close reading & text dependent questions - tps … reading presentation.pdf · close reading...

“Childrencomefirst,Losniños sonprimero”

CloseReading&TextDependentQuestions

DoNow…

Takeahandoutandanswerthequestionstrueorfalse.

Bepreparedtodiscussyourrationale.

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Objectivesfortheday…

üDevelopaclearunderstandingofwhatitismeantby“closereading”

ü Examinethekeyfeaturesofclosereadingandtheirimpactonstudentsaccessingcomplextext

ü Identifyanddescribeeachphaseofaclosereadthroughtextdependentquestions

ü Applystrategiestoagradeappropriatetext

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Agenda

ØDoNowØObjectivesfortheDayØDefiningCloseReadingØBenefits ofCloseReadingØ5StrategiesforCloseReadingØ LevelsofTextDependentQuestioningØ TDQ&Bloom’sØ WalkingthroughaCloseReadØ AssessingaCloseReadØ ClosingOut

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WhatisCloseReading…

Closereadingisthoughtful,criticalanalysisofatextthatfocusesonsignificantdetailsorpatternsinordertodevelopadeep,preciseunderstandingofthetext’sform,craft,meanings,etc.ItisakeyrequirementoftheCommonCoreStateStandardsanddirectsthereader’sattentiontothetextitself.

“CloseReadingisaninstructionalroutineinwhichstudentscriticallyexamineatext,especiallythroughrepeatedreadings.”-FisherandFrey

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Whatdoesclosereadinglooklikeintheclassroom?

Students• Studentsshouldslowdown

whenreadingandbecome“textdetectives”.

• Theyshouldbemoreattentivetothetexts.

• Studentsshouldreadandrereaddeliberately.

• FocusonTierIIwordsand/orparticularphrasesorsentencestheauthoruses.

• Studentspresenttheirthinking,observations,andanalysesthroughwriting,technologyorspeaking

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Teachers•TeacherscanusetextexemplarsfromtheappendicesoftheCCSS.(http://elaccss.ncdpi.wikispaces.net/Resources)

•Teachersneedtoselecttextthatisrichenoughforstudentstodrawgoodevidencesfromthem.

•Teacherswillprovidestudentswithapurposeorfocusforreading.

•Strategiesshouldbeprovidedforreadingdifferentgenresandtexttypes.

ExampleofNonFictionCloseRead

Whatclosereadingisnot!

•The major difference between this framework and guided reading, shared reading, or read-aloud frameworks is that the teacher does not provide a lot of background information for the reader other than an initial purpose for the first reading.

•Donotfrontloadifthetextcanprovideanopportunityforstudentstopracticestrategicreading

•The rationale is that teachers need to give children the opportunity to focus on the text alone during the first reading instead of relying on pre-reading information from the teacher.

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CloseReading=DiggingDeeper

• 1stDig:readandscrapthesurface

• 2ndDig:lookatthestructureandgainalittlemoremeaning

• 3rdDigandFurther:Everytimeyoureadforadifferentpurposeuntilyourholegetstobejusttherightsizefordeepunderstandingandfullmeaning

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“Childrencomefirst,Losniños sonprimero” 9

Studentsengageincollaborativeconversations.

BenefitsofRepeatedReadings

Studentsengageincollaborativediscussions

Studentslearntodigintothetexttobuildmeaning

Studentsimprovetheirfluencyand

comprehension

CloseReadingFivestrategiesbuttherearemore!

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CloseReading

ShadesOf

meaning

KeyWords

PulledQuotes

WreckingaText

TextDependen

tQuestions

exploressubtledifferencesinmeaningbetweensimilarwordsorphases

studentshighlightwhattheythinkarethekeywordsandthendefendtheirchoices.

requiringstudentsto“pullquotes”helpsthemdeterminesignificance

*makingthewritingdull

*anotherwaytosay,“summarizeit”

highlevelquestionsthatcanonlybeansweredthroughreadingthetext


Exampleof“WreckingaText”inacloseread

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• Highlightingthechoicestheauthormakesinthetext.

• “WhenthearchitectsofourrepublicwrotethemagnificentwordsoftheConstitutionandtheDeclarationofIndependence,theyweresigningapromissorynotetowhicheveryAmericanwastofallheir”.

• Howcouldyourewritethissentence?Howdoesyourwordchoicechangethemeaning?WhydoyouthinkMartinLutherKingmadethewordchoiceshedid?

ExampleofShadesofMeaninginaclosereading

1.Atyourtable,openyourenvelope.

2.Putthe8wordsinorderfrom.MOSTDESTRUCTIVE

LEASTDESTRUCTIVE

3.Bereadytoexplainyourchoices.

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Exampleof KeyWordinaclosereading

• Allowsreaderstolocatethecenterofapieceofwriting

• Studentscanhighlightkeywords.

• Read“IHaveaDream”Speech*Identifyoneormorewordsyouconsidertobecentraltothemeaningofthespeech.*Bepreparedtoexplainyourchoices.*WhydoyouthinkDr.Kingchosethiswordinsteadofanother?*Howdoesthiswordcapturethecentralityofthetext?

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StrategiesforCloseReading

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First,RereadthefirsttwoparagraphsofMartinLutherKing’sSpeech,“IHaveaDream.”

Exampleof“PulledQuotes”inaclosereading

Now,“PullaQuote”fromoneofthetwoparagraphswejustread.

Whatsentencecapturesthemainmessageoftheparagraph?

“TextDependentQuestions”inacloseread

1. Areforestfiresevergood?Usingevidencefromthetext,explainyouranswer.

2.Ifyouweretalkingtoyour6yearoldcousin,howwouldyouexplainhowtouseonomatopoeiainawriting.

3.WasDr.MartinLutherKingwasagreatman?Usingevidencefromthetext,explainyouranswer.

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TextDependentQuestions

WhatAreThey?

• specificallyasksaquestionthatcanonlybeansweredbyreferringexplicitlybacktothetextbeingread

• doesnotrelyonanyparticularbackgroundinformationnordependonstudentshavingotherexperiencesorknowledge

• usesthetextandwhatstudentscanextractfromwhatisbeforethem.

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4LevelsofTextDependentQuestions

• Level1:Whatdoesthetextsay?

• Level2:Howdoesthetextwork?

• Level3:Whatdoesthetextmean?

• Level4:Whatdoesthetextinspireyoutodo?

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JigsawReading-4LevelsofTDQ

Examine the text dependent question level your group is assigned.

Create a group poster that

1. defines your level of text dependent questions.

2. describes the information obtained from this level

3. describes why this level of questioning is important

Pay close attention to the intersection of standards with the assigned phase of close reading

Group 1: What does the text say?

Group 2: How does the text work?

Group 3: What does the text mean?

Group 4: What does the text inspire you to do?

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4LevelsofTextDependentQuestions

Level1:Whatdoesthetextsay? literalmeaningofthetextandcentralideasortheme

Level2:Howdoesthetextwork? mechanics,vocabularyincontext,structure,author’scraftLevel2:FourthGrade- "WhyWisdomIsFoundEverywhere.“

Level3:Whatdoesthetextmean? integratingknowledgeandideasinordertolocateadeepermeaning,inferences,etcLevel3:Kindergarten:TheDaytheCrayonsQuit

Level4:Whatdoesthetextinspireyoutodo? acriticalreadingthatisoftenexpressedthroughpresentationdebate,socratic seminar,writingLevel4:FourthGradeComparisonofTwotexts

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“Childrencomefirst,Losniños sonprimero” 20

4LevelsofTDQandBloom’sDOK

4LevelofTDQ

• Level1:Whatdoesthetextsay?

• Level2:Howdoesthetextwork?

• Level3:Whatdoesthetextmean?

• Level4:Whatdoesthetextinspireyoutodo?

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Bloom’sDOK

• Level1:Recallandrecognitiontasks

• Level2:Skillandconceptstasks

• Level3:Strategicthinkingandreasoningtasks

• Level4:Extendedthinkingtasks


ExamplesofCloseRead

Secondary- “IHaveaDream”Elementary- “MyShadow

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DuringCRStudents….

TrentonPublicSchools

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Read Think Write Discuss


CloseReadingProcess

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AnnotatingtheText:Elementary

• underliningmajorpoints

• star,asterisk,or markinmarginforimportantstatements

• numbersinmarginstoindicateasequenceofpointsindevelopmentofargumentorplot

• circlingkeywordsorphrases

• writinginmarginsforquestionsthatpassageraises

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AssessingaCloseRead

Canbeavarietyofforms:• Writingfromsource• Creatingadebate• Presentingviavideo• Creatinganartisticrepresentation• Creatingamultimediarepresentation

*canusepeerfeedbackanddiscussion*

TrentonPublicSchools 26

Resources• CCSSReadingAnchorStandardDescriptions

• AchievetheCoreModelCloseReadingLessons

• EngageNYVideos- CloseReading

• Whoistaughtwhat- CloseReading

• TeachingtheCore- CloseReadingSecondGrade

• TheAspenInstitute- CloseReadingResources

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Resources- Books

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