Close Reading:
(Am I Doing this Right? )
Erie I BOCES
November 21, 2013
Facilitator: Mary Jo Casilio
Why are we here?
-
Yes, the Common Core…
Yes, the NYS Assessments…
But also….
Reading is just plain good for you!
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Neurology Study
University of Toronto study
Stanford – neurobiology & English – study
“Be patient toward all that is unresolved in
your heart,
and learn to love the questions themselves,
like locked rooms
and
like books that are written
in a very foreign tongue.” –
- Rilke
Objectives
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What is a ‘close read’?
What might a close read look like in practice?
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Elementary / Intermediate
MS / HS
So… where might we begin?
Common Core sets tone…
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Anchor Standard 1: Read closely to determine
what the text says explicitly and to make logical
inferences drawn from it; cite specific textual
evidence when writing or speaking to support
conclusions drawn from the text.
Shifts in ELA/Literacy
8
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time
and space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based
conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or
make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they
need to access grade level complex texts. This can be done
effectively by spiraling like content in increasingly complex
texts.
Anchor Standards & Categories – Reading
Reading
Writing
Speaking/Liste
ning
Language
Key Ideas and
Details
Text Types and
Purposes
Comprehension
and Collaboration
Conventions of
Standard English
Craft and
Structure
Production and
Distribution of
Writing
Presentation of
Knowledge and
Ideas
Knowledge of
Language
Integration of
Knowledge and
Ideas
Research to Build
and Present
Knowledge
Range of Reading Range of Writing
& Level of Text
Complexity
Vocabulary
Acquisition and
Use
Close Reading on Close Reading
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Read one or more of the Close Reading
selections from the packet
“Primer” - pgs. 2 & 3
OR
“Letting Text Take Center Stage” – pgs. 9-11
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Annotate in a way that makes sense for you
Complete Qs & Table
Share findings with colleague, group
Close Reading on Close Reading
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What are the characteristics of close
reading?
What is NOT close reading? What
misinterpretations or myths about close
reading frequently arise?
What are text dependent questions?
What kind of thinking should they be asking
students to do?
Anchor Standards & Categories – Reading
Reading
Writing
Speaking/Liste
ning
Language
Key Ideas and
Details
Text Types and
Purposes
Comprehension
and Collaboration
Conventions of
Standard English
Craft and
Structure
Production and
Distribution of
Writing
Presentation of
Knowledge and
Ideas
Knowledge of
Language
Integration of
Knowledge and
Ideas
Research to Build
and Present
Knowledge
Range of Reading Range of Writing
& Level of Text
Complexity
Vocabulary
Acquisition and
Use
Think: The Wizard of Oz
Use details and evidence to support your answers!
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What motivates Dorothy?
What role do the red shoes play?
What element of the human psyche does the lion
represent?
What is the climax of the story?
How many settings are there in the story?
Is it real or is it a dream?
What is the theme?
EngageNY.org
13
THINK: EVERY LITTLE HURRICANE ~Sherman Alexie
Although it was winter, the nearest ocean four hundred
miles away, and the Tribal Weatherman asleep because
of-boredom, a hurricane dropped from the sky in 1976
and fell so hard on the Spokane Indian Reservation that
it knocked Victor from bed and his latest nightmare.
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Where and when does the story take place?
What time of year is it?
Why are the tribal weathermen asleep because of
boredom?
What happens in this first sentence?
What do we learn about Victor in this first sentence?
EngageNY.org
14
Reading Targets
CCSS goal: students leave the
lesson having read, analyzed and
understood what they have READ.
Current goal: Students leave
the lesson knowing the
details of the narrative and
the way a particular “element”
is playing out.
EngageNY.org
15
Close Reading Complex Text – Guidance
International Reading Association
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Calls for “skillful instructional scaffolding”
 Rereading
 Explanation
 Encouragement
 Other supports / scaffolding
Explicit comprehension strategy instruction
 Summarizing text as it is read
 Asking oneself questions about text & answering those questions
 Recognizing & using text structures to help make sense of &
remember text info
 Visualizing
 Comprehension Monitoring
 Other active ways of thinking
How are the “experts” talking
about close reading?
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Doug Fisher - Part 1
Doug Fisher - Part 2
“Reading with a Pencil”
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Annotation/Close Reading protocol
Elementary: Close Reading Strategies
HS: Article of the Week (DVD) - Stenhouse
Publishers
Article of the Week
Begin with the End in Mind /
Sample “New” Regents - Pt. III Q
Closely read the text provided… and write a well-developed
response of two to three paragraphs. In your response,
identify a central idea and analyze how the author’s use of
one writing strategy (literary element or literary
technique or rhetorical device) advances this central
idea. Use strong and thorough evidence from the text to
support your analysis. Do not simply summarize the text.
You may use the margins to take notes as you read and
the next page to plan your response.
So, let’s try it…
1st Read:
Key Ideas & Details,
ie. Read for the Gist or Central Idea
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Fiction
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What is the plot?
What is the central conflict?
Who are the characters?
What are there motivations/
Non-Fiction
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What is the gist or central message?
What are the headlines & supporting details?
1st Read – Taking it Further
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“Rhetorical Situation” – i.e.:
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Who is the speaker?
What is the subject?
What is the occasion or context?
Who is the audience?
What is the purpose? / In other words, what did
the author set out to accomplish?
Exercise 1
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Sherman Alexie – “The Joy of Reading &
Writing: Superman & Me”
Read #1 – Gist / Central Idea Only
Turn & Talk
nd
2
Read: What now?
nd
2
Read:
Craft & Structure
aka: Literary Analysis
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Words
Sentences
Images
Word / Diction Analysis
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WORD LEVEL QUESTIONS: What word choices (DICTION) does
the author make to advance the idea or effect?
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What types of words draw your attention?
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Are some words non-literal or figurative?
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Is the language formal or informal? Slang?
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Are there certain words with strong connotations? Words with
particular emotional punch?
Sentence / Syntax Analysis
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SENTENCE LEVEL QUESTION: How does the author use
SYNTAX (sentences) to advance an idea or effect?
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Are many of the sentences simple? Complex?
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Does the writer ask questions?
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How does the writer connect words, phrases or clauses?
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Does he or she use repetition to make a point?
Imagery Analysis
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Vivid or sensory descriptions?
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Anecdotes that stay with the reader?
nd
2
rd
3
or
Read:
Craft & Structure – Option 2
Rhetorical Analysis
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Ethos – Does the author appeal to his or her
status, position or accomplishments?
Logos – Does the author appeal to logic,
numbers, data?
Pathos – Does the appeal to emotions? Pull
on the reader’s heart? In what way(s)?
rd
3
Read: Still more?
3rd Read:
Integration of Knowledge & Ideas
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Why read this text?
Where does it fit in the bigger picture?
What does the text mean?
What was the author’s point?
How valid is the text, the point?
What would make this text stronger?
How does it connect to other texts, ideas?
What do I wish to explore further based on
reading this text?
“Rhetoric is everywhere language is, and
language is everywhere people are.
To be fascinated by rhetoric is to be
fascinated by people, and to understand
rhetoric is in large part to understand
your fellow human beings.
I want to pass on not knowledge,
in this book,
but love.” –
Sam Leith, Words Like Loaded Pistols
Additional Resources
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EngageNY.org
www.teachingthecore.org
Questions?
Feel free to contact me –
Mary Jo Casilio
mcasilio@e1b.org