I will know

how to

implement a

close

reading

strategy.

TODAY’S TARGET

Icebreaker

Why close reading?

Model Close Reading

Writing Text Dependent Questions

More content area examples

Work Time/Brainstorm

AGENDA

1. Mastery Manager

Data

2. YouTube Clips

3. Painting

4. Geometry Diagram

5. Sculpture

6. IKEA Directions

7. Rubrics

8. Lab Report

9. Bar Graph

10.Math equation

11.Lease agreement

12.Recipe

13.Play Bill

14.Heart Monitor Data

15.Review of a Product

16.Blog

SORT THE FOLLOWING ITEMS. WHICH ITEMS

WOULD YOU CONSIDER TO BE A TEXT?

Reading and the deliberate rereading of a text with a specific purpose.

Student-centered where reading, speaking, and writing are encouraged.

Structured carefully by the teacher

Raises engagement and joy

Leads to student independence (not dependence)

WHAT IS A CLOSE READING?

CCSS Anchor Reading Standard 1

R(1)=Read closely to determine what the text says

explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to

support conclusions drawn from the text.

WHY CLOSE READING?

VERB

Verb Phrase

NOUN

Noun phrase

CONTEXT THINKING

LEVEL (DOK)

Read closely

to determine

text the text says

explicitly

DOK 1

Read to

make logical

inferences

text from the text DOK 2

Cite to

support

conclusions

textual

evidence

drawn from

the text

DOK 3

THE PLC CYCLE AND CLOSE READING

DIFFERENTIATE!!WHOLE CLASS INSTRUCTION

CLOSE READING

What does the text say?

How does the text say it?

What does the text mean?

Falling in Love with Close Reading by Christopher Lehman & Kate Roberts

LET’S PRACTICE!!!

What does the text say?

Literal Reading

What do you see, read, or take away from the text on a literal level?

CLOSE READING LENS # 1

Falling in Love with Close Reading by Christopher Lehman & Kate Roberts

How does the text say it?

STRUCTURE

TEXT FEATURES

POINT OF VIEW

DIALOGUE

CONTEXT CLUES/WORDS/IMAGES… MEANINGS

CLOSE READING LENS # 2

Falling in Love with Close Reading by Christopher Lehman & Kate Roberts

What does it mean? INFERENTIAL

How does it connect to other texts or the

world at large? EVALUATION and SYNTHESIS

Meaning of words and illustrations towards

bigger picture/learning goal/essential question

Evaluate

Analyze

Compare/contrast elements within this text or

other texts

CLOSE READING LENS # 3

Falling in Love with Close Reading by Christopher Lehman & Kate Roberts

www.distractify.com

The text (passage, graph, article, picture, YOUTUBE

video, etc.) should be carefully chosen by the teacher.

The teacher should ponder how this text can/will lead to

an overarching connection with other texts or themes.

The text should be short.

If it has a staple it’s too long!

The text should be worthy of students’ time and should

not focus on minor points.

A Close Read should not be used as an everyday reading

strategy for basic comprehension. It is specifically used

for grasping the deeper meaning of an important text.

HOW DO I KNOW WHAT TEXT TO USE FOR MY

CLOSE READ?

Repeat

Repeat

Repeat

Repeat

Repeat

Repeat

Repeat

Repeat

Repeat

Repeat

Repeat

Repeat

Let’s Practice Again!!!

PRODUCT LIFE CYCLE

1. Based on the graph above, do profit and sales mirror each other throughout

the Product Life Cycle?

2. How does the graph communicate this information?

3. Why does profit decrease so much in the introduction stage?

THE DIAGRAM BELOW SHOWS THE POSITION OF 3 SOCCER

PLAYERS WHO ARE KICKING THE BALL TO ONE ANOTHER.

WHICH PLAYER KICKED THE BALL THE SECOND FURTHEST?

1. What does the diagram say?

2. How does the diagram communicate the

position of the players?

3. What equation would you use to solve this?

Why? (Use evidence from the diagram)

How would you find the solution?

The three lens questions used in a Close

Read are text-dependent questions that

teachers prepare to facilitate a close

reading.

CLOSE READING WITH TEXT-DEPENDENT

QUESTIONS

TEXT-DEPENDENT QUESTIONS…

Can only be answered with evidence from the text.

Can be literal (checking for understanding) but must

also involve analysis, synthesis, and evaluation.

Focus on words, sentences, and paragraphs, as well

as larger ideas, themes, or events.

Focus on difficult portions of text in order to enhance

reading proficiency.

Can also include prompts for writing and discussion

questions.

CREATING TEXT-DEPENDENT QUESTIONS

Identify the core understandings and key ideas of the

text.

Start small to build confidence.

Target vocabulary and text structure.

Create coherent sequences of text-dependent

questions.

Identify the standards that are being addressed

Create the culminating assessment.

TEXT DEPENDENT QUESTIONS ARE NOT…

Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions

Look at the sample from

your discipline. Evaluate

how this could be used in

your classroom. Share your

thoughts at your table.

Think of one piece of text

that you could use a close

reading on in the next unit.

What additional support

would you need in order to

implement a close read in

your next unit?

APPLICATION AND REFLECTION