WHAT
IS
CLOSE
READING
Jessica Garrigan, 2014
?
WHY should
we read
carefully and
purposefully?
How many passes does the
team in white make?
http://www.youtube.com/watch?v=Ahg6qcgoay4
Why should we read
more than one time??
“Analyzing and interpreting
often begin after a second
or third time we look.”
HOW do we
do a CLOSE
READ?
Reading 
•Deeper UNDERSTANDING
•Analyze and Interpret
•Look @ Text Structures
TAG YOUR TEXT
•Get to KNOW the Text
•Key Ideas and Details
DEEPER AND CLOSER
Reading 
Reading 
•Ask and Answer Questions Using the Text
•Integrate Ideas. Draw Conclusions. Make Meaning.
More reads???
While you’re reading…
Remember:
Always add
notes with
your tags
and
highlights so
you can get
back into
the text
easily!
What’s wrong with this picture?
Let’s try
it out!
Close Read #1
Key Ideas and Details
• Look at the picture for 5 seconds
• Focus: What will you remember?
• Be ready to share!
Think – Pair – Share!
What do you remember?
Close Read #2
Craft and Structure
• Look at the picture for 10 seconds
• Focus: What new information will
you remember?
• Can you find something your
classmate noticed?
Think – Pair – Share!
What new information did you notice?
Did you find something your classmate
noticed? What?
Close Read #3
Integration of Knowledge and Ideas
• There are 70+ hidden items in this picture!
• Joan Steiner is a painter that wants us to look
closer.
• Look one more time. Notice something new!
• Focus:
o How does “reading” this picture more than
one time help you as a reader?
o Deeper Question: What inferences can you
make about the artist based on her work?
STOP & JOT
How did “reading” this picture more
than one time help YOU as a reader?
What were you able to do?
Close Read #1
Key Ideas and Details
• Look at the painting (text) for 5
seconds
• Focus: Find 3 things that are
confusing…
• Be ready to share!
Think – Pair – Share!
Share your confusion.
Close Read #2
Craft and Structure
• Look at the left or right side of
the painting (text) for 10
seconds. Switch.
• Focus: Ask two questions.
Think – Pair – Share!
Share your questions.
Close Read #3
Integration of Knowledge and Ideas
 Imagine why this painting was
created. What was the author
trying to say? Use evidence from
the painting as you discuss.
Think – GROUP– Share!
Why did the artist create this piece?
Discuss your final conclusions!
Close Read #1
Key Ideas and Details
• Read the text
• Focus: Find 3-5 important ideas.
• Be ready to share your most
important idea!
From “In Trek North, First Lure Is Mexico’s Other Line,” by Randal C. Archibold
CIUDAD HIDALGO, Mexico — With her leg snapped and folded
excruciatingly over her shoulder, Elvira López Hernández lay flat on a
railroad bed as the freight train hurtled above her, clinging tightly to two
things: the railroad ties beneath her and the memory of the 4-year-old
daughter she had left behind in Guatemala. “I said: ‘My God, I don’t
want to die! My daughter!’ ” (1)
She slipped off the train in January, one of scores of migrant stowaways
heading to the United States. Now she sat at a shelter here, an
amputee. But she had no intention of returning to the crime and
desperation of Guatemala City; she was still looking north.“What can I
do?” she said. (2)
Continue…
From “In Trek North, First Lure Is Mexico’s Other Line,” by Randal C. Archibold
In Washington, the biggest immigration overhaul in decades would
tighten border security between Mexico and the United States to stem
the flow of illegal crossings. (3)
But there is another border making the task all the more challenging:
Mexico’s porous boundary with Central America, where an increasing
number of migrants heading to the United States cross freely into
Mexico under the gaze of the Mexican authorities. So many Central
Americans are fleeing the violence, crime and economic stagnation of
their homes that American officials have encountered a tremendous
spike in migrants making their way through Mexico to the United States.
(4)
American arrests of illegal crossers from countries other than Mexico —
mostly from Honduras, Guatemala and El Salvador — more than
doubled along the southwest border of the United States last year, to
94,532 from 46,997 in 2011. (5)
IDEA WAVE
Share your most important detail.
Why was it important?
Close Read #2
Craft and Structure
• Reread your most important
information.
• Focus: Determine that cause and effect
relationship between these important
ideas. Use evidence from the text to
support your ideas.
From “In Trek North, First Lure Is Mexico’s Other Line,” by Randal C. Archibold
CIUDAD HIDALGO, Mexico — With her leg snapped and folded
excruciatingly over her shoulder, Elvira López Hernández lay flat on a
railroad bed as the freight train hurtled above her, clinging tightly to two
things: the railroad ties beneath her and the memory of the 4-year-old
daughter she had left behind in Guatemala. “I said: ‘My God, I don’t
want to die! My daughter!’ ” (1)
She slipped off the train in January, one of scores of migrant stowaways
heading to the United States. Now she sat at a shelter here, an
amputee. But she had no intention of returning to the crime and
desperation of Guatemala City; she was still looking north.“What can I
do?” she said. (2)
Continue…
From “In Trek North, First Lure Is Mexico’s Other Line,” by Randal C. Archibold
In Washington, the biggest immigration overhaul in decades would
tighten border security between Mexico and the United States to stem
the flow of illegal crossings. (3)
But there is another border making the task all the more challenging:
Mexico’s porous boundary with Central America, where an increasing
number of migrants heading to the United States cross freely into
Mexico under the gaze of the Mexican authorities. So many Central
Americans are fleeing the violence, crime and economic stagnation of
their homes that American officials have encountered a tremendous
spike in migrants making their way through Mexico to the United States.
(4)
American arrests of illegal crossers from countries other than Mexico —
mostly from Honduras, Guatemala and El Salvador — more than
doubled along the southwest border of the United States last year, to
94,532 from 46,997 in 2011. (5)
Build Consensus
In a group, come to a consensus about
what the author believes to be the most
devastating effect of the current
immigration policies.
“The author believes…; we know this because…”
Close Read #3
Integration of Knowledge and Ideas
 Focus: Summarization – Pulling it all
together.
 Reread the text. Highlight 5 key words
in each paragraph.
GET THE GIST!
Using the GIST template, create a 20
word summary of “In Trek North, First
Lure Is Mexico’s Other Line”, including
the most important information from
the text and your analysis.
Close Read #1
Key Ideas and Details
• Read the poem to yourself.
• Be ready to answer these questions about
the key ideas of the text:
1.
What were the slithy toves doing in the
wabe?
2.
How would you describe the condition of the
borogoves?
Who killed the Jabberwock?
3.
“Jabberwocky” by Lewis Carroll
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
“Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”
“And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!’
He chortled in his joy.
He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
Two Heads
(are better than one…)
Answer these questions. Find evidence in
the text for your answers.
1. What were the slithy toves doing in the
wabe?
2. How would you describe the condition of the
borogoves?
3. Who killed the Jabberwock?
Close Read #2
Craft and Structure
• Read the poem again aloud as a
class. Highlight the Jabberwocky
vocabulary from your list.
• Focus: Understanding Vocabulary
“Jabberwocky” by Lewis Carroll
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
“Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”
“And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!’
He chortled in his joy.
He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
Build Consensus
With your group, discuss one word from the list
and determine the best possible definition for this
word using details from the text.
Complete definition chart with responses.
Close Read #3
Integration of Knowledge and Ideas
 Focus: Making Inferences
 Reread the poem as many times as
needed.
 Think about this question:
What can we infer about the Jabberwock,
given the text and his name?
“Jabberwocky” by Lewis Carroll
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
“Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”
“And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!’
He chortled in his joy.
He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
STOP & JOT
What can you infer about the
Jabberwock, given the text and
his name? Use at least three
pieces of evidence from the text
to support your response.
Thinking about Our Thinking
• What goes on in your brain
when you read a text multiple
times?
• Does it help you as a reader and
thinker? How?
• Do you believe it is important to
read a text more than once?
Why?
• Why is it important to tag your
text? How does it help you as a
reader, writer, thinker?
40 Things to DO With a TEXT
1. Look at it quickly and decide if they want to read it in detail; what they want to read; important info
2. Summarize it
3. Identify the tone and bias of the text
4. Separate fact from opinion
5. Answer comprehension questions about it
6. Create comprehension questions about it
7. Create discussion questions
8. Answer discussion questions based on the topic
9. Create questions to the writer
10. Create questions to people mentioned in the article
11. Expand it – tell the teacher/group what they know about topic beyond what is in text
12. Discuss it – predicting what is going to happen
13. Discuss it – coming up with solutions to problems
14. Discuss it – describing causes
15. Discuss it – evaluating writer’s viewpoint
16. Discuss it – evaluating effect on their job / company / industry / region / country
17. Role play – a meeting / a press conference / an event described in the story
18. Research the topic – find another article on the same topic
19. Compare and contrast it with another text on the same topic
20. Compare and contrast it with a report on the same topic in a different medium
21. Compare and contrast it with a report on the same topic from their country
22. Prepare a presentation based on it
23. Create a title / sub-headings
24. Predict the content from the headline and then read to confirm
25. Put the paragraphs in order
26. Write a letter to the editor
27. Write a report on the implications of the content
28. Convert the information into a table or diagram
29. Reconstruct it – read it and then be given a gapped version of it
30. Reconstruct it –read it and then be given a de-grammaticalised version of it
31. Gap it and give it to a colleague / themselves in a different lesson
32. Extract useful lexical phrases
33. Chunk it
34. Read it aloud
35. Translate it / parts of it – translate it back
36. Rewrite in a different style/text type
37. Treat it as a dictogloss - break it apart and put it back together
38. Create a jigsaw activity
39. Paper-strip gap activity
40. Rewrite it with a more positive/negative bias
“Teacher Training Unplugged”
http://teachertrainingunplugged.com/other-writing/40-things-to-do-with-a-text/