Meet Alyssa

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Close Reading

Anchor Standard 1:Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific text evidence when writing or speaking to support

conclusions drawn from the text.

What is your definition of close reading?What do you do when you chose to read closely?

What motivates you to read closely?

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How do you see your students as readers?

How do they read?

How much support do they need?

When and what are they reading?

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Reflect On Instructional Practices

Name three ways you teach students to understand the text they are reading.

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Strategy #1

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What do proficient readers do?Understand text structureTolerate confusionExpect clarity as they read on Hold on to questionsMake and connect inferences to establish contextDevelop hunches Gather evidence to proveDraft an understandingRevise hunches when answers are revealed

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Strategy 1: KNOW/WONDER

Simple – Transferable

Makes thinking visible

Students are successful

Promotes independence

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How to Steal a DogThe day I decided to steal a dog was the same day

my best friend, Luanne Godfrey, found out I lived in a car.

What We Know What We Wonder

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I had told Mama she would find out sooner or later, seeing as how she’s so nosy and all. But Mama had rolled her eyes and said, “Just get on up there to the bus stop, Georgina, and quit your whining.”

What We Know What We Wonder

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So that’s what I did. I stood up there at the bus stop pretending like I still lived in Apartment 3B. I pretended like I didn’t have mustard on my shirt from the day before. I pretended like I hadn’t washed my hair in the bathroom of the Texaco gas station that very morning. And I pretended like my daddy hadn’t just waltzed off and left us with nothing but three rolls of quarters and a mayonnaise jar full of wadded-up dollar bills.

What We Know What We Wonder

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Know / Wonder Strategy

What strikes you about this strategy?

… as a reader… for your students

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Know / Wonder

Students grounded in text

Ideas are changed based on text evidence

Structure creates visible thinking while reading

Allows for independent work that can be built on

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Tips to Introduce Know / Wonder

Teacher charts/Teacher modelsStudents try at places teacher stopsStudents revise wonders when prompted,

teacher charts

Gradual release 1. Students do more charting 2. Whole Group k/w 3. Student k/w and chart

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Know/Wonder: Student Work

I tried keeping a journal once before, when I was twelve – writing is my favorite thing – but it didn’t work. I guess I didn’t have much to tell. But now I’m fifteen, going on sixteen and, believe me, this time is different. I’ll pretend I can see you – whoever you are reading this– and tell myself you’re really listening, not just waiting for me, Jenny Joslin to stop talking so much so you can start. The thing is I need you! I’m scared. Somebody has to listen.

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Analyze Student WorkWhat did the student do well?

Did they identify the character, what the character wants, problems?

Did their wonderings grow out of the text?

What did they miss? Why?verbs, pronouns, vocabulary, words that convey emotion,

text structure…..

How well did they use the know/wonder strategy?

Next steps for this student?

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Where my students had trouble

K/W great for beginning, but as story progresses students

needed a less tasking strategy

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Strategy #2

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Development of the Strategy• Authors were middle school/university instructors

• Noticed students plowing through text with minimal reflection; dependent on teachers for thought

• Considered the Common Core’s emphasis

• Read 25 most commonly taught books grades 4-8

• Found common elements (signposts) in text

• Developed lessons for and questions connected to the “signposts”

• Lessons were tested with teachers and students throughout the country

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Six Signposts*1. Contrasts and Contradictions-- When a character does

something that contradicts expected behavior

*2. Aha Moment-- When a character realizes, understands or figures out something

3. Tough Questions-- When a character asks herself a very difficult question

4. Words of the Wiser-- When a character (probably an older or wiser character) takes the main character aside and offers advice

5. Again and Again-- When you notice a word or phrase or situation mentioned over and over

6. Memory Moment-- When the author interrupts the action to tell you about a memory

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Contrasts and Contradictions

When a character acts in a way that is different than you would expect.

Anchor Question:Why would the character act this way?

Your answer may lead to a prediction or an inference about plot or conflict

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AHA Moment

When a character realizes something that changes his actions or his understanding of himself, others or the world around him.

Anchor question:How might this change things?

Your answer may lead to understanding the conflict or the lesson learned.

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You Try It!

Find the Signposts in the short story“Spaghetti”

from Every Living Thingby Cynthia Rylant

Densely packed literatureConnected thematically

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Strategy #3Anchor Standard #10 Range of Reading and level of Text Complexity -- Read and comprehend complex literary and

informational texts independently and proficiently.

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Text Complexity

Consider Quantitative MeasuresLevels of meaning, complexity of ideasStructure or design of narrative/expositionLanguage, vocabulary, sentence structure Knowledge demands

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Text Complexity

Consider Qualitative MeasuresReader interestStudent backgroundStudent attitudes/maturity

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Strategy #3:Reading Multiple Times with Purpose

1. First read: Students Read Independently2. First discussion: Partner talk to check meaning3. Second discussion: Assessing understanding4. Second reading: Teacher-led shared reading and think aloud5. Third reading: Text dependent questions

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1. First Reading

Students read independently with a pencil

Circle/underline confusing parts

Note what they know/learned/wonder

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2. First Discussion

Students discuss what they learned/know/wonder with a partner

Teacher listen in noting where troubles lie

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3. Second Discussion

Have students share their thinking with whole group

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4. Shared Reading

Teacher reads text

Students read along with copies of text

Teacher incorporates think aloud covering areas students struggled with

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5. Third Discussion:Text Dependent Questions Teacher designed text dependent questions

Purpose of question is to encourage re reading and looking for text evidence

Two questions with “right there” evidence

Two questions that require inference or synthesis

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“Right There” or Literal Questions for the Beyonce Article

1. Celebrities appear in a lot of advertising. How much is a lot?

2. You try it: Create a “right there” question.

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Text Dependent Questions Requring Synthesis or Inference

3. How do you think Beyonce justifies selling soda?

4. You try it: Create a question that would require synthesis or inference

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Next Steps: Debate• Teacher re reads the text with the purpose of

students developing a point of view• Students have the copy of the text• Students mark evidence to prove their position• After reading have students take a position then face

an opponent for debate• Provide time for each side to prove their point with

evidence from the text• Students rebut arguments by conferring with like

minded students• Journal or essay writing

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Resources

Storyworks – Grades 3-5Scope- Grades 6-7

Bi Monthly

Short Story, Poetry, PlaysNon Fiction, Opinion

High Interest, Lexiled Articles

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Resources

Weekly News Magazines: Scholastic News

News ArticlesText Features

Supplement Non Fiction WorkHigh Interest

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Resources: Short Story Collections

Every Living Thing. by Cynthia RylantAll Together at One Time, by E.L. KonigsburgWhat Do Fish Have to Do With Anything, by AviFriends: Stories about Old Friends, New Friends and Unexpectedly True

Friends, Edited by Ann M. MartinTripping Over the Lunch Lady, Edited by Nancy E. MercadoBe Careful What You Wish for, Edited by Lois MetzgerHey World Here I Am!, by Jean LittleThe Year We Missed My Birthday, Edited by Lois MetzgerDog to the Rescue, by Jeannette Sanderson (non fiction)Sports Shorts, by Joseph Bruchac, David Lubar and 6 othersGirls Got Game, Edited by Sue Macy

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Resources: Short Story CollectionsBaseball in April, by Gary SotoThrowing Shadows, by E.L. KonigsburgTwelve Impossible Things Before Breakfast, by Jane Yolen (fantasy)Strange Happenings, by Avi (fantasy)Unicorn Treasury, by Bruce Coville ( fantasy)Americas Streets, A Multicultural Anthology, Edited by Anne MazerHouse on Mango Street by Sandra Cisneros*13, Thirteen stories that capture the agony and ecstasy of being thirteen, Edited by James Howe*Dear Bully, Edited by Megan Kelly Hall*Shelf Life, Stories by the Book, by Gary Paulsen** Middle School content

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