Close Reading in History and Social Studies 9-12

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Close Reading in History and Social Studies9-12

• A Professional Development Opportunity for
  Arkansas Educators

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Common Core State Standards
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Agenda

• Understand why close reading classrooms are
  important
• Observe model of a close reading lesson
• Understand how to teach close reading
• Reflect on current teaching practice

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NAEP Reading Framework
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Read

• The detective quickly reads the situation and
  decides upon an appropriate response.
• The park ranger is always careful to read the
  skies when escorting hikers into the mountains.
• The coach reads the opponents defense and
  immediately adjusts the next play.
• The child tries to read his mothers reaction to
  see if he will be permitted to play with his
  friends.
• Classroom Strategies for Interactive Learning,
  Buehl, p.3

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What is Reading?

• If we understand that reading is not just
  receiving a message, but actively building
  meaning upon prior knowledge using staged,
  strategic thinking, then we will teach
  differently.
• Subjects Matter, Daniels Zemelman p.31

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Reader Behaviors

• Readers develop moves, which are actions to help
  readers understand and remember.
• Developing Readers in the Academic Disciplines,
  Buehl, p.224

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Close Reading is

• a careful, deliberate reading of a text. It
  requires paying close attention to what you are
  reading and focusing on the details.

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Close Reading is

• sustained reading of grade-level appropriate
  complex texts to examine their meaning thoroughly
  and methodically, ultimately arriving at an
  understanding of the text as a whole.

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Close Reading is

• Reading to infer/interpret/draw conclusions
• Supporting arguments with evidence
• Resolving conflicting views encountered in source
  documents
• Solving complex problems with no obvious answer
• Consortium on Reaching Excellence in Education,
  Inc.

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Close Reading is NOT

• Skimming for answers
• Surface processing
• Reading and forgetting

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• Students can actively read textbooks without
  closely reading them. Close Reading is not
  necessarily active reading and just finding main
  idea or just annotating.
• Consortium on Reaching Excellence in
  Education, Inc.

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Going Into, Through, and Beyond

• Getting students into a text includes a range
  of activities that create interest, motivation,
  and receptivity.
• Students going through the text are annotating,
  highlighting, asking questions, and discussing.
• After reading, students go beyond the text to
  deepen their understanding, gain new insights,
  and apply their new knowledge.
• Consortium on Reaching Excellence in Education,
  Inc.

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Towers of Literacy

• Literary Math History Physical Biology
• Fiction Science
• Adapted from Developing Readers
  in the Academic Disciplines, Buehl p. 15

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Expert is to NoviceasHistory Teacher is to
History Student
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CCSS for Literacy in History/Social Studies
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Close Reading in CCSS
read closely
thorough examination
work diligently to understand precisely
ability to discern
close attention to the text
Pointing to text

• focusing reading

attention to precise detail
examine them deliberately
wide, deep, and thoughtful engagement
close, attentive reading
careful attention to specific passages
read like a detective
reading closely to draw evidence
read purposefully
close sustained reading
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Close Reading with Complex text

• http//avalon.law.yale.edu/15th_century/colum.asp
• http//avalon.law.yale.edu/15th_century/colum.asp

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Using Close Reading

• What did you do to work or make sense of the
  text?
• What makes this piece of text complex?

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Unique Aspects of History/Social Studies Texts

• Text Features Parts/components of a book that
  are created to help a reader locate and learn
  information
• ?
• Examples headings, graphics, maps, captions,
  main idea boxes, table of contents,
  illustrations, colors and symbols, timelines,
  bolded words

• Text Structures
• Various patterns of how the text is written
• ?
• Examples Cause/Effect, Compare and Contrast.
  Problem/Solution, Concept/Definition,
  Goal/Action/Outcome, Position or Argument

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Disciplinary Lens
Traditional lens Historian Lens
Fact Collecting ? ? ?
Textbook ? ? ? ? Notice who, what,
and where, and chronology of events ?
? Truth statements ? ? ? ?
Why and how Texts as interpretive
arguments Organization and structure of
information (ex cause/effect) Critically
examine
pp. 60,61 Buehls Developing Readers in the
Academic Disciplines
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Establishing a Routine for Close Reading

• Pre-teach the vocabulary and concepts
• Set a purpose for reading
• Model close reading (using various tools
  according to purpose for reading)
• Provide guided practice and check for
  understanding
• Provide independent practice
• Organize discussions and debates
• Have students write about the text
• Adapted from the Consortium on Reaching
  Excellence in Education, Inc.

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• Close Reading Tools
• S.O.A.P.S Identifying speaker, occasion,
  audience, purpose, and subject
• Self-Questioning Taxonomy
• Identifying arguments and evidences
• Identifying assumptions

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Model of Close Reading RoutineShare Our
Wealth -a speech by Huey Kingfish Long

• United States History Social Studies Curriculum
  Framework
• Strand World in Conflict
• Content Standard 17 Students shall examine
  social, political, and economic changes during
  the Great Depression.
• R.CCR.1
• RH.11-12.1

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Establishing a Routine for Close Reading

• Pre-teach vocabulary
• pension
• Set purpose for reading
• Model close reading
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

26
Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

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Purpose for Reading

• Using various tools, we will closely and
  carefully read an excerpt from Huey Longs Share
  Our Wealth speech in order to understand one of
  several views on helping the poor during the
  Great Depression. We will read carefully to
  consider what the source says and the language
  used to say it.

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Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

29
Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• SOAPS
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

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S.O.A.P.S.

• Speaker
• Occasion
• Audience
• Purpose
• Subject

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Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Self-Questioning Taxonomy
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

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Self-Questioning TaxonomyMentoring students
reading through a historian lens

• Levels of Thinking
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering

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Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Arguments and Evidence
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

34
Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Arguments and Evidence
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

35
Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Assumptions
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

36
Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Assumptions
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

37
Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

38
Establishing a Routine for Close Reading

• Preteach vocabulary
• Set purpose for reading
• Model close reading using tools
• Provide guided practice
• Provide independent practice
• -Lincolns Second Inaugural Address
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

39
Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

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Discussion

• I didnt know what I knew until I talked about
  it.
• -seventh-grade science student

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Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Provide guided practice
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

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Writing in Response to text

• What did I discover about this text or what was
  reinforced after I did my own close reading?
• adapted from the Consortium on Reaching
  Excellence in Education, Inc.

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Reflection

• Why are close reading classrooms important?
• What does it mean to be a reader and thinker in
  your academic discipline?
• Which steps of the close reading routine will I
  utilize?
• Adapted from the Consortium on Reaching
  Excellence in Education, Inc.