Making Close Reading
Comprehensible and Engaging
with iPads
Have an iPad with you? Download these apps:
● PaperPort Notes
● Skitch
● Sticky Beautiful Notebooks for iPad and iPhone
● YouTube Capture
October 23, 2014
Maggie Essig
Laura Heneghan
Evergreen Park School District 124
● Review Close Reading Steps
● Explore iPad apps that can help facilitate
each step of the process for ELLs
● Time to explore/ask questions
What is a Close Read?
“Close reading is an instructional routine in
which students critically examine a text,
especially through repeated readings.”
- Fisher & Frey
Close Reading and ELLs
● "English language learners benefit from the reinforcement of
vocabulary and concepts through pictures, graphics and video. They
also benefit from being able to use technology to express themselves."
(Brozek & Duckworth, 2011).
● “...building ELLs’ background knowledge definitely has its place in the
Common Core, it is only one piece of the close reading puzzle. After
we build ELLs’ background knowledge as necessary, we must then
focus the majority of our instruction on having students working with
the text itself so that they can unlock its meaning.” (Staehr Fenner,
Technology and ELLs
Lowers affective filter (Krashen, 1982)
Provides an authentic audience for students’ work
A growing number of language programs rely on technology tools to make language
learning more comprehensible to a wide range of learners (Winkle & Goertler, 2008)
Laptops in the ESL classroom allowed the teachers to make their teaching more visual,
provide practice learning content through online games, create a soothing environment by
playing music, and help support ELLs language development (Turgut, 2011)
Importance of computers in creating an interesting and motivating learning environment
through a rich comprehensive input in a low affective filter (Carrasquillo and Nunez, 1988)
Technology offers second language learners a more natural communicative approach and
online immersion by being able to practice with native speakers. (Godzicki, Godzicki,
Krofel, and Michaels, 2013)
Using mobile devices to teach ELLs increased the level of interest of learners and helped
reduce their stress level (Chen & Hsu, 2008)
Importance of technology as a differentiated instruction tool that provides ELLs with a rich
and comprehensive input necessary to acquire a second language (Chen & Hsu, 2008;
Elsner, 2011; Tsuei, 2011; and Winkle & Goertler, 2008)
Close Reading Guidelines
Use a short passage
“Read with a pencil (or finger)”
Note what is confusing to students
Pay attention to patterns
Give students a chance to struggle slightly
Close Reading Procedure
Establish Purpose
1st Reading & 1st Discussion
2nd Reading & 2nd Discussion
3rd Reading & 3rd Discussion
Establish Purpose
● Explain the purpose of the read
● Make it clear to students that it is a Close
● What will you focus on?
Word choice
o Literary devices
o Content vocabulary
o Key ideas & details
1st Reading & Discussion
● Students read independently (can be read
together based on age or language proficiency
● Students annotate text while the teacher looks
for patterns
● Small/whole group discussion to check meaning
● Prompt students to reference text annotations
during discussions
1st Reading & Discussion Focus
Key Ideas & Details
● What’s the gist (big idea) of the text?
● What is the author’s key idea/claim?
● What are the important details (who,
what, where, when, why, or how)?
Integrating Technology - 1st Reading
● Record yourself
reading text to
students for use in
small groups at
school or for
reinforcement at
● YouTube Capture
o Settings: Private,
Unlisted, Public
Integrating Technology - 1st Reading
● Take a picture of a text
with Skitch to annotate
● Benefit: Students can
revisit annotations in
● Benefit: Works great
with individual pages
from picture books
Integrating Technology - 1st Reading
You can create Skitch images in one of
six ways:
1. Take a photo using the Skitch
2. Select an existing image from your
3. Create a Skitch image from a
webpage or a map
4. Paste an image from the device
5. Create a Skitch image from a blank
6. Open a PDF in Skitch from another
Integrating Technology - 1st Reading
Use PaperPort Notes to annotate PDFs
Text, Pencil,
Eraser tools
note tool
tool to leave
Integrating Technology - 1st Reading
● Use PaperPort Notes to annotate PDFs
o The Easy Way → Open a PDF in your iPad, click “Open
With…” at bottom, select PaperPort Notes
o The Slightly More Steps Way → Create or paste text in a
Google Doc, Download As PDF, Open PaperPort Notes, Click
Import, Click Google Drive
● Benefit: Students can revisit annotations in future readings/discussions
● Benefit: Works great with Reading A-Z,,,
Integrating Technology - 1st Reading
● Sticky Notes App
Use to answer who,
what, where, when,
why questions after
the first reading
Use to ask who,
what, where, when,
why questions
ABOUT the text
2nd Reading & Discussion
● Teacher sets focus for second reading
● Teacher reads aloud the text
● Students listen and revisit annotation
o Technology makes it easier to reclassify parts of
the text
● Students expand on discussion
o Focus on text dependent question (text structure,
vocabulary, author’s purpose, inferences)
Integrating Technology - 2nd
● Record students reading text
Some students need to hear the text multiple
Document students’ growth over time
Improve fluency
● Record student discussions to revisit as a
larger group
● YouTube Capture
● QR Codes
QR Codes
● Google URL Shortener Extension for
● i-nigma (free QR code read app)
● Put the QR Code on a text passage, in the
back of a book, or on your newsletter to
direct students and parents to a passage.
3rd Reading
● Teacher’s choice: Teacher read, partner read, or
independently read
● Teacher leads discussion about opinions,
arguments, or intertextual connections relating to the
Integrating Technology - 3rd
● Make a YouTube Video where students
share intertextual connections
Video can prompt whole class discussions
● Students write responses in a blog
Preparation for a Prose Constructed Response
o Authentic audience, interaction with native
English speakers
o Teacher can prompt students to dig deeper into
Brozek, E., & Duckwork, D. (2011). Supporting English language learners through technology. Educator’s Voice,
(4), 10-15.
Carrasquillo, A., & Nunez, D. (1988). Computer-assisted metacognitive strategies and the reading comprehension
skills of ESL elementary school students. Retrieved from
Chen, C., & Hsu, S. (2008). Personalized intelligent mobile learning system for supporting effective English learning.
Educational Technology & Society, 11(3), 153-180.
Elsner, D. (2011). Developing multiliteracies, plurilingual awareness & critical thinking in the primary language
classroom with multilingual virtual talking books. Retrieved from
Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation and engagement in elementary
and middle school students through technology-supported learning environments. Retrieved from
Krashen, S. (1982). Principles and practice in second language acquisition. London: Pergamon Press.
Tsuei, M. (2011). Development of a peer-assisted learning strategy in computer-supported collaborative learning
environments for elementary school students. British Journal of Educational Technology, 42(2), 214-232.
Turgut, G. (Oct. 2011). A case study on use of one-to-one laptops in English as second language classrooms,
Turkish Online Journal of Qualitative Inquiry, 3(4), 28-47.
Winkle, P. & Goertler, S. (2008). Did we forget someone? Students' computer access and literacy for CALL. CALICO
Journal, 25(3), 482-509.
Contact Us
Maggie Essig
[email protected]
Laura Heneghan
[email protected]

similar documents