Close Reading in History and Social Studies 6-8

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Close Reading in History and Social Studies6-8

• A Professional Development Opportunity for
  Arkansas Educators

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Common Core State Standards
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Agenda

• Understand why close reading instruction is
  important
• Observe modeling 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 in on the details.

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Close Reading is

• close 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
• Classroom Strategies for Interactive Learning,
  Buehl, p.4

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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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What does this mean for my content?
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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

• 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 of a 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-Contrast
• Problem-Solution
• Concept-Definition
• Goal-Action-Outcome

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Establishing a Routine for Close Reading

• Pre-teach the vocabulary and concepts.
• Set a purpose for reading.
• Model close 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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• 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 The Indians of the Six
Nations to William Mary College

• Lexile 1050 6-8th grade
• Framework G.2.6.2 Social Studies 6th grade
• R.CCR.1
• RH.6-8.1

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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.

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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.

26
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.

27
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.

28
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.

29
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.

30
Establishing a Routine for Close Reading

• Pre-teach vocabulary
• Set purpose for reading
• Model close reading using tools
• Provide guided practice
• Elvis Presley to President Richard M. Nixon
• Lexile 970 6-8th Grade
• C.5.8.5 Social Studies Framework K-8
• R.CCR.1
• Provide independent practice
• Organize discussions
• Have students write about text
• Consortium on Reaching Excellence in Education,
  Inc.

31
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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• 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

• Preteach 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

• Example
• What did I discover about this text or what was
  reinforced after I did my own close reading?

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Reflection

• Which close reading skills do I most want my
  students to learn and practice?
• Which close reading tools will I model for my
  students and ask them to use?
• Which steps of the close reading routine will I
  utilize?
• Handout adapted from the Consortium on Reaching
  Excellence in Education, Inc.