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Close Reading

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Close Reading * * * * * * * * * * * * * * * * * * * * AGENDA Demands of complex text on the reader Close reading tools for comprehending complex text Question and ... – PowerPoint PPT presentation

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Title: Close Reading


1
Close Reading
2
AGENDA
  • Demands of complex text on the reader
  • Close reading tools for comprehending complex
    text
  • Question and answer opportunities with ADE Panel

3
The Big Shifts
  • Appropriately Complex Texts
  • Increased Reading of Informational Texts
  • Content Area Literacy
  • Close Reading
  • Text-dependent Questions
  • Academic Vocabulary
  • Argumentative Writing
  • Short and Sustained Research Projects

http//ideas.aetn.org/commoncore/strategic-plan

4
Key Features of the Standards
  • Reading Text complexity and the growth of
    comprehension
  • equal emphasis on the sophistication of what
    students read and the skill with which they read.

CCSS Introduction, page 8
5
Staircase of Increasing Text Complexity
  • CCSS Reading Standard 10
  • CCSS, Appendix A, page 10

CCSS, K-5, pages 11-12 CCSS, 6-12, pages 37-38
6
Three Part Model for Measuring Text Complexity
CCSS, Appendix A, page 4
7
Qualitative Measures
  • Considerations
  • Levels of meaning or purpose
  • Structure
  • Language conventionality and clarity
  • Knowledge demands

CCSS, Appendix A, pages 5-6
8
Quantitative Measures
  • Considerations
  • Word length
  • Word frequency
  • Word difficulty
  • Sentence length
  • Text length
  • Text cohesion

CCSS, Appendix A, page 7
9
Reader and Task
  • Considerations
  • Motivation
  • Knowledge and experience
  • Purpose for reading
  • Complexity of task assigned regarding text
  • Complexity of questions asked regarding text

CCSS, Appendix A, pages 7-8
10
PARCC Model Content Frameworks
  • Close, analytic reading stresses engaging with a
    text of sufficient complexity directly and
    examining its meaning thoroughly and
    methodically, encouraging students to read and
    reread deliberately.

PARCC MCF, page 6
http//www.parcconline.org/parcc-content-framework
s
11
K-5
  • students must read widely and deeply from among
    a broad range of high-quality increasingly
    challenging literary and informational texts.

Note on Range and Content, CCSS, page 10
12
6-12
  • students must grapple with works of exceptional
    craft and thought whose range extends across
    genres, cultures, and centuries.

Note on Range and Content, CCSS, page 35
13
CCR Anchor Standards for Reading
  • K-5, page 10
  • 6-12, page 35

14
Close Reading Requires
  • Understanding your purpose in reading
  • Understanding the authors purpose in writing
  • Seeing ideas in a text as being interconnected
  • Looking for and understanding systems of meaning
  • Engaging a text while reading
  • Getting beyond impressionist reading
  • Formulating questions and seeking answers to
    those questions while reading

15
Systematic and Explicit Teaching Model
  • Systematic Skills and concepts are taught in a
    planned, logically progressive sequence.
  • Explicit
  • Direct Explanation
  • Teacher Modeling
  • Guided Practice
  • Independent Practice
  • Application

16
Strategies for Close Reading
  • Story Mapping
  • SOAPS
  • Text-Self-World Connections
  • Three Levels of Questions
  • Arguments and Evidence
  • Appeals Logical, Ethical, Emotional
  • Assumptions

17
Story Map
  • K-5 Graphic Organizer
  • Setting
  • Characters
  • Problem or Goal
  • Sequence of Events
  • Outcome
  • Theme

18
Identifying Theme
  • Was the outcome of the story good or bad? Explain
    why.
  • What lesson does the main character learn?
  • What lesson did you learn from the story?

19
SOAPS
  • Speaker
  • Occasion
  • Audience
  • Purpose
  • Subject

20
Connections
  • Text to Self
  • Text to Itself
  • Text to Text
  • Text to World

21
Three Levels of Questions
  • Right There
  • Think and Search
  • Author and Me

22
Arguments and Evidence
  • Identify the claim(s)
  • Analyze the evidence

23
Appeals
  • Logical (logos)
  • Ethical (ethos)
  • Emotional (pathos)

24
Assumptions
  • Explicit or implicit

25
Students Who are College and Career Ready
  • demonstrate independence,
  • build content knowledge,
  • respond to demands of audience, task, purpose,
    and discipline,
  • comprehend and critique,
  • value evidence,
  • use technology and digital media, and
  • come to understand other perspectives and
    cultures.

CCSS, page 7
26
In Closing
  • Demands of complex text on the reader
  • Close reading tools for comprehending complex text
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