Journey through the text.....
What does the text inspire me to do?
REVIEW: What is close reading?
Close reading is an instructional routine where the teacher provides students with a path (questions and tasks) for their journey through the text while providing space for them to construct knowledge of what the text has to offer.
First 3 phases of close reading:
While students are reading they should:
•Annotate
•Have regular teacher conferences
•Have conversations with peers
•Journal
•Work on small group tasks with peers
•Investigate and research
INTEGRATE TECHNOLOGY!
SOMETHING FOR MIDDLE AND HIGH SCHOOL:
Do you remember the video on using art to develop the habits of learning that are embedded in Close Reading? The link is on a prior SMORE. Here is a link to a blog where the author uses photographs to teach close "viewing" - looking deeply at what the photo is saying. Check out the photograph analysis protocol link on the last entry to use with any photo. This link comes from Maggie Constantino from Chesterbrook in Oaks, PA our 2014 Teacher of the Year. She is the Vanguard Teacher and she is helping support the efforts in Literacy! Thank you Maggie!
Narrative, Informational and Opinion are the 3 writing formats required in K-5 standards based instruction
NLCI curriculum requires many additional forms of writing such as comic strips, fairy tales, poetry etc.
Writing Frames for K-8: Narrative, Informational, Opinion
These frames in the link embedded below can be used as a teaching tool and for ongoing journal practice in these 3 forms.
Sample writing rubrics for K-12 - Opinion, Informational, & Narrative writing
Use these rubrics, embedded in the link below, as models to plan and evaluate student writing.
CREATING RIGOROUS CULMINATING ACTIVITIES: WHAT DOES THE TEXT INSPIRE ME TO DO?
After talking the time to do a close reading, there should be a culminating assignment that requires students to transfer their knowledge and create something new.
Tasks could include:
Presentations
Writing
Student discussions
Investigations
Project Based Learning
Plan for inquiry. RIGOR. Allow for student choice. INTEGRATE TECHNOLOGY!
Wolf Project from Jenn Strohecker grade 2 at Chesterbrook Academy in Oaks, PA
In this rigorous PBL experience the second grade teacher, not only had students do research on wolves, but they also chose sides and debated whether or not wolves should remain on the endangered species list. All of this started with reading Little Red Riding Hood and examining their opinions/stereotyping of wolves.
Use these rubrics first to help students understand what is required in a quality presentation, then to evaluate and give feedback.
Students should be engaged while their peers are presenting. Create a format where they can gather notes during and share questions after each presentation. It could include items such as: Identify strengths, ask a question, make a suggestion. They could practice their presentations in small groups first using this format.
There is a sample form on P. 158 of our text.
Evaluating Presentations
Multi-media Presentation tools:
Using primary source documents helps students get a glimpse into history and expands their content and language development.
A short guide that reviews close reading
Check out the PDF guide that is embedded below. It gives a good simple overview of close reading and it is easy to copy and use with staff.
Rosemary Cataldi, Nobel Learning Communities, Education Manager
Email: Rosemary.Cataldi@nlcinc.com
Location: 1615 West Chester Pike, West Chester, PA, United States
Phone: 267-625-6607
Twitter: @eduro15