SUPPORTING STUDENTS IN CLOSE READING
FROM THE COLLEGE AND CAREER READY STANDARDSTO TEACHING AND LEARNING IN THE CLASSROOM:A SERIES OF RESOURCES FOR TEACHERSSUPPORTING STUDENTSIN CLOSE READINGAUTHORS:BARBARA JONES, SANDY CHANG, MARGARET HERITAGE, GLORY TOBIASON, AND JOAN HERMANNational Center for Research on Evaluation, Standards, and Student TestingUniversity of California, Los AngelesGraduate School of Education & Information StudiesUpdated Febuary 2015Copyright 2014 The Regents of the University of CaliforniaThe work reported herein was supported by grant number #S283B050022A between the U.S. Department of Educationand WestEd with a subcontract to the National Center for Research on Evaluation, Standards, and Student Testing (CRESST).The findings and opinions expressed in this publication are those of the authors and do not necessarilyreflect the positions or policies of CRESST, WestEd, or the U.S. Department of Education.
ORGANIZATIONINTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3CLOSE READING OF TEXT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4SELECTING TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6PRIMING TEXT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9TEXT-DEPENDENT QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17FORMATIVE ASSESSMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21TOOLS AND EXEMPLARS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22ADDITIONAL RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Our grateful thanks to Timothy Shanahan, Distinguished Professor Emeritus at the University of Illinois at Chicago,for his valuable feedback on an earlier draft of this resource.
INTRODUCTIONThis resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) toassist teachers and those who support teachers to plan teaching and learning from College and Career ReadyStandards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students,students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts inlearning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS;National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an exampleof CCRS. The processes described in this resource are applicable to all States' CCRS, including the CCSS. The contentof this resource is drawn from leading theory and research about learning and formative assessment and from anexamination of the CCSS. This resource guides teachers in the process of instructional planning for close reading withstudents.1 A section on background reading is included at the end.The ELA & Literacy CCSS call for students to:undertake the close, attentive reading that is at the heart of understanding and enjoying complexworks of literature seek the wide, deep, and thoughtful engagement with high-quality literary andinformational texts that builds knowledge, enlarges experience, and broadens worldviews [and]reflexively demonstrate the cogent reasoning and use of evidence (2010, p. 3).Specifically, through close reading students can accomplish some major interpretive goals of the ELA &Literacy CCSS: Key Ideas and Details: Understand a text’s key ideas and details expressed and/or implied bythe author Craft and Structure: Understand how the craft and structure of a text reinforces and supportsthe author’s message/purpose Integration of Knowledge and Ideas: Recognize how this text connects to others and be able toevaluate its quality or valueThe emphasis on close reading in the ELA & Literacy CCSS means that teachers in every content area will need toplan lessons that include increased instructional time working with text and engaging students in close reading ofcontent-area texts.ORGANIZATIONThis resource is organized as a series of steps that teachers can follow as they prepare for close reading. Thesesteps include:(1) Gaining an understanding of close reading;(2) Selecting appropriate texts to use with students;(3) Priming text: Reading the selected text multiple times to (a) annotate text to gain increasedunderstanding of the text and (b) extract and record relevant information from the text;(4) Developing text-dependent questions to stimulate student thinking and discussion of the text;(5) Using evidence gathered from the close reading process to inform next steps in instruction(formative assessment).1 Although this resource focuses primarily on analytical reading, there are other reading goals that teachers will have for their students, namely, to increase students’capacity for sustained reading of longer texts over extended periods of time at their independent reading level.FROM THE COLLEGE AND CAREER READY STANDARDS TO TEACHING AND LEARNING IN THE CLASSROOM A SERIES OF RESOURCES FOR TEACHERS3
CLOSE READING OF TEXTThe goal of close reading is to enable students to deeply engage with challenging and high quality text. Eventually,through close reading, students will be able to read increasingly complex text independently, relying only on whatthe author provides in the text to support their comprehension and evaluation of the text.The CCSS Anchor Standard 1 in Reading states that students:Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text(2010, p. 10).Furthermore, according to the National Education Association (NEA, 2013), “80-90 percent of the [CCSS] readingStandards in each grade require text-dependent analysis” (p. 18). Therefore, students’ successful and meaningfulengagement with text necessitates teachers’ careful planning of close reading.Teachers and students have specific roles in close reading, which are described below.TEACHER ROLESSTUDENT ROLES(1) Select challenging and appropriate text(1) Read the text more than once(2) Analyze the text’s content and languageahead of time(2) Persevere in reading and comprehendingchallenging text(3) Anticipate potential challenges the textmay present for certain students (e.g.,English Learners, students reading farabove or below grade level)(3) Analyze the text for purpose and/or levelsof meaning(4) Write text-dependent questions thatengage students in interpretive tasks(5) Lead rich and rigorous conversations(through the use of text-dependentquestions) that keep students engagedwith the text’s deeper meaning(4) Use evidence from the text to ask andanswer text-dependent questions(5) Increase comprehension of a text throughmultiple re-readings(6) Participate in rich and rigorousconversations about a common text(6) Ensure reading activities stay closelyconnected to the textSUPPORTING STUDENTS IN CLOSE READING CSAI4
Lessons based on close reading of text have several distinct characteristics.2 Close reading often entails a multi-day commitment to re-reading a text. Each re-reading has adifferent purpose. Close reading focuses on short, high-quality text that is appropriate for reading several times (e.g., atext with complex ideas and structure). Text can be excerpted from a longer piece of work. Instruction for close reading involves scaffolding students’ meaning-making with the text. Studentsneed to make sense of the text, engaging in productive struggle when necessary. To support this,teachers provide only a minimal amount of background knowledge or explanation to students priorto reading the text. For example, teachers might pre-teach some vocabulary that may otherwise blockstudents’ access to the text or tell students something about the text genre (e.g., that it is a memoir orscience article). A major role for teachers is to ask text-dependent questions. Text-dependent questions can only beanswered by referring explicitly to the text. Answering these questions does not rely on any particularbackground information outside of the text. The questions engage students in interpretive processes,guiding them in how to think about the texts and enabling them to practice the type of attentivereading and thinking called for by the CCSS. (See section on Text-Dependent Questions on page 17for more information.) Lessons created for close reading of text usually include a culminating task related to the coreunderstanding, key ideas, or theme of the text. This task can help students consolidate their learningand demonstrate their understanding of the text. A culminating task will often engage students in acombination of ELA domains, such as reading, writing, listening, and speaking (e.g., giving an oralpresentation to the class or writing an exposition about the text).Timothy Shanahan, an expert in literacy, teaching, and curriculum, recommends at least three readings of a text, inwhich the main purpose for each reading is aligned with the three main categories of the ELA Anchor Standardsfor Reading: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas. The guide, Moreon Planning for Close Reading & Text-Dependent Questions, in the “Tools and Exemplars” section of this resourceprovides a synopsis of Shanahan’s approach.In close reading, teachers minimally introduce the text with the goal that students read and make sense of what thetext says for themselves. However, Catherine Snow, a leading researcher in the field of literacy, cautions against whatshe calls cold close reading in which students read a text without any introductory activity that warms them to a topicor task, orients them, or cultivates enthusiasm. Snow (2013) writes that a “collapse of motivation” occurs when theselected text is too hard, too long, too full of unknown words or an unknown topic, and the reader “quickly exhaustshis or her initial willingness to struggle with it the reality of reading a text too hard is that it often results, not inproductive struggle, but in destructive frustration” (p. 19). Teachers will need to provide some motivator for studentsand an appropriate level of support (i.e., not too much, not too little) so as to engage them in close reading ofchallenging text.2 For more information, visit Timothy Shanahan’s blog at www.shanahanonliteracy.com.FROM THE COLLEGE AND CAREER READY STANDARDS TO TEACHING AND LEARNING IN THE CLASSROOM A SERIES OF RESOURCES FOR TEACHERS5
SELECTING TEXTThere are many factors to consider when selecting text for close reading, including reading purpose and text type.3 Itis important to make sure that there is sufficient richness and complexity in a selected text to stimulate close reading.Students should read a variety of texts, but not every text can be, or needs to be, analyzed and examined in the deepmanner required for close reading. Texts not selected for close reading can be used for other reading purposes,such as to help students increase reading fluency. Text used specifically for close reading should enable students togain new insight into the text each time they read it, for example, because its structure and/or ideas are complex.According to Fisher and Frey (2012), texts that are instructionally worthwhile are those that:allow readers to reflect on themselves and their actions; invite them in the worlds of others; understandthe biological, social, or physical world; or solve problems that are timely and important. Texts worthy ofinstruction also allow students to develop their literary prowess and become informed citizens (p. 2).SELECTING TEXT TOOLAn important step in selecting texts for close reading is to determine the level of challenge the text presents forstudents. The Selecting Text tool assists teachers in this process.4 Factors to consider when determining the level ofchallenge for students include: age appropriateness of the text and likely interest of students, complexity of ideas,text and sentence structure, vocabulary difficulty, and length of the text.5 A printable Selecting Text template forteacher use is included in the section “Tools and Exemplars.” To illustrate what this tool might look like in use, anexample from a narrative text “Eleven” (Cisneros, 1991) is provided below. An example of a completed Selecting Texttool for an informational text, Where Do Polar Bears Live? (Thomson, 2010), is also included in the section “Tools andExemplars.”3 The ELA & Literacy CCSS uses the term text type to categorize text into stories, poetry, and informational text.4This tool is adapted with permission from the Ministry of Education, New Zealand website, ting-text-difficulty.5The writers of the ELA & Literacy CCSS have also developed a research-based model of key dimensions to determine text complexity and appropriateness forstudents. For more information on these dimensions, see the “Tools and Exemplars” section of this resource.SUPPORTING STUDENTS IN CLOSE READING CSAI6
EXAMPLE OF SELECTING TEXT TOOLTitle and source: "Eleven" (excerpt of the short story from CCSS Appendix B)Author:Sandra CisnerosGrade Level and area:7th Grade, ReadingFactors Affecting Text ChallengeNotesAge appropriateness The story uses mostly everyday words, so there should befew issues with word recognition demandsConsider: word recognition demands (sight words &decoding) The narrator (main character) just turned 11, which is closeto the age of the 7th graders who will be reading this text age of the main character(s) prior knowledge assumed by the text maturity required to deal with the themesStudents will have familiarity with the idea of turning older(as they all have had birthdays), but they may not haveconsidered what being older means as described by thenarrator in the text familiarity of contexts, settings, and subject matter likely interests, motivation, and experiences of readersThe themes and content of the story are appropriate for7th graders; readers will likely be interested in the story,and some may have similar feelings and experiencescompared to the narrator Consider:The story’s theme that a person is and can act all the yearsbelow her current age is an abstract idea: accessibility of the themes- implied information or ideas (requiring readers toinfer) irony or ambiguity abstract ideas metaphors and other figurative or connotativelanguage technical information support from illustrations, diagrams, graphs, and so onComplexity of ideasReaders will need to infer what the narrator meansas she describes her feelings of growing a year older Text is highly descriptive: The author uses figurativelanguage (e.g., similes) to convey the narrator’s thoughtsand emotions There is some ambiguity as to who the narrator is and whoshe is speaking to (i.e., “what they never tell you”)FROM THE COLLEGE AND CAREER READY STANDARDS TO TEACHING AND LEARNING IN THE CLASSROOM A SERIES OF RESOURCES FOR TEACHERS7
Structure and coherence of the text The excerpted piece is a description of the narrator’sthoughts and feelings, so it doesn’t have a timeline ofevents (that will come later in the story) 1st person narrative point of view (i.e., narrator isspeaking), but narrator occasionally addresses the reader/audience by using the 2nd person point of view (i.e.,“you”) The author uses many examples in her descriptions as away to explain the narrator’s thoughts and feelings Short paragraph lengths There are a variety of sentence lengths found in the text,including sentence fragments The use/balance of sentence lengths is probably done toconvey an informal tone (and perhaps to show the realtime thoughts of the narrator) Repetition of words (e.g., "and" or "like") is stylisticand used to help set up the tone of the story as well asemphasize certain thoughts Overall, the story uses basic, everyday (social) vocabularythat most 7th graders will know (no use of academic/technical vocabulary, non-English words, or proper nouns) Some possible unique phrases (e.g., “little wooden dollsthat fit one inside the other” or “rings inside a tree trunk”) As mentioned, the author employs the use of figurativelanguage to describe vividly the narrator’s emotions Excerpt is the first 5 paragraphs from the short story; thisis a good chunk of text to use for close reading becausethe narrator is describing her feelings/emotions andreflecting on getting older (after the first 5 paragraphs,the story moves to events and dialogue)Consider: flashbacks or time shifts narrative point of view mixed text types connections across the text examples and explanations competing information length of paragraphs unattributed dialogue use of headings and subheadingsSyntactic structure of the textConsider: sentence length the balance of simple, compound, complex, orincomplete sentences use of passive voice or nominalization repetition of words or phrases changes in verb tenseVocabulary difficultyConsider: unfamiliar vocabulary technical and academic terms, non-English words, andproper nouns sentence-level and/or visual support contextual clues the use of a glossary or footnotesLength of the textEstimated readingyear level:7Notes:The text is written rather simply—use of everyday vocabulary, relatively easy-to-understandsentence structure, and short paragraphs. However, the author employs figurative languageand some ambiguity (in both the language and the ideas she is trying to convey). Also, thetheme found in this excerpt is quite sophisticated. This combination—simply written text withcomplex ideas—makes this excerpt a good text to use for close reading.SUPPORTING STUDENTS IN CLOSE READING CSAI8
PRIMING TEXTAccording to Shanahan, the main point of close reading is to situate the text at the center of the readingexperience, focusing on what is important in the text in terms of what it says, how it works, and how it relates toother texts (personal communication, January 4, 2014).The purpose of priming the text is to enable teachers to become deeply familiar with what the text says; itspurposes/themes, content, structure; and how these may relate to other texts. By priming the text, teachers candeeply understand the text themselves so that they can situate the text at the center of the students’ readingexperience.The following sections present two tools to be used concurrently for priming the text. They are intended to helpteachers gather information, summarize key features of the text, and identify their students’ abilities and interestsin relation to the text. These tools are: Text Annotation Protocol Text Cover SheetBy using these tools, teachers are better able to clarify text meaning and formulate intended reading purposes,identify the different entry points into the text (anticipating challenges the text will pose to different students), thinkabout ways in which to engage students with the important ideas and relationships described or implied by theauthor, and create text-dependent questions.TEXT ANNOTATION PROTOCOLTeachers use the Text Annotation Protocol in tandem with the Text Cover Sheet to gain a deeper understandingof the text they have selected to use with students during close reading and to guide their planning of the specificclose reading process students will undertake during the lesson.6 Like their students, teachers will need to read atext several times in the process of annotating it. This re-reading and annotating process can follow a few differentprocedures. Below is one approach to studying and annotating a text to prepare for students’ close reading. (Thisprotocol is included as a handout in the “Tools and Exemplars” section of this resource.) The process delineatedbelow is flexible; teachers should adapt it to their needs.61)First, read to get the “big picture” of the text. Get a general sense of what the text is about,being sure to note aspects of the text that catch your attention.2)Next, read through the text to note its major themes or ideas, levels of meaning, as wellas the author’s purpose (some of these concepts are more relevant to either literary orinformational texts).Information gathered in the Selecting Text tool may also be a helpful resource in priming the text.FROM THE COLLEGE AND CAREER READY STANDARDS TO TEACHING AND LEARNING IN THE CLASSROOM A SERIES OF RESOURCES FOR TEACHERS9
3)On your third reading, annotate the text for types of language that the author uses, such askey words, types of sentence structures, visual components, and text cohesion strategies.7Note the reasons why the author uses these features in relation to the text’s purpose ortheme. Also annotate any images, or other forms of visual representation included with thetext (e.g., data charts and diagrams accompanying science or social studies texts), noting theinformation they contain and the ways they may augment student understanding of the text.Look for the devices and features that stand out or are used repeatedly by the author.4)Finally, read through the text a few more times with your students in mind. Based on whatyou have already noted and annotated, determine which aspects of the text you want yourstudents to pay attention to. Also, make annotations about which aspects of the text maybe challenging for specific individual students or groups of students (e.g., English learners).The annotations made in your final reading may end up being a synthesis of your earlierannotations of the text where you noted the author’s use of language and sentence structure.ANNOTATION EXAMPLETo illustrate the Text Annotation Protocol, an example is provided below from an excerpt of the narrative text“Eleven” (Cisneros, 1991). The example shows annotations from a teacher’s third reading in which she makes notesabout the types of language that the author uses, such as key words, types of sentence structures, and text cohesion.The teacher also comments on the reasons why the author uses these features. Note that the information gatheredfrom the teacher’s first, second, and fourth readings of the text are recorded in the Text Cover Sheet (see page 12).Annotated examples (showing steps 3 and 4 from the Text Annotation Protocol) for an informational text, Where DoPolar Bears Live? (Thomson, 2010), are available in the “Tools and Exemplars” section.7For more information on text features and the annotation process, see the Text Study Guide for Teachers, which is found in the “Tools and Exemplars” section onpage 27.SUPPORTING STUDENTS IN CLOSE READING CSAI10
Ambiguouspronoun use (whichrefers to people);use of ambiguouspronoun adds totone of passageUse of 2ndperson point ofview conveys aninformal tone.Also, there is someambiguity with itsuse: is the narratoraddressing thereader, or is thenarrator using"you" to talk aboutherself?Use of "like"here signals thatnarrator is giving(another) exampleregarding one ofthe main themesof the story (notethe different use of"like" in Para. 5)Use of 1st personreveals narratorfor the first timeFirst 3 paragraphslead up to onetheme of the story(although thememay be obscuredby analogies)Use of shortsentences andfragments is stylisticuse of sentencestructure to helpconvey tone andemphasisExcerpt from “Eleven”by Sandra Cisneros (1991)(from CCSS Appendix B)Complexsentencestructure thatcontains severalpieces ofinformationWhat they don’t understand about birthdays and what they never tellyou is that when you’re eleven, you’re also ten, and nine, and eight, andseven, and six, and five, and four, and three, and two, and one. And whenyou wake up on your eleventh birthday you expect to feel eleven, but youdon’t. You open your eyes and everything’s just like yesterday, only it’stoday. And you don’t feel eleven at all. You feel like you’re still ten. And youare — underneath the year that makes you eleven.Like some days you might say something stupid, and that’s the part of youthat’s still ten. Or maybe some days you might need to sit on your mama’slap because you’re scared, and that’s the part of you that’s five.And maybe one day when you’re all grown up maybe you will need to crylike if you’re three, and that’s okay. That’s what I tell Mama when she’s sadand needs to cry. Maybe she’s feeling three.Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other,each year inside the next one. That’s how being eleven years old is.You don’t feel eleven. Not right away. It takes a few days, weeks even,sometimes even months before you say Eleven when they ask you. Andyou don’t feel smart eleven, not until you’re almost twelve. That’s the way itis.Repeated use of“and” is stylistic (e.g.,written to mimic orallanguage); conveysinformal tone andpace – as thoughcharacter is speakingquicklySentences in thisparagraph supportthe details writtenin Para. 1 – that aperson is and actsall the years belowher current ageThe use of "like"here is to signal therhetorical deviceof similes (notethe different usesof "like" in thisexcerpt; see firstword in Para. 2)Variation insentence structurein the paragraphmakes it more(stylistically)interesting to readFROM THE COLLEGE AND CAREER READY STANDARDS TO TEACHING AND LEARNING IN THE CLASSROOM A SERIES OF RESOURCES FOR TEACHERS11
TEXT COVER SHEETThe Text Cover Sheet provides a space for teachers to identify and record for instructional purposes: (1) the standardsaddressed; (2) reading purposes and text content; and (3) text and language challenges and connections. Teachersconcurrently fill out the Text Cover Sheet while annotating the text (using the process delineated above). Aftertheir first reading, teachers begin to fill in some fields of the Text Cover Sheet. It will likely take multiple readings tocomplete the Text Cover Sheet in order to come to a full understanding of the ideas or text structures presented incomplex, advanced, or technical text (just like it would for students). If teachers have already completed the SelectingText tool, this can also provide a valuable source of information for completing the Text Cover Sheet.AN EXAMPLE OF THE TEXT COVER SHEETTo illustrate what a completed Text Cover Sheet might look like, an example is provided below from the narrativetext, “Eleven” (Cisneros, 1991). Detailed descriptions of the fields included in the Text Cover Sheet follow theexample. Available in the “Tools and Exemplars” section is a printable version of the template and a completedexample for an informational text.Title of text:"Eleven" by Sandra CisnerosELA & Literacy StandardsCCSS 7th GradeCite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from thetext. (CCSS.ELA-Literacy.RL.7.1)Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objectivesummary of the text. (CCSS.ELA-Literacy.RL.7.2)Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.(CCSS.ELA-Literacy.RL.7.4)Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.(CCSS.ELA-Literacy.L.7.5) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each ofthe words. (CCSS.ELA-Literacy.L.7.5b) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,refined, respectful, polite, diplomatic, condescending). (CCSS.ELA-Literacy.L.7.5c)Other Content-Related StandardsNot ApplicableReading Purpose and Text ContentGoals Understand the author’s point – the central idea of the text Analyze how the author structured the text and the effect of the text structure on conveying her point Analyze how the author communicates the point through imagery Understand the narrator’s emotions and why she has those feelings Participate in collaborative discussions about textSUPPORTING STUDENTS IN CLOSE READING CSAI12
Big Picture/Gist of text The narrator is a girl who just turned 11, but she doesn’t feel 11 (or a year older). The excerpt describes the narrator’sfeelings about turning 11 and reflects on growing up. For the most part, the tone of the text is slightly melancholy, whichmay be somewhat surprising to a reader who may have a perception that birthdays are happy occasions. (Note: If students read the full text, the big picture will change slightly.)Text Purpose / Levels of Meaning Themes:(1) A person is and acts all the years below her current age(2) Reflections on growing up Birthdays are usually a happy/special day for people, but the narrator doesn’t feel happy about her birthday as sheshould perhaps be; instead, she is reflective and a bit melancholy. The age of 11 has some meaning/significance in the story. It’s the first year of a person’s second decade of life, but it’sstill an age in which adults/society think is young (and somewhat not meaningful in terms of overall age). The narratorhas feelings of being misunderstood, powerless, and not smart enough to be 11. (Note: If students read the full text, there will be more themes, main ideas, and levels of meaning to list in this section.)Text and Language Challenges and ConnectionsVocabularyGiven that there are almost no academic words or technical words in this story, no vocabulary words need to be taught beforestudents read the text. However, text-depende
Lessons based on close reading of text have several distinct characteristics.2 Close reading often entails a multi-day commitment to re-reading a text. Each re-reading has a different purpose. Close reading focuses on short, high-quality text that is appropriate for reading sever
close reading process helps students learn how to analyze complex text. A mixed method study examined the effect of ten weeks of instruction in close reading on the reading comprehension skills of fifth grade students. Also examined were any differential effects of close reading on literary
All About the Alphabet Reading Alphabet Fun: A Reading Alphabet Fun: B Reading Alphabet Fun: C Reading Alphabet Fun: D Reading Alphabet Fun: E Reading Alphabet Fun: F Reading Alphabet Fun: G Reading Alphabet Fun: H Reading Alphabet Fun: I Reading Alphabet Fun: J Reading Alphabet Fun: K Reading Alphabet Fu
Learning Intentions Define close reading. Know the phases of close reading. Develop text-dependent questions that drive close reading. Collect and respond to close reading assessment data. C
Close Reading Workshop 1 Close Reading of Informational/Literary Nonfiction Texts 1 Close Reading WoRkshop 1 PLAN Pacing: Each workshop has four activities. Allow approximately two days per activity. Pacing for this set of activities will be flexible based on the
Close Reading Close reading is a method of literary analysis which focuses on the specific details of a passage or text in order to discern some deeper meaning present in it. The meaning derived from the close reading
This close reading example can be used to structure close reading activities with other texts, including texts in other grade levels, and it is intended to provide teachers with a guide for planning close reading activities for use within larger
researches about close reading abroad and point outs that Close reading in the context of Curriculum is facing a lot of challenges and many concepts lack curriculum theory significance. Fu xiao (2014, p.56-61) makes an exploration to origins of close reading and its development in order to clear up misunderstanding and construct a literary approach
VANITIES (Dinner Theatre) Jack Heifner . SFA Summer Repertory Theatre, Stephen F. Austin State . University, Cherokee Civic Theatre, Rusk, Texas, 1985 -1988 . VALENTINE'S DAY Horton Foote . THE MEMBER OF THE WEDDING Carson McCullers . COURTSHIP Horton Foote . I REMEMBER MAMA John van Druten . LIGHT UP THE SKY Moss Hart . HARVEY Mary Chase . THE CURIOUS SAVAGE John Patrick . Flagstaff Festival .
