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Google Slides - Close Reading - FES - Dec. 19, 2016

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Read this article written by Douglas Fisher and Nancy Frey: Close Reading in Elementary Schools

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RESPOND TO TEXT - Complete this section last.  Review all information posted on this Padlet before completing the questions.

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RESPOND TO TEXT - Complete this section last.  Review all information posted on this Padlet before completing the questions.

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1. What does (or will) Close Reading look like in your classroom?

2. What strategy will you try right away?

3. What quote/section from the article by Fisher & Frey stood out to you? Why?

Click on this Google Sheets Close Reading Response to Text link.  You will need to scroll down to an available row.  Type your name in the left-hand column and respond to the questions 1-3 in the appropriate columns.

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What is Close Reading? (As recommended by Fisher and Frey (2014)

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What is Close Reading? (As recommended by Fisher and Frey (2014)

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The first read in elementary grades is done by the teacher. The first read in the middle grades is done by the student.

Rereading (repeated reading) is done by the teacher multiple times and a variety of ways (teacher/student, independently, small groups).

Text dependent questions with who, what, when, why, how, explain, look at the figure again, and compare should be included during a close read.

Response to text should include any of the following: drawing, writing, researching, investigating, letter writing, summarizing. It can be completed independently or collaboratively with other students.

Student engagement should include extended discussions and text-based questions.

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Sketch then Stretch: Students do a quick sketch showing something that helps them think about the key points or a summary of the text.  Then they meet with their partner(s) and the group "stretches the sketch" - they interpret the sketch with words.  The person who sketched it can give more details in his/her thinking.

10 Finger Summary: After a reading of the text, students construct a summary, no longer than 10 words, to share with the class.

Sticky Notes: Use a variety of notes for note-taking.  Yellow notes "This is somewhat confusing to me."  Green notes "This makes perfect sense to me."  Purple notes "This is the most important part of the story."  Your class can determine the meanings for each note.

Dot and Jot: Provide students with color dots.  Ask a question.  Students reread to locate answer and place a "dot" (removable label) near the answer.  Visually scan the group and then have the students "jot" down their answer in their own words.  They can jot directly in the margin of the text, on a sticky note, or on scratch paper.

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Check out some Online Resources for Close Reading:

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Check out some Online Resources for Close Reading:

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Smithsonian Tween Tribune Junior

Text Project

Common Core Text Exemplars
Newsela

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PD Video: Identifying Texts Worth Reading

PD Video: Kindergarten Close Reading Lesson 1

PD Video: Common core Literacy Close Reading Strategies with Informational Text

Resources to help locate quality FIMP (Fun, Interesting, Meaningful, Purposeful) material:

www.storyarts.org

Reading Rockets

Time For Kids

Wonderopolis

Poetry4Kids

Giggle Poetry

Digital Read Works

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Bats at the Beach - Main Idea template

Bats at the Beach by Brian Lies - Close Reading Unit

Compare and Contrasting with Bats at the Beaches

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Complete Lesson Modeling Close Reading of Short Texts

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Close Reading with any book in Kindergarten and 1st Grade

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Uploaded by Aylin Claahsen on 2016-08-18.

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Close Reading Strategies to Help your Struggling Readers (Grades K-6) by Denise Gudwin