Close Reading
English III/American Literature CP
August 17, 2015
Today
• Warm Up
• MUG MONDAY (mechanics, usage,
grammar)
• Close Reading - “A Day at School in
Kyrgyzstan”
• Article of the Week
HOMEWORK REMINDERS
• MASK IS DUE TOMORROW
• READ AOW “Brain Rules”
Content Objective
Students will identify and list the three levels of close
reading.
Language Objective
Students will record information using Cornell Notes, and
discuss a text in small group activities and whole class
activities.
Looking Ahead
Warm U
Term Tuesday
Annotating
Article of the Week
Annotation
CCSS: Speaking and Listening 1 Initiate and
participate effectively in a range of collaborative
discussions, building on others’ ideas and expressing
their own clearly and persuasively.
RI. 1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
RI.2. Determine a central idea of a text and analyze
its development over the course of the text, including
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RI.10. Read and comprehend nonfiction texts, with
scaffolding as needed.
Essential Questions:
“Why is close reading important?”
“How will the strategies used with
close reading create ‘active’
reading?” & “How will active
reading improve my ability to
learn?”
Agenda
• Warm Up –M.U.G Monday – mechanics,
usage, grammar
• Close Reading – “A Day in School at
Kyrgyzstan”
• Article of the Week
On Monday of each week, you will have a slide or two that involve
mechanics, usage, or grammar. After 4 minutes, I will send a student,
Instructional Assistant, Student Teacher or myself to stamp your notes.
Types of Conjunctions
• Correlative Conjunctions are not single words.
They work in pairs.
• Many pairs of correlative conjunctions exist.
both….and
whether….or
not only….but also
not….so much as
either….or
neither….nor
Correlative Conjunctions
Common Correlative Conjunctions and Examples:
both, and
Ex. Both maroon and gray accent nicely.
either, or
Ex. I like to wear either pants or capris.
neither, nor
Ex. Neither the shirt nor the jacket fit.
not only, but (also)
Ex. Not only one button fell off, but all of
them.
whether, or
Ex. Whether or not you wear nice clothes,
you have to wear clothes.
not, so much as
Ex. It was not that his clothes were
flamboyant so much as they were
florid.
Examples of Correlative
Conjunctions
I saw both the Statue of Liberty and the
Empire State Building.
Examples of Correlative
Conjunctions
I don’t want neither pickles nor tomato on
my hamburger.
Examples of Correlative
Conjunctions
I don’t know whether to play baseball or to
play basketball this year.
Examples of Correlative
Conjunctions
After trading jobs with his wife, Mario
promised to never say that a woman’s job
is not as hard as a man’s job.
Examples of Correlative
Conjunctions
Either the student or the teacher can
answer the question.
Examples of Correlative
Conjunctions
Not only do I play the flute, but I also play
the clarinet.
Practice
both / and
either / or
neither / nor
not only / but also
whether / or
as / as
Fill in the blanks with appropriate correlative conjunctions.
1. Who decides ___________ a person will go to heaven _________
burn in hell?
2. The storm, ______ _______ furious ______ ________ destructive,
forced evacuations of hundreds of people to storm shelters.
3.
Neither the students nor the teacher really liked homework
assignments.
My Goal for all my students:
“To gradually release responsibility to students – moving from an
environment where the teacher models for students the strategies to one
where students employ the strategies on their own when they read
independently” (Pearson & Gallagher, 1983 as cited in Brown & Kappes,
2012).
“Close reading can not be reserved for students who are already strong
readers; it should be a vehicle through which all students grapple with
advanced concepts and participate in engaging discussions regardless of their
independent reading skills. It builds skill and motivation in the reader”
(Pearson & Gallagher, 1983 as cited in Brown & Kappes, 2012)
What is Close Reading?
Discuss with your partner, what is going on, and
what is the message the artist is sending the reader.
C
L
O
S
E
R
E
A
D
I
N
G
Close Reading
“Close reading of a text involves an investigation
of a short piece of text with multiple readings.”
Focuses on:
Key Vocabulary
Form or Structure
Tone
Imagery
Rhetorical Devices
Word Choice
Syntax
Levels of Meaning
Good Reading
Background
• Most reading is skimmed
• When you need to learn, reading requires
close attention
• Good reading is hard work
• Good reading makes good writing
Adapted from The Bedford Reader and The Little, Brown Reader
Adaptation by Laura Hayes
You know you have to read
“between the lines”….
I want to persuade you to write
between the lines. Unless you
do, you are not likely to do the
most efficient kind of reading.
Mortimer J. Adler
“How to Mark a Book”
TIME TO READ
The Three Levels of Reading
3 Levels
of Reading
Reading on
the Line
(Literal)
Reading
Between
the Lines
(Inferential)
Reading
Beyond the
Lines
(Thematic)
First Level of Reading
Literal
READING ON
THE LINE
• Understanding &
Remembering
• Find meaning
directly
in the text
• Mentally answer
the questions
“Who?” “What?”
“When?” and
“Where?”
Second Level of Reading
Inferential
READING
________________
BETWEEN THE
________________
LINES
• Applying & Analyzing
• Readers interpret what is
in the text
• Key concerns are :
-What does the passage
represent, suggest, or
personify?
-What does a certain
allusion or metaphor
mean?
- You are analyzing,
interpreting, classifying,
comparing, contrasting
and finding patterns.
Third Level of Reading
Thematic
READING
BEYOND THE LINES
___________________
___________________
• Evaluating & Creating
• Readers move beyond
the text to connect
literature to their own
experiences as well as
with universal meaning.
Reading Beyond
the Lines (continued)
• Ask:
- “How does this text
connect with my life?”
- “How does it connect to
life for all people?”
- “How does it connect with
my ideas about morality
or values?”
- What perceptions about
life in general is the
author communicating to
me?”
- “What do I think of these
perceptions?”
Three Levels of Reading
1 READING
ON THE
LINES
2 READING
BETWEEN
THE LINES
3 READING
BEYOND
THE LINES
1
Literal
2 Inferential
3
Evaluative/Thematic
Three Levels of Reading
1 READING
ON THE
LINES
2 READING
BETWEEN
THE LINES
3 READING
BEYOND
THE LINES
Remember
and
Understand
Reading on the Line
1. Write the most significant word from
the text.
2. Quote the entire sentence in which
the word appears. Cite the source of
the quotation in parentheses.
3.Write multiple dictionary definitions of
the word (denotation).
4. Explain why the word is important to
the meaning of the work by placing it
in the context of the narrative.
Applying
and
Analyzing
*Draw & Explain
Reading Between the Lines
R
1. Referring to the text,
draw FOUR images
created from the text
*Draw & Explain
Reading
On the Line
*Draw & Explain
2. Write an explanation of the link
between the four images from the text
and the word you have written in the
innermost circle.
*Draw & Explain
Evaluating
And
Creating
Reading Beyond the Lines
Reading Between the Lines
Reading
On the Lines
Write TWO thematic statements drawn from the
significant word you wrote in the innermost circle
and the images you drew in the middle circle.
These should be universal thematic
statements.
Challenge Time
EXTRA CREDIT CHALLENGE
Find someone who has gone to school in
another country and goes to our school!
• INTERVIEW THAT PERSON ABOUT THE
DIFFERENCES BETWEEN THE TWO
EXPERIENCES
• Create a chart comparing and contrasting
the two experiences.
Let Us Practice
• Preview the Text title
– What do you think is the topic of this essay?
• “A Day at School in Kyrgyzstan,” by
Kathryn Hulick.
FIRST READ: KEY IDEAS AND DETAILS
• Read the story
“A Day at School in Kyrgyzstan”
• Focus on the key ideas and details in
the text
– What is the main idea
– What are the key details the author includes.
• Think-Pair-Share
Second Read: Craft and Structure
What is/are:
• The question the author is trying to answer
• The basic concept the author is portraying
• The author’s purpose in writing the article
• The author’s point of view
• Assumptions the author is making
• The implications of the author’s reasoning
• The information the author choses to use, or to
leave out
Second Read: Craft and Structure
• Let us look closely at paragraph #4.
• Re-read this paragraph
– What is the topic sentence? What is her claim?
– What details does Hulick use to support her
claim?
– What word does Hulick use to describe her
students that is an informal word?
– What transition word does Hulick use to shift to
her next idea near the end of the paragraph?
• What is the function of this paragraph?
• How does Hulick create a connection
between the text and reader using this
paragraph?
THIRD READ: INTEGRATION OF KNOWLEDGE & IDEAS
• Use a Venn Diagram
• How are the students in Kyrgyzstan the same
as you or different than you?
U.S.
Kyrgyzstan
HOMEWORK
• Read the article of the week
Questions and Answers