Close Reading - PowerPoint PPT Presentation

1 / 100
About This Presentation
Title:

Close Reading

Description:

Close Reading Accountable Talk Describes high levels of engagement and critical thinking among learners Accountability that discussions are on the topic ... – PowerPoint PPT presentation

Number of Views:340
Avg rating:3.0/5.0
Slides: 101
Provided by: fisherand
Category:
Tags: close | reading

less

Transcript and Presenter's Notes

Title: Close Reading


1
Close Reading
2
Every book has a skeleton hidden between its
covers. Your job as an analytic reader is to find
it.
Adler and Van Doren, 1940/1972
3
X-ray the book
4
Use a short passage
Read with a pencil
Note whats confusing
Pay attention to patterns
Give your students the chance to struggle a bit
Creating a Close Reading
5
Productive failure
6
Argumentation and Discussion
7
The Helping Curriculum
8
Accountable Talk
  • Describes high levels of engagement and critical
    thinking among learners
  • Accountability that discussions are on the topic
  • Accountability to use accurate information
  • Accountability to think deeply about what is
    being said

9
What Accountable Talk Sounds Like
  • Press for clarification and explanation Could
    you describe what you mean?
  • Require justification of proposals and
    challenges Where did you find that information?
  • Recognize and challenge misconception I dont
    agree because ...
  • Demand evidence for claims and arguments Can you
    give me an example?
  • Interpret and use each others statements David
    suggested
  • Institute for Learning, University of Pittsburgh

10
Moves from literal to interpretive
Requires students to return to the text to
formulate responses
Text-dependent Questioning
11
Question-Answer Relationships (Raphael, 1984)
12
A Close Reading of Salvador, Late or Early
Cisneros, , S. (1991). Woman Hollering Creek.
Cisneros, 1991
13
How do short story writers illuminate the
interior life of characters?
Investigative Question
14
Establishing Purpose
To examine how the author sheds light on the
interior life of this character using poetic
language in order to deeply affect the reader.
15
First Reading Students Read and Write
Independently
  • Read with a pencil to annotate text
  • What powerful words or phrases affect you?
    Circle
  • What confuses you? Underline
  • Quick-write
  • What are your impressions of Salvador and the
    people in his life?

16
Discussion Partner Talk to Check Meaning
Describe your impressions of Salvador and the
people in his life. Remember to use accountable
talk (asking questions, providing evidence from
the text, and comparing and contrasting your
impressions with one another.
17
Second Reading Teacher Modeling
Read the entire passage aloud, without
interruption. Be sure to orient students to the
text and ask them to follow along.
18
Third Reading Teacher Think Aloud
Read the entire passage again, highlighting
places in the text where you notice the authors
use of poetic language. Think aloud about how you
interpret it. Be sure to orient students to the
text and ask them to follow along.
19
Text-dependent Questions
Post-it notes began as an idea that didnt work,
but then became a very useful product. What was
the sequence of events that led to this
invention?
Right There Question
20
Text-dependent Questions
How does Cisneros use color? To what effect?
Think and Search Question
21
Text-dependent Questions
How does Cisneros use school words? To what
effect?
Think and Search Question
22
Text-dependent Questions
Examine the use of contrasts again. What does the
author want us to know about Salvador?
Author and You Question
23
Text-dependent Questions
Would a title change to Heather, Late or Early
change your perspective? Why? How would this
story differ if was written by Salvadors mother?

On My Own Question
24
Journal Writing
Students are gathering notes for the development
of an essay that explains their findings of the
investigative question, In what ways do short
story authors illuminate a characters interior
life? For this journal entry, students write a
short summary of Salvador, Late or Early and
discuss at least two literary techniques the
author used to describe Salvador.
25
Guiding
Instruction

26
As easy as learning to ride a bike
As easy as learning to ride a bike
27
Scaffolds extend the range of the worker
28
Lets make a Foldable
Guided Instruction
fold
Comprehension
Robust Questions
Direct Explanation
Prompts
Cues
29
Robust questions
Prompts
Cues
Direct explanation and modeling
30
Robust questions
Prompts
Cues
Direct explanation and modeling
31
  • Teacher What is a nocturnal animal?
  • Student An animal that stays awake at night.
  • Teacher Good. What is a diurnal animal?

I-R-E
32
Robust Questions to Check for Understanding
33
  • Teacher What is a nocturnal animal?
  • Student An animal that stays awake at night.
  • Teacher Tell me more about that. Does a
    nocturnal animal have special characteristics?
  • Student Well, it doesnt sleep a lot.

Elaboration
34
To move to higher-order questions
Use Less Of
Use More Of
  • What
  • When
  • Where
  • Who
  • Which
  • Why
  • How
  • Suppose
  • Justify
  • Example

35
  • Teacher What is a nocturnal animal?
  • Student An animal that stays awake at night.
  • Teacher Tell me more about that. Does a
    nocturnal animal have special characteristics?
  • Student Well, it doesnt sleep a lot.

Misconception
36
Prompting for Cognitive and Metacognitive
Thinking
37
Skill is the ability to apply concepts when not
prompted to do so.
38
  • Questioning is about
  • assessment
  • Prompting is about doing

39
Background knowledge prompts
invite students to use what they know to
resolve problems
40
Process or Procedure Prompts
To perform a specific task
41
  • Teacher What is a nocturnal animal?
  • Student An animal that stays awake at night.
  • Teacher Tell me more about that. Does a
    nocturnal animal have special characteristics?
  • Student Well, it doesnt sleep a lot.
  • Teacher Im thinking of those pictures we saw of
    the great horned owl and the slow loris in the
    daytime and at night. Does your answer still
    work?

PROMPT
42
Cues to Shift Attention
43
Cues
Shift attention to sources of information
More direct and specific than prompts
44
  • the expert commentator sees things you dont
  • cues do the same for novices

Attention grows with competence
45
Cues shift the learners attention
Visual Verbal Gestural Physical Positional Environ
mental
46
When prompting and cueing fail,
its time for direct
explanation.
47
Direct Explanation
Identify Explain Think aloud Monitor
Take care not to re-assume responsibility too
quickly
48
Table Talk
  • How does Rita use robust questions, prompts,
    cues, and direct explanation to guide her
    students vocabulary learning?

49
Making Group Work Productive
50
How Do You Know Its Productive?
51
What does it look like? What does it sound like?
52
  • Students are consolidating their understanding
  • Negotiating understanding with peers
  • Engaging in inquiry
  • Apply knowledge to novel situations

53
Productive Group Work Structures
54
Sample Instructional Routines
  • Reading
  • Literature Circles
  • Collaborative Strategic Reading
  • Reciprocal Teaching
  • Partner reading
  • Jigsaw

55
Sample Instructional Routines
  • Writing
  • Progressive Writing
  • Paired Writing
  • Peer response
  • GIST writing
  • Collaborative poster

56
Sample Instructional Routines
  • Oral Language
  • Think-Pair-Square
  • Numbered Heads Together
  • Socratic Seminar
  • Walking Review
  • Novel Ideas Only

57
Conversational Roundtable
58
Table Talk
  • What are your favorite ways to encourage
    collaboration between students? What are the
    benefits and challenges?

59
Quality Indicator 1
  • Complexity of Task The task is a novel
    application of a grade-level appropriate concept
    and is designed so that the outcome is not
    guaranteed (a chance for productive failure
    exists).

60
Productive failure
61
Quality Indicator 2
  • Joint attention to tasks or materials Students
    are interacting with one another to build each
    others knowledge. Outward indicators include
    body language and movement associated with
    meaningful conversations, and shared visual gaze
    on materials.

62
Look down, not up.
63
Quality Indicator 3
  • Argumentation not arguing Student use
    accountable talk to persuade, provide evidence,
    ask questions of one another, and disagree
    without being disagreeable.

64
The Helping Curriculum
65
Quality Indicator 4
  • Language support Written, verbal, teacher, and
    peer supports are available to boost academic
    language usage.

66
Can you buy your way to happiness?
HSHMC Essential Question 2 2009-10
67
The evidence shows that ____.
  • The evidence shows that poor people are not
    unhappy.
  • The evidence shows that just because you win the
    lottery you are not guaranteed happiness.

68
My own view, however, is that ___.
  • My own view, however, is that happiness is not
    based solely on money.
  • My own view, however, is that happiness is a
    combination of things that happen and dont
    happen to a person over his or her lifetime.

69
Quality Indicator 5
  • Grouping Small groups of 2-5 students are
    purposefully constructed to maximize individual
    strengths without magnifying areas of needs
    (heterogeneous grouping).

70
Quality Indicator 6
  • Teacher role What is the teacher doing while
    productive group work is occurring?

71
Independent Learning Not Just Do It Yourself
School
72
  • 26
  • Number of high school teachers whooften or
    very often run out of time in class and assign
    the content
  • for homework
  • (MetLife, 2008)

73
Traditional homework occurs too soon in the
instructional cycle.
74
The students we think we have
Pleasers
Outsourcers
Quitters
75
Student Bill of Rights
  • Children shall not be required to work more than
    40 hours a week.
  • Children shall have the right to homework they
    can complete without help.
  • A childs academic grade shall not be put in
    jeopardy because of incomplete homework.
  • A childs right to playtime, downtime, and
    adequate sleep shall not be infringed upon by
    homework.
  • Parents shall be entitled to excuse their child
    from homework that the child does not understand
    or is too tired to finish.
  • Families shall be entitled to weekends and
    holidays free from homework.

Vatterott, C. (2009). Rethinking homework Best
practices that support diverse needs. Alexandria,
VA ASCD.
76
Lets make a Foldable
Goals of Homework
fold
Spiral Review
Comprehension
Fluency building
Application
Extension
77
Goals of Homework
  • Fluency building
  • Application
  • Spiral review
  • Extension

Fisher, D., Frey, N. (2008). Homework and the
gradual release of responsibility Making
responsibility possible. English Journal,
98(2), 40-45.
78
Fluency-building homework
79
Application homework
80
Spiral Review Homework Opinionnaire
81
Disciplinary Literacy Requires Daily Writing
82
Standards 6-12 Disciplines Dominate
82
83
Writing to Explain Ones Thinking
84
Writing Through Vocabulary Development
85
Alphabet Vocabulary Chart
86
Writing to Summarize
87
Generative Sentences
What are Comon Grammar Errors English Learners
Make?
  • Given a word and conditions about the placement
    of the word, write a sentence
  • Forces attention to grammar and word meaning
  • Use student examples for editing

88
Try these . . .
89
Basic Writing Frame
  • Although I already knew that ________, I have
    learned some new facts about _____. For example,
    I learned that _______. I also learned that
    ______. Another fact I learned _______. However
    the most interesting thing I learned was______ .

90
  • Making a claim
  • I think that_________, because ________________.
  • Although I agree that ______________, I still
    think that _________.
  • She says ______, and I agree, because _________.
  • Supporting/critiquing a claim
  • Her idea that __________ is supported by
    _______________, ___________, and _______.
  • For example, ________________ shows that
    ________________.
  • They say that ___________ , but _______, _____,
    and ____ say differently.
  • Introducing and addressing a counterargument
  • Of course, you might disagree and say that
    _________________.
  • Some might say _________, but I would say that
    _____________.
  • While it is true that __________, that does not
    always mean that _________.
  • Stating a conclusion or summing up an argument
  • In conclusion, I believe ____________________.
  • In sum _____________ is shown by _____________
    and ______________.
  • For these reasons, _______________ should be
    ________________.
  • Source Glencoe Literature, 2009. Used with
    permission of Glencoe/McGraw-Hill.

91
Moving Forward
92
Multi-faceted support 801 professional
development events 251 learning walks and
collegial coaching 41 coaching corners 11
peer coaching
93
Learn by Looking
94
Observing, Not Evaluating
95
Evaluation
Be descriptive!
Description
  • The teacher stated the content and language
    purpose when he said
  • When I asked a student about how she knew if she
    was done, she said
  • Wasnt that terrific?
  • That was a boring lesson.
  • That was pretty good for a beginning teacher.

96
On Your Own
Read through your notes. Star relevant
observations about the problem of
practice. Write 5 pieces of data on individual
sticky notes.
97
In Your Group
Sort relevant data into categories. Label
categories. Identify patterns.
98
Prioritize and Identify Resources
Level of Understanding
Resources
Professional development on gradual release has
resulted in staff understanding the components of
the model.
The physical environment of classrooms supports
flexible grouping.
Teachers know the focus for the school
improvement plan is productive group work.
99
Plan for Action
  • Create Action Plan and timeline
  • What will happen?
  • By when?
  • Who?

100
The teachers role in developing academic
language
  • Analyze what makes the language demanding for
    individuals or groups.
  • Develop scaffolds and supports to help students
    understand and apply academic language.
  • Use strategies to develop their proficiency in
    academic language.
Write a Comment
User Comments (0)
About PowerShow.com