MIRROR MIRROR ON THE
WALL, HOW DOES
CLOSE READING LOOK
FOR ALL?
10:45-11:45
Kristin Addleman and Kim Bibeault
Participants will:
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Examine close analytic reading and its role in
classroom instruction
Participate in close analytic reading experiences
Discuss the use of the ”Common Elements of a Close
Reading” as an instructional planning tool
Plan a close reading lesson
What is Close Reading?
Once Upon a Time…

Use your post-it note to jot down everything you
know about close reading.

Share your ideas with your shoulder neighbor.

Choose your best idea to share out!
The Prince and Princess Fall in Love
Complex
Text
Text
dependent
questions
Close
analytic
reading
Close Reading Experience
“Burkins and Yaris Think Tank for 21st Century
Literacy,”
http://www.burkinsandyaris.com/
January 30,2013
The Gulf Stream by Winslow Homer, 1899
“The Story of an Hour” by Kate Chopin
Directions: Read “The Story of the Hour”. Summarize the
story and be prepared to discuss it with your team.
Let’s discuss “The Story of an Hour”
Let’s Go Back in Time…


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Review the elements on your post-it note of a
close reading lesson.
Place a check mark next to the elements that
you saw in these last two lessons.
Share out!
Fairy Godmother
Thoughts on Close Reading
We know that:
 Not all text is worthy of a close read.
 Teachers must read and analyze the text BEFORE the
students.
 There is no one way to conduct a close reading.
 The text will drive the design of the close reading.
 The clustering of standards can guide our thinking.
 Working collaboratively will improve the
quality of the analysis.
Common Elements of a Close Reading:
Purpose
Context
Read
Revisit
Synthesis
Common Elements of a Close Reading
Element
Purpose
Considerations
 Are there layers of meaning that make this text worthy of a close read?
 How does the text help students answer an essential question of the unit?
 How does the text support the teaching of a standards or a set of
standards?
Context

What information is essential for the teacher to incorporate into a short
purposeful introduction?
Read

Considering the readers and the text, what are the complexities or
challenges that will need to be addressed for the students to glean
meaning from a first read?
How will the students access the text?

Revisit


Synthesis

What parts of the text should be revisited using text dependent questions
to address a specific standard?
What text-based evidence will students use to respond to these analytic
questions?
How will the evidence based analysis reflect a broader understanding of
the text(s)?
Follow the Yellow Brick Road…




Choose either “Penguins in Motion” which is labeled
as a primary text or “On The Pulse of Morning” as
the intermediate text.
Read the text with a partner.
Jot notes on the organizer for each element listed.
These notes can be used to conduct a close reading
of the text.
Let’s Share Out!!!
Happy Ending…
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“Notice & Note” – Beers and Probst
“Close Reading of Informational Texts” – Cummins
“Falling in Love with Close Reading” – Lehman and
Roberts
Teaching channel
Read Works
Use popular song lyrics
Kristin Addleman – kaddleman@aacps.org
Kim Bibeault – kbibeault@aacps.org
AND THEY TAUGHT
HAPPILY EVER AFTER!