Close Reading

So let's be honest here.  I do have a fundamental understanding of what close reading is but I have been avoiding speaking the words out loud in conversations for a reason.  I don't know if it's because I'm from the south, or because I got it confused with cloze reading in the beginning, but I didn't know if it was pronounced close (as in - close the door) or close (looking at something closely).  Well now I know for sure.  Look at that reading closely! 

Kelly Hohne

Kelly Hohne helped refine my thinking to seeing close reading as a way to see more in text than you did before to help you grow new thinking about it.  Use different lenses to do this.  Then they take these lenses to new texts.  It’s not about understanding the text only.  It's about learning to do something that you can do again on your own later.

When to do close reading?  You don’t want to do it all the time or you will never finish reading!  Do it purposefully.  Maybe look across the introduction of texts, or maybe kids in book clubs might make a decision to do a close reading of this part where they think it is really an important part.  Or maybe if there is a passage of text they think is not important, then why would the author choose to add it?

Think about why, what will kids get out of it, and how will this help my kids with other texts reading independently. 

Stop at the part you want to look at closely and talk about why that part is powerful. Point out which part they can look at to support their thinking about that part.  With informational text the author chooses illustrations, headings, subheadings and possibly even a word bank for a reason.  Does that support your thinking about this important part you are looking at closely? Is the word choice helping make this part important? 

Lenses to Use with Close Reading:
craft
relationships/interactions
point of view - What is the perspective of the author on this topic?  What perspectives are included in this text?  Missing?
language author used - How has the author used language?  (Non-fiction - How have experts quoted in article used word choice?)  What words stand out?  Why jight the author have chosen these words?  What do they show?  Are the words creating a positive or negative tone?
text structure - How has the author organized the text?  Why might he/she have made these choices?

Go close with very small portions of text

You could do close reading with an except from an article using the lens: what does the author want you to think, then show them an opposing article or text.

As a teacher read the passage as a reader.  Stop  and then reread it and think what part do you want them to look at closely.  What part do I want them to see more in....look at the standards and see what they need to work on.  That’s the part you base the lesson on. 

You may have the students take that portion of reading and write a response connecting their new thinking with evidence from the text. 

Close reading can be used in a mini lesson, while conferring with students, in the closing of a workshop and during book clubs.  When do you use close reading?

Cross posted on Once Upon a Teacher

Interactive Read Aloud

Alexis Czeterko

This week at the Teachers College Reading Institute I've had a School Leaders Group Session with Alexis Czerterko, staff developer for upper grades for TCRWP each day of the week.

Alexis has really pushed my thinking about things I thought I already knew how to do.  Some of those things I will share here on this blog and others I will share on my personal blog after I have had a chance to do the activities with you (Chets Creek Elementary School teachers) in person! 

One interesting thing about these sessions with Alexis each day is that we took the role of students in a Readers' Workshop.  Do you know how hard that is to do?  Let me tell you, as she goes conferring around the room your heartbeat starts going a little faster thinking, "Is she going to ask me a question?  Aaaccckkk!  What if I don't know the answer?"  You may be laughing but really it made me think about how students feel when they know they are going to be talking with a teacher about something they are not sure about.  So I guess what that taught me is I have confidence in my reading, but I don't have confidence that I am thinking deeply enough about my reading.  So what do I need to work on?  Because if I am not living my life as a growing reader than how can I teach my readers to grow?  More about that later...

The first important thing to do with an interactive read aloud is to choose a book carefully that aligns to the unit of study you are working on and the teaching points in that unit.  When Alexis modeled the interactive read aloud during our "Readers' Workshop" she had prepared the book ahead of time with sticky notes all through it to remind herself as a teacher the times she wanted to stop and model or help the readers draw meaning from envisioning, inferring and synthesizing.  You are to give kids

Interactive Read Aloud

an image of what proficient reading looks like.  She began by saying,"Look at the cover and get your mind ready".  Then she referenced a word bank that she had put on the document camera of words from the book we would encounter.  The word bank was separated by just new vocabulary and content vocabulary. She instructed, "Talk with your partner about words you don't reecognize."  After reading the first page in the book she walked the book over to the document camera and showed that first page and said, "Talk with your partner about words you see that were in the word bank.  When she did stop and model she gave us many opportunities to turn and talk.  If you don't prepare deliberately what you are going to talk about it would be hard to be focused about what the kids are learning from your modeling.  An example of this would be Teacher: "Given what just happened, I think the character is feeling and thinking " Then she would read a little more and stop and say: "Turn and tell your partner what the character is probably feeling now about this?  During turn and talk she circulated the room.  Her goal being for the kids to "grow" their thinking from the previous part.  After a few of the models that she did she stopped and pointed out implicitly her teaching point, "Did you see how I grew my ideas of the main character as we went along?

I loved hearing more about interactive read alouds.  I know that from now on I will prepare my teaching points more carefully and not be afraid to cover the book in sticky notes!  Even though I was comprehending the book just fine as a student the turn and talk points made me think deeper about the characters and text.  An essential as we prepare to ramp our kids up faster!

Cross posted on Once Upon a Teacher