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CLOSE READING

Presented by:

The Educational Services Department

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Learning Objectives

  • Define what close reading is
  • Identify strategies in close reading implementation
  • Become familiar with close reading routines

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Close Reading

What?

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  • careful examination of the text
  • reading and rereading of the text for specific purposes
  • using evidence from the text to support answers to text-dependent questions, to present an argument, or to support a conclusion
  • best applied to appropriately complex text

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Why?

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  • to determine what the text says explicitly
  • make logical inferences from the text
  • develop the ability to cite specific textual evidence
  • develop understanding of various text structures and elements
  • visualize and connect with the text

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ELA Focus:

What does the text say?

Steps:

  • identify key ideas and details
  • note unfamiliar words and phrases
  • ask questions they may have about the text

Math Focus:

What does the problem or scenario say?

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Steps:

  • Student listens to teacher read the problem
  • Student summarizes problem in their own words
  • Student discusses the same problem with a partner

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First Read

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Coding Strategies

  • important
  • I already knew this
  • I don’t understand
  • new information
  • Wow ( interesting information)

Coding Google Drawing

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ELA Focus:

How does the author say it?

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Steps:

Teacher asks text-dependent questions so students can:

  • cite evidence
  • work with a partner
  • generate their own questions about the text

Math Focus:

What are the key details, numbers, or quantities in the problem?

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Steps:

  • Student is given their copy of the problem
  • Student participates in a 2nd read of the problem
  • Student identifies key details

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Second Read

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ELA Focus:

What does the text mean?

Steps:

When students integrate, they:

  • work with a partner to cite text evidence and compare texts
  • compare the selections they read during the week with fine art, photography, poetry, or song lyrics

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Math Focus:

What mathematical questions can we ask ourselves to help guide us to a solution?

Steps:

  • Student reads the problem for a third time
  • Students draw a picture of the problem
  • Students share their representations of the potential strategy

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Third Read

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Close Reading - Shared Reread(Lower Grade)

Close Reading with Short Text Part 1 (3:36)

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Close Reading with Short Text (Upper Grade)

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  • How will you guide children to reread to find text evidence?
  • How will you use collaborative discussions?
  • How will you scaffold instruction for children?

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English Learner Spotlight Strategies

Text Deconstruction/Sentence Lifting

Click on the text above to access the full article.

There are 3 types of text deconstruction:

  • Word Level (Word Smithing)
  • Clause Level (Sentence Lifting or Unpacking Sentences)
  • Text Level (Graphic Organizers and Text Features)

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Clause Level: Unpacking Sentence

  1. Start with a text that you are already using and identify a few sentences that students find challenging to understand.

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  • Focus on meaning: Show students how to unpack the meaning in the sentence by writing a list of simple sentences.

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  • Focus on form: Show students important features of the sentence (specialized vocabulary, descriptive language, conjunctions)

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TIPS

  • Guided practiced: Guide students to help you with steps 2 & 3.
  • Keep it simple: Focus on one or two things. Use some everyday language examples as well as examples from the complex text.

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“While a worker bee crawls around an apple blossom, the bee is dusted with pollen”.*

The unpacking sentence technique takes a dense sentence and breaks it apart, so that its meaning can be easily understood.

*From the ELA/ELD Framework Vignette Collection

Vignette 3.6 Unpacking Sentences

Designated ELD Instruction in Grade One

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LET’S PRACTICE STEP 1

“While a worker bee crawls around an apple blossom, the bee is dusted with pollen.”

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LET’S PRACTICE STEP 2 Unpack/Deconstruct the Sentence

Dense Sentence (Text)

Unpacking the sentence (I DO, WE DO, YOU DO)

  • “While a worker bee crawls around an apple blossom, the bee is dusted with pollen.”

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  • There’s a worker bee.
  • There’s an apple blossom.
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STEP 3 Focus on Form (vocabulary, syntax, grammar, figurative language, etc.)

Dense Sentence (Text)

Unpacking the sentence (I DO, WE DO, YOU DO)

  • “While a worker bee crawls around an apple blossom, the bee is dusted with pollen.”

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  • There’s a worker bee.

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  • There’s an apple blossom.

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  • The bee crawls around an apple blossom.

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  • There’s pollen.

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  • The bee gets pollen on its body.

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  • The pollen is like dust.

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While = At the same time

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SCIENCE: SUPPORT COMPREHENSION OF COMPLEX TEXTS

Integrated ELD

Original sentence to unpack:

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“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”

Meanings:

  • Pollution is a big problem around the world.
  • People are creating pollution and ruining the environment.
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What this sentence is mostly about: Environmental degradation

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What it means in our own words: Summarize

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SCIENCE: SUPPORT COMPREHENSION OF COMPLEX TEXTS

Integrated ELD

Original sentence to unpack:

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“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”

Meanings:

  • Pollution is a big problem around the world.
  • People are creating pollution and ruining the environment.
  • The ruined environment leads to health problems in people.
  • Health problems are still happening every year.
  • The health problems are really, really bad.
  • A lot of countries are doing something about pollution.

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What this sentence is mostly about: Environmental degradation

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What it means in our own words: Summarize

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SCIENCE: SUPPORT COMPREHENSION OF COMPLEX TEXTS

Integrated ELD

Original sentence to unpack:

“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”

Meanings:

  • Pollution is a big problem around the world.
  • People are creating pollution and ruining the environment.
  • The ruined environment leads to health problems in people.
  • Health problems are still happening every year.
  • The health problems are really, really bad.
  • A lot of countries are doing something about pollution.

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What this sentence is mostly about: Environmental degradation

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What it means in our own words:

People are creating a lot of pollution and messing up the environment all around the world, and even though a lot of countries are trying to do things about it, a lot of people have big health problems because of it.

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We will be using BOOKSNAPS as a visual way to connect to the text and share our reaction to what we read.

While reading think about:

  • Find Main Idea and supporting details.
  • Images that pop into your mind.
  • What this reminds you about.
  • The way it is written
    • figurative language, imagery,
    • symbolism, tone, etc
  • Predictions or foreshadowing.
  • Questions you have.

BOOKSNAPS!

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Book Snaps work across the curriculum

Science

Math

Language Arts

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Get Started with #Booksnaps

You can use any of the following apps to create #Booksnaps:

  • Google Slides
  • Google Drawings
  • Book Creator
  • Seesaw
  • Flipgrid
  • OneNote Digital Portfolios!

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Many more apps available! Can you think of a few more?

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Visit:

bit.ly/cusdbooksnaps

for resources, how to videos & tutorials.

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Close Reading Handouts

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