Close Reading
Early Release
November, 2014
Reflecting on October’s Close Reading
• Using the Reflecting on a Close Reading
Lesson Handout, take a few moments and
personally reflect on the Repeated Reading
section. Did your repeated readings prepare
students for the culminating activity?
reflect on this element of
close reading.
• How do you feel your knowledge of close
reading has changed your instruction?
• How have your students’ learning
changed as a result of close reading?
Objectives:
• Participants will increase accuracy in selecting appropriately complex text for a
close reading lesson.
• Participants will increase their knowledge of the close reading protocol.
Success Criteria:
• Participants will create a close reading sequence focusing on selecting
appropriately complex text.
Limited
Frontloading
Repeated
Readings
TextDependent
Questioning
Short
Passages
Careful,
Purposeful
Reading
Appropriately
Complex Text
Annotation
Student Talk
Elements
of Close
Reading
Writing From
Reading
Adapted from:
Fisher, D. & Frey, N (2014). Close Reading and Writing From Sources. Newark, DE: International Reading Association.
As we gear up for our Close Read…..
• The potential standards covered in this Close
Read are LAFS.RI.1.1, LAFS.RI.1.2, LAFS.RI.2.4,
LAFS.W.1.2
• Evaluate the text for the appropriate complexity
Evaluating the Text…
As we gear up for our Close Read…..
• The potential standards covered in this Close Read are
LAFS.RI.1.1, LAFS.RI.1.2, LAFS.RI.2.4, LAFS.W.1.2
• We have evaluated the text for complexity
• The culminating activity for this Close Read is:
(K-2): Using information from the text, create a
poster telling why the grizzly bear should not
return to California. Use information from the
passage while creating your poster.
(Grades 3-5): Write an informational essay
explaining why the grizzly should not return to
California. Use information from the passage in
your essay.
Each read of a
Close Read is
!
1st Purposeful Read of a Close Read
Looking at the Road Map, there are five potential items occurring during the
first read of a Close Read.
Purpose: Reading for the Main Idea
Text Dependent Questions: What is the main idea of the text?
Annotation: The 1st Read of a Close Read typically contains a shallow
text code.
• Underline the major points.
• Circle keywords or phrases that are confusing or unknown to you.
• Use a question mark (?) for questions that you have during the reading. Be
sure to write your question.
Writing Through Reading Strategy: In one sentence, tell what the
text is mostly about.
Student Talk Activity: “Tell Plus One”: Share your one sentence
main idea with a partner. Each partner should add one piece of text
evidence to tell about the main idea.
2nd Purposeful Read of a Close Read
Purpose for Reading: Vocabulary
Annotation: Put an “S” next to the words the author uses to tell why people
think grizzly bears are scary.
Text Dependent Questions (Craft & Structure):
Additional Text Dependent Question: How does the author
Table
Group
feelabout
about
grizzly
bears? Activity:
Use evidence from the text to
Think
the
given
explain
your
answer.
Keeping
the
Purpose
for Reading,
annotation.
Create
a Text
All
learning
in a Close
Student Talk
Activity:
“Back-to-Back,
Face-to-Face”:
Students will respond to
Annotation,
and
Text
Dependent
Dependent
Question
leading
Read isusing
preparing
the
the additional Text Dependent Question
this activity.
Questions
in mind,
students
to annotate
the text
instudent
Writing Through
Reading
Strategy:
….create
for athe
this
manner.
Writing
Through Reading activity
culminating activity!
which will prepare students for
the Culminating Task.
3rd Purposeful Read of a Close Read
Purpose for Reading: Why grizzly bears
have a fearsome reputation
Table Group Activity:
• In your group, discuss the culminating activity, prior readings, and
the purpose of this read
• Create at least 2 Text Dependent Questions (Integration of
Knowledge & Ideas)
• Create at least 1 purposeful Annotation related to 1 of your Text
Dependent Questions
• Create either a Student Talk Activity or Writing Through Reading
Strategy
Keeping the End in Mind…
Does each read of the close read
prepare students for the culminating
activity?
Does the culminating activity cause
students to demonstrate a deep
understanding of the text?
Does the culminating activity reflect
the complexity of the standards
selected?
Implementation Plan: Create a Close Reading Lesson
Limited
Frontloading
Repeated
Readings
TextDependent
Questioning
Short
Passages
Careful,
Purposeful
Reading
Appropriately
Complex Text
Annotation
Student Talk
Elements
of Close
Reading
Writing From
Reading
Create a Close Reading lesson sequence utilizing all elements of Close Reading
Reference
Fisher, D. & Frey, N. (2014). Close Reading and Writing From Sources. Newark, DE:
International Reading Association.
Newsela (2014). Bring back the grizzly to California? That’ s too scary, some say. Retrieved
from https://newsela.com/articles/california-grizzlies/id/4778/
Sisson, D. & Sisson, B. (2014). Close Reading in Elementary School. New York, NY: Routledge.