Close Reading
AGENDA
• Demands of complex text on the reader
• Close reading tools for comprehending
complex text
• Question and answer opportunities with ADE
Panel
The Big Shifts
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Appropriately Complex Texts
Increased Reading of Informational Texts
Content Area Literacy
Close Reading
Text-dependent Questions
Academic Vocabulary
Argumentative Writing
Short and Sustained Research Projects
http://ideas.aetn.org/commoncore/strategic-plan
Key Features of the Standards
Reading: Text complexity and the growth of
comprehension
“…equal emphasis on the sophistication of what
students read and the skill with which they
read.”
CCSS Introduction, page 8
“Staircase” of Increasing Text Complexity
• CCSS Reading Standard 10
• CCSS, Appendix A, page 10
CCSS, K-5, pages 11-12
CCSS, 6-12, pages 37-38
Three Part Model for Measuring Text
Complexity
CCSS, Appendix A, page 4
Qualitative Measures
Considerations:
1. Levels of meaning or purpose
2. Structure
3. Language conventionality and
clarity
4. Knowledge demands
CCSS, Appendix A, pages 5-6
Quantitative Measures
Considerations:
• Word length
• Word frequency
• Word difficulty
• Sentence length
• Text length
• Text cohesion
CCSS, Appendix A, page 7
Reader and Task
Considerations:
• Motivation
• Knowledge and experience
• Purpose for reading
• Complexity of task assigned
regarding text
• Complexity of questions asked
regarding text
CCSS, Appendix A, pages 7-8
PARCC Model Content Frameworks
“Close, analytic reading stresses engaging with a
text of sufficient complexity directly and
examining its meaning thoroughly and
methodically, encouraging students to read and
reread deliberately.”
PARCC MCF, page 6
http://www.parcconline.org/parcc-content-frameworks
K-5
“…students must read widely and deeply from
among a broad range of high-quality
increasingly challenging literary and
informational texts.”
Note on Range and Content, CCSS, page 10
6-12
“…students must grapple with works of
exceptional craft and thought whose range
extends across genres, cultures, and centuries.”
Note on Range and Content, CCSS, page 35
CCR Anchor Standards for Reading
• K-5, page 10
• 6-12, page 35
Close Reading Requires:
•Understanding your purpose in reading
•Understanding the author’s purpose in writing
•Seeing ideas in a text as being interconnected
•Looking for and understanding systems of meaning
•Engaging a text while reading
•Getting beyond impressionist reading
•Formulating questions and seeking answers to those
questions while reading
Systematic and Explicit Teaching Model
Systematic: Skills and concepts are taught in a planned,
logically progressive sequence.
Explicit:
• Direct Explanation
• Teacher Modeling
• Guided Practice
• Independent Practice
• Application
Strategies for Close Reading
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Story Mapping
SOAPS
Text-Self-World Connections
Three Levels of Questions
Arguments and Evidence
Appeals – Logical, Ethical, Emotional
Assumptions
Story Map
K-5 Graphic Organizer
• Setting
• Characters
• Problem or Goal
• Sequence of Events
• Outcome
• Theme
Identifying Theme
1. Was the outcome of the story good or bad?
Explain why.
2. What lesson does the main character learn?
3. What lesson did you learn from the story?
SOAPS
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Speaker
Occasion
Audience
Purpose
Subject
Connections
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Text to Self
Text to Itself
Text to Text
Text to World
Three Levels of Questions
• Right There
• Think and Search
• Author and Me
Arguments and Evidence
• Identify the claim(s)
• Analyze the evidence
Appeals
• Logical (logos)
• Ethical (ethos)
• Emotional (pathos)
Assumptions
• Explicit or implicit
Students Who are College and Career Ready:
• demonstrate independence,
• build content knowledge,
• respond to demands of audience, task, purpose, and
discipline,
• comprehend and critique,
• value evidence,
• use technology and digital media, and
• come to understand other perspectives and cultures.
CCSS, page 7
In Closing…
• Demands of complex text on the reader
• Close reading tools for comprehending
complex text