading
exercises?
Discuss:• Challenges in
design• Implications
for instruction
Fifth Grade: The Omnivore's Dilemma
Additional Video Samples
High School: Explicit and Implicit meaningsThe Road Not Taken
http://www.youtube.com/watch?feature=player_detailpage&v=pZIQcwbHRKYIn this video, a group of 4th grade students closely read a text about toy inventors, discussing their ideas with their peers. Their teacher models her thinking on some tricky parts, asks text-dependent questions, and guides their annotation and writing.
http://www.youtube.com/watch?feature=player_detailpage&v=nznO1BMtahwLucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Bringing Close Reading and Accountable Talk into an Interactive Read Aloud of Gorillas
http://www.youtube.com/watch?feature=player_detailpage&v=WgQYvj2U4KwIn this first day of instruction, the teacher focuses his first graders on a complex text. The instruction centers on the vocabulary. The subsequent lessons focus on text-dependent questions and details. This is the first of three days' worth of instruction on this text.
http://www.youtube.com/watch?v=nX3kNk3NrJo&list=UU5mN2B-2JYc9XiK1qFQjeSg&feature=player_detailpageIn this video, a 6th grade teacher focuses on closely reading a social studies informational text using think-aloud modeling and annotations.
http://www.youtube.com/watch?list=UU5mN2B-2JYc9XiK1qFQjeSg&v=QE9YbeCkLeQ&feature=player_detailpageIn this video, a 6th grade educator provides her students an opportunity to closely read a text while annotating.
http://vimeo.com/album/2192389/video/55965892Accountable Talk based on text, using text details for support, referring to text features, drawing conclusions from text information.
Additional Video Samples
THE PLANNING PROCESSPart 2: Plan
Collaborative Discussion
Frame the Text
Read Carefully
Return To Text
Write and
Reflect
Putting it All Together! The
Model
Planning Guide for Close Reading
Text Complexity Analysis
Worksheet
Text Dependent Questions Worksheet
Learning Expectations
Students will demonstrate (in writing) a thorough understanding of the costs and benefits of wind farms, choose a position, and cite evidence from the text to support this position.
Pre-Read Selection
Source: Kucan, L. & Palincsar, A. S. (2013). Comprehension instruction through Text-Based Discussion.
Harnessing the Wind
The Standards’ Model of Text Complexity
Step 4: Recommended Placement
61
Quantitative Measures Comparison
Quantitative MeasureLexile Stretch Band
Lexile Rating: 1070Grade Band: 6-8
Step 4: Recommended Placement
64
What other factors make the text complex?
Qualitative Measures
Qualitative Measures
Step 4: Recommended Placement
68
1. This selection is part of a larger research project, embedded within a unit of instruction about energy
2. The content is appropriate based on our standards, objectives, and our qualitative analysis..
We must consider the level of student motivation and prior knowledge, since this selection comes very early in the unit.Due to this challenge and the complexity of the text, a close reading experience is necessary
Step 4: Recommended Placement
72
Step 4: Recommended Placement
73
Middle Low
Middle High
Middle High
Middle High
Lexile 1070Grade Band: 6-8
Motivation and Prior Knowledge may be a challenge, since this selection comes very early in the unit.
Due to challenges and complexity, text will be presented in a close reading exercise.
This selection is appropriate for the grade level, instructional intentions, and learning expectations.
Quantitative: (Lexile: 1070 Grade Band: 6-8)Qualitative: Middle/low on purpose, Middle High on structure, language and knowledge elementsReader and Task—To successfully read and comprehend the selection: Students will need background knowledge about geographic regions and technical vocabulary; attention will be paid to text features with an initial mini lesson and we will focus on this element during close reading; students may need a review on critical think-aloud notes, annotations, and strategies for summarizing.
Planning Guide for Close Reading
Culminating Task
In a written composition, students will compare the costs and benefits of wind farms, based on the evidence from this text. They will take a stance, casting their vote for Pro or Con, using evidence to support their position. A graphic synthesis of student responses will be displayed.
Frame the Text
Frame the Text and Hook the Students
• Determine Background Knowledge
• Set a Purpose • Engage and Motivate
Based on the Qualitative and Reader/Task Measures students will need background knowledge about geographic regions in the US and explicit instruction for the following essential vocabulary: turbines, surplus, kinetic and mechanical energy. Special attention will be paid to the various text features including charts, sidebars, diagrams, and captions.
Segment the Text
Chunk into appropriate units based on complexity, themes, concepts, and purposes for reading.
Segment 1: Paragraph 1 Segment 4: Paragraph 8-9Segment 2: Paragraph 2-4Segment 3: Paragraph 5-7Vocabulary: turbines, surplus, accustomed, Prairies, kinetic energy and mechanical energy, Persia, harnessed, irrigating, generator, kilowatt, megawatt
Construct Text-Dependent Questions
See Levels of Understanding WorksheetDiscussion will take place following each TDQ in small groups first with a follow up whole group share so that students can update their notes.
Strategies for Instruction
Comprehension and metacognitive strategies modeled and practiced in this lesson include: Thinking Aloud and metacognitive notes; annotations for identifying main ideas; Getting the Gist strategy for summarizing main ides following each chunk of text; using text features to aid comprehension; applying discussion moves; and organizing notes for writing)
Share thoughts about this session.What would you adjust, add, or omit to tailor
this process to your needs?
Take it for a test drive!
When designing a lessons, try it out with a colleague, to fine tune and make necessary adjustments, before implementing it in the
classroom.
Other Models and Sample Lessons
Sample Lessons
Grades K-12Grades 6-12
APPLICATION: DESIGN A LESSON
Part 3: Apply
Collaborative Discussion
Frame the Text
Read Carefully
Return To Text
Write and Reflect
Putting it All Together!
Learning Expectations
Pre-Read Selection
The Standards’ Model of Text Complexity
Quantitative Measures Comparison
Step 4: Recommended Placement
105
Qualitative Measures
Step 4: Recommended Placement
107
Step 4: Recommended Placement
111
Pre-Read Selection
Culminating Task
Frame the Text
Segment the Text
Construct Text-Dependent Questions
Levels of Understanding
Strategies for Instruction
Construct the details
for the lesson.
Take it for a test drive!
Try the process out with a colleague, to fine tune and make necessary adjustments, before
implementing it in the classroom.
ReferencesBeers, K. & Probst, R. E. (2013). Notice and Note: The importance of close reading I cultivating engaged readers and addressing the CCSS. Portsmouth NH: Heinemann.
Fisher, D. & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher (66)3, 179-188.
Gallagher, K. (2004). Deeper Reading: Comprehending Challenging Texts. Portland ME: Stenhouse.
Kucan, L. & Palincsar, A. S. (2013). Comprehension instruction through Text-Based Discussion. Newark DE: International Reading Association.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects: Appendix A. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington DC.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington DC: National Institute of Child Health and Human Development.
RAND Reading Study Group (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica CA: RAND.
Rosenblatt, L.M. (1982). The literary transaction: evocation and response . Theory into Practice,(21) 268-77.
Rosenblatt, L.M. (2005). Literature as Exploration and The Reader, the Text, the Poem. Voices From the Middle (NCTE) (12)3.
www.shanahanonliteracy.com
http://public.wsu.edu/~delahoyd/new.crit.html