Close Reading and Text-dependent Questions Creating a Close Reading Use a short passage Creating a Close Reading.

Report
Close Reading and
Text-dependent
Questions
Creating a Close Reading
Use a short
passage
Creating a Close Reading
Use a short
passage
Re-reading
Creating a Close Reading
Use a short
passage
Re-reading
“Read with a pencil”
Creating a Close Reading
Use a short
passage
Re-reading
“Read with a pencil”
Text-dependent questions
Creating a Close Reading
Use a short
passage
Re-reading
“Read with a pencil”
Text-dependent questions
Give students the chance to struggle a bit
Creating a Close Reading
Types of
Text-dependent Questions
Whole
Opinions, Arguments,
Intertextual Connections
Across texts
Inferences
Entire text
Author’s Purpose
Segments
Vocab & Text Structure
Paragraph
Key Details
Sentence
Word
Part
General Understandings
General Understandings
• Overall view
• Sequence of
information
• Story arc
• Main claim and
evidence
• Gist of passage
General Understandings in Kindergarten
Retell the story in order using the words
beginning, middle, and end.
Key Details
• Search for nuances in
meaning
• Determine importance of
ideas
• Find supporting details that
support main ideas
• Answers who, what, when,
where, why, how much, or
how many.
Key Details in Kindergarten
• How long did it take to go from a hatched egg
to a butterfly?
• What is one food that gave him a
stomachache? What is one food that did not
him a stomachache?
It took more than 3 weeks.
He ate for one week, and
then “he stayed inside [his
cocoon] for more than two
weeks.”
Foods that did not give
him a stomachache
•
•
•
•
•
•
Apples
Pears
Plums
Strawberries
Oranges
Green leaf
Foods that gave him a
stomachache
•
•
•
•
•
•
•
•
•
•
Chocolate cake
Ice cream
Pickle
Swiss cheese
Salami
Lollipop
Cherry pie
Sausage
Cupcake
watermelon
Vocabulary and Text Structure
• Bridges literal and
inferential meanings
• Denotation
• Connotation
• Shades of meaning
• Figurative language
• How organization
contributes to
meaning
Vocabulary in Kindergarten
How does the author help us to understand
what cocoon means?
There is an illustration of the cocoon,
and a sentence that reads, “He built a
small house, called a cocoon, around
himself.”
Author’s Purpose
• Genre: Entertain? Explain? Inform?
Persuade?
• Point of view: First-person, third-person
limited, omniscient, unreliable narrator
• Critical Literacy: Whose story is not
represented?
Author’s Purpose in Kindergarten
Who tells the story—the narrator or the
caterpillar?
A narrator tells the story, because
he uses the words he and his. If it
was the caterpillar, he would say I
and my.
Inferences
Probe each argument in persuasive
text, each idea in informational text,
each key detail in literary text, and
observe how these build to a whole.
Inferences in Kindergarten
The title of the book is The Very Hungry
Caterpillar. How do we know he is hungry?
The caterpillar ate food every day “but he
was still hungry.” On Saturday he ate so
much food he got a stomachache! Then
he was “a big, fat caterpillar” so he could
build a cocoon and turn into a butterfly.
Opinions, Arguments, and
Intertextual Connections
•
•
•
•
•
•
Author’s opinion and reasoning (K-5)
Claims
Evidence
Counterclaims
Ethos, Pathos, Logos
Rhetoric
Links to other texts throughout the grades
Opinions and Intertextual
Connections in Kindergarten
Narrative
Informational
Is this a happy story or a
sad one? How do you
know?
How are these two books
similar? How are they
different?
Types of
Text-dependent Questions
Whole
Across texts
Opinions, Arguments,
Intertextual Connections
8&9
Inferences
3&7
Author’s Purpose
6
Entire text
Segments
Vocab & Text Structure
Paragraph
Key Details
Sentence
Word
Part
Standards
General Understandings
4&5
2
1
Eisenhower’s Message to the Troops
June 6, 1944
Soldiers, Sailors and Airmen of the Allied Expeditionary Force!
You are about to embark upon the Great Crusade, toward which we have striven
these many months. The eyes of the world are upon you. The hopes and prayers
of liberty-loving people everywhere march with you. In company with our brave
Allies and brothers-in-arms on other Fronts, you will bring about the destruction
of the German war machine, the elimination of Nazi tyranny over the oppressed
peoples of Europe, and security for ourselves in a free world. Your task will not
be an easy one. Your enemy is well trained, well equipped and battle hardened.
He will fight savagely. But this is the year 1944! Much has happened since the
Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans
great defeats, in open battle, man-to-man. Our air offensive has seriously
reduced their strength in the air and their capacity to wage war on the ground.
Our Home Fronts have given us an overwhelming superiority in weapons and
munitions of war, and placed at our disposal great reserves of trained fighting
men. The tide has turned! The free men of the world are marching together to
Victory! I have full confidence in your courage and devotion to duty and skill in
battle. We will accept nothing less than full Victory! Good luck! And let us
beseech the blessing of Almighty God upon this great and noble undertaking.
SIGNED: Dwight D. Eisenhower
Creating Text-Dependent Questions
Level of
CCS Anchor Standard
Text Specificity Close Reading Skill
Text Dependent
Question
Analyze how specific
Words/Phrases word choices shape
tone (Standard 4)
What words and
phrases does General
Eisenhower use to
inspire the troops on
D-Day?
Creating Text-Dependent Questions
Level of
CCS Anchor Standard
Text Specificity Close Reading Skill
Sentences
Assess how point of
view shapes content
(Standard 6)
Text Dependent
Question
Eisenhower states
that this invasion will
“bring about the
destruction of the
German war
machine… eliminate
tyranny… and create
security throughout
the world.” What
does that sentence
reveal about him?
Creating Text Dependent Questions
Level of
CCS Anchor Standard
Text Specificity Close Reading Skill
Summarize key
supporting details
(Standard 2)
Paragraphs
Investigate the
structure of specific
sentences,
paragraphs, and
sections of text
(Standard 5)
Text Dependent
Question
Ike’s message to the
troops acknowledges
the difficulty of the
mission, but assures
them that they will be
triumphant. In what
ways does he
accomplish this?
How does the use of
religious imagery
contrast in the
opening and closing?
Eisenhower’s “In Case of Failure” Letter
"Our landings in the CherbourgHavre area have failed to gain a
satisfactory foothold and I have
withdrawn the troops. My
decision to attack at this time
and place was based upon the
best information available. The
troops, the air and the Navy did
all that Bravery and devotion to
duty could do. If any blame or
fault attaches to the attempt it
is mine alone.”
Annotation is a note of
any form made while
reading text.
“Reading with a pencil.”
People have been annotating
texts since there have been
texts to annotate.
Annotation is not highlighting.
Annotation slows
down the
reader in order to
deepen
understanding.
Student’s
annotation of
connotative
meanings in
Charlotte’s Web
Annotation occurs with
digital and print texts.
Annotation in PreK-2
• Language experience approach
• Interactive writing and shared pen activities
Annotation with Wikki sticks
Annotation
with Stickie
Notes
Annotation
with smart
boards.
Annotations in Grades 3-5
• Underline the major points.
• Circle keywords or phrases
that are confusing or
unknown to you.
• Use a question mark (?) for
questions that you have
during the reading. Be sure
to write your question.
Using
Questioning
in Fifth Grade
Same text,
different student,
different strategy:
Inferring.
Annotation in Grades 6-8
• Underline the major points.
• Circle keywords or phrases that are confusing or
unknown to you.
• Use a question mark (?) for questions that you
have during the reading. Be sure to write your
question.
• Use an exclamation mark (!) for things that
surprise you, and briefly note what it was that
caught your attention.
• Draw an arrow (↵) when you make a
connection to something inside the text, or to
an idea or experience outside the text. Briefly
note your connections.
Modeled
annotation
in Seventh
Grade
Student
annotation
in 6th grade
Student sample from Leigh
McEwen, AEA 9, Iowa
Annotation in Grades 9-12
• Underline the major points.
• Circle keywords or phrases that are confusing or
unknown to you.
• Use a question mark (?) for questions that you have
during the reading. Be sure to write your question.
• Use an exclamation mark (!) for things that surprise you,
and briefly note what it was that caught your attention.
• Draw an arrow (↵) when you make a connection to
something inside the text, or to an idea or experience
outside the text. Briefly note your connections.
• Mark EX when the author provides an example.
• Numerate arguments, important ideas, or key details
and write words or phrases that restate them.
Modeling
in 9th
Grade
English
Student
annotation
in 11th
grade
English

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