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Close Reading in History and Social Studies 6-8

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Title: Close Reading in History and Social Studies 6-8


1
Close Reading in History and Social Studies6-8
  • A Professional Development Opportunity for
    Arkansas Educators

2
Common Core State Standards
3
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

4
NAEP Reading Framework
5
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

6
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

7
Reader Behaviors
  • Readers develop moves, which are actions to help
    readers understand and remember.
  • Developing Readers in the Academic Disciplines,
    Buehl, p.224

8
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.

9
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.

10
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.

11
Close Reading is NOT
  • Skimming for answers
  • Surface processing
  • Reading and forgetting
  • Classroom Strategies for Interactive Learning,
    Buehl, p.4

12
  • 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.

13
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.

14
Towers of Literacy
  • Literary Math History Physical Biology
  • Fiction Science
  • Adapted from Developing Readers
    in the Academic Disciplines, Buehl p. 15

15
What does this mean for my content?
16
CCSS for Literacy in History/Social Studies
17
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
18
Close Reading of a Complex text
  • http//avalon.law.yale.edu/15th_century/colum.asp
  • http//avalon.law.yale.edu/15th_century/colum.asp

19
Using Close Reading
  • What did you do to work or make sense of the
    text?
  • What makes this piece of text complex?

20
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

21
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.

22
  • Tools
  • S.O.A.P.S Identifying speaker, occasion,
    audience, purpose, and subject
  • Self-Questioning Taxonomy
  • Identifying arguments and evidences
  • Identifying assumptions

23
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

24
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.

25
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.

32
  • I didnt know what I knew until I talked about
    it.
  • -seventh-grade science student

33
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.

34
Writing in Response to text
  • Example
  • What did I discover about this text or what was
    reinforced after I did my own close reading?

35
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.
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