PPLC Flex Day Agenda

Close Reading PD
Tuesday, November 18
3:10-4:40
Led By: Kristin Blathras & Monique Redeaux

We read with our eyes our brains our hearts and our pencils
I.

Revisit Purposing and Modeling: Survey Says

II.

Purposing Close Reading

III.

How Can We Use Images to Close Read: Visual Thinking Strategy (VTS):

IV.

Collaborative Planning of Close Reading

Distribute variety of text
Teams will collaboratively think through procedures of close reading
Questions to keep in mind, How will we reach all learners, how can we revisit one
piece of text for various purposes, how do we assess student learning and
understanding?

V.

Share Out Planning Experience

What success did your group find when planning this close reading experience?
What challenges did you face?

VI.

Monitoring Powerful Practice

How can we measure the effectiveness of the work we are doing for professional
development?

Access Point One:

Purpose and
Did students
know the objective?
Modeling
8 Classroom, yes!

2 Classrooms, no!
Could students explain the purpose of
the task?
6 Classrooms, yes!
4 Classrooms, no!
Was the purpose real-world or
relevant?
7 Classrooms, yes!
3 Classrooms, no!
Where is our greatest opportunity for
growth?

Access Point Two:

Close and Scaffolded
Reading Instruction
What is the purpose of
todays PD?
Address

a variety of text and disciplines

To

collaboratively think through the

process of a close read lessons

Continue

the practice of purposing and

modeling
Share

a common understanding of close

reading

Just in case you missed last years

PD on Close Reading
It is not new
practice

Texts that are

worthy, not for
all texts

Texts should be
complex enough
to undergo
repeated
readings for
deep
comprehension

Foremost,
reader is
focused on the
authors
meaning

Directed in all
content classes

Implemented for
K12

Six guiding
practices for all
close reading
instruction,
regardless of
the content

Six Practices of all

Close Reading
First Practice: Select Short, Worthy Passages
Second Practice: Student Rereading
Third Practice: Limited Frontloading
Fourth Practice: Text-Dependent Questions
Fifth Practice: Annotation
Sixth Practice: After-Reading Tasks

For your Reference

First Practice: Select Short, Worthy Passages
Three to nine paragraphs in length
Deeply understood by the teacher in order to know where complex parts
may inhibit student understanding

Do not need to be stand-alone texts

Second Practice: Student Rereading

With a clear purpose, to locate evidence for a particular question
Accomplished independently, with peers and/or with teacher think-alouds
Decreases the need for frontloading
Improves fluency and comprehension

For Your Reference (Cont.)

Third Practice: Limited Frontloading
Limited pre-teaching or frontloading by the teacher
Inquiry through rereading results in the discovery of the authors meaning
and helps develop metacognitive skills
Too much limits students opportunities for inquiry and discovery; these are
essential for becoming critical, independent readers

Fourth Practice: Text-Dependent Questions

Question types that are asked affect how a reader reads
Allow students to provide evidence from the text rather than from their own
experiences
Help build foundational knowledge so students are equipped to then
formulate meaningful connections and opinions
Scaffold understanding from explicit to implicit
Requires preparation by the teacher for thorough text discussion and analysis

For Your Reference (Cont.)

Fifth Practice: Annotation

Students play an active role in growing their knowledge and understanding

Should be completed with each rereading guided by text-dependent

questions

Use student annotations as formative assessments

Slows the readers down for deeper understanding, so it becomes a habit of

mind

Use universal annotation marks

No wrong answer in annotating; the only wrong thing is not to annotate

Sixth Practice: After-Reading Tasks

Necessitate students to refer to the text
Help students deepen their comprehension far beyond what they would be
able to accomplish on their own

Six Types of Text-Dependent

Questions
Whole

Across Text
Entire Text
Segments
Paragraph
Sentence
Word

Part

Question Types

Opinions, Arguments
Intertextual
Connections

Standards
8, 9
3, 7

Inferences
Authors Purpose
Vocabulary and Text
Structure
Key Details
General
Understanding

6
4, 5
2
1

Morrill School Annotation

Marks
Read With A Pen!

Grades K-2: Use Wiki sticks, sticky notes, model

thinking with annotation.

Close Read Feedback Checklist

Close Reading for Young Readers K3

Exposure to complex texts challenges students thinking.
Two instructional practices for close reading (close listening):
Interactive Read-Alouds (Fisher, Flood, Lapp, & Frey, 2004)
same practices:

a short, worthy text

text-dependent questions
limited frontloading
after-listening tasks to refer to the text, as grades 312
no annotation
Shared Readingall the same practices for grades 312:
simple annotation
after-listening tasks

Lets Try It Together!

Complex Images to Close Read
What is happening in the
image? Describe it.
What does each element
in the pic represent?
What comparisons are
being made?
What is the author's
argument? What point is
she/he trying to make?
Support your answer
with evidence from the
text.
How does this connect to
other texts we've
read/seen?

Collaborative Groups
You are going to have an opportunity to collaboratively think through how to plan a close
reading lesson using a choice of medium that best meets your needs. These practices will
support and improve upon our understanding of close reading and how we support students
as they begin to take responsibility for their own learning of complex text.

Variety of Planning Guides

Title

Genre

Grade Level

Resource

Duck & Goose

Fiction/Picture Book

K-3

Lets Take a Closer

Look

PTA Playground
Problem (CeeCee
Math)

Math

4th Grade
(Concept relates to all
grade levels)

Thunderstorms

Science

K-3

Close Reading Math

Problem Video
The Key To Unlockin
g CCSS in Math (Art
icle)
Close Reading of
Science Text
Students Close
Reading of Science
Text

Comet Probe May

Shed Light on Earths
Past

Intermediate

Chief Joseph Speech

Primary
Source/Social
Studies

6-8

Close Read Feedback

Checklist

Roar, Let It Go, Where

is the Love, Count on
Me

Pop Culture
Songs/Music

4-6

Close Reading with

Song Lyrics

Change Your Luck

Painting/Art

6-8

Arts Integration Gr
aphic Organizer
Teaching Students
to Analyze Complex
Nonverbal Texts

Using your chosen text, determine the responses for

the following critical practices in close reading
Practice

Examples

Response

Text Title
Text Purpose
Key Vocabulary
Questions

Text Dependent
Questions
After Reading Task

Purpose to focus on the

reason on the reading.
Reference definitions
and ideas or feelings
that the word evokes.
Ex. After reading the
this essay, how would
you summarize the
differences between
productivity, efficiency,
and supply?
Students must provide
evidence from the text
rather than their own
experiences
Require students to
return to the text. Ex.
Debate, written
summaries,

1.
2.
3.
1.
2.
3.

Duck and Goose

CLOSEREADINGFOR BEGINNERS
COMMONCOREALIGNED

BY: LYNDSEYKUSTER

Close Reading Math

Problems!
Close Readingof Math Stories
Who or what is the problem about?
What do we need to find out?
What is happening in the math story?
What numbers are important to help us solve
the problem in our math story?
What do the numbers in our story tell us about?

The PTA Playground Project

by
Retta London
Rainbow City Learning

What strategy could we use to answer out math

problem?
Tell a partner something about the math story
you read.
Tell a partner something you visualized when
you thought about the math story.

http://www.teacherspayteachers.com/Store/Minds-On-Fire

Science: Non Fiction

Comet Probe May Shed Light on Earth's Past

Chief Joseph's Surrender Speech at Bears Paw Battle

October 5, 1877
Students can be asked to read Chief Josephs Speech, answer text dependent questions and summarize. Later in the week, purpose the reasoning for the students to watch the You Tube Video of a retelling of the speech to see

Tell General Howard I know his Heart. What He told me before I

have in my heart. I am tired of fighting, Looking Glass is dead.
too-Hul-hul-sote is dead. The old men are all dead. It is the
young men who say yes or no. He who led on the young men is
dead. It is cold and we have no blankets. The little children are
freezing to death. My people, some of them have run away to
the hills, and have no blankets, no food; no one knows where
they are--perhaps freezing to death. I want to have time to look
for my children and see how many of them I can find. Maybe I
shall find them among the dead. Hear me, my chiefs. I am tired;
my heart is sick and sad. From where the sun now stands I will
fight no more forever." 1

VIDEO
Chief Joseph Speech - Nez
Perce
http://youtu.be/
WEMdN_4GAs4

Suggestion: Using Colescotts piece Change Your Luck and

the article Painters Takes on Classics Challenged Color Lines
determine the authors purpose to evaluate if Colescotts
painting was effective in conveying his message.
Painters Takes on Classics Challenged Color Lines (Article)

Thank you!
Please complete the Google Survey (also emailed to
you). The PPLC is asking some critical questions that
will help them design the rubric that is going to be used
to collect data during walkthroughs.
Close Reading Exit Slip/Survey

Next PPLC Powerful Practice PD is

Access Point Three: Collaborative
Conversations