ML’S BULLDOG

PAW PRINTS
Week of Oct.23rd-27th

In This Issue…
Close Reading
 BETHESDA
ELEMENTARY SCHOOL
VISION AND MISSION
Every Day…Every One…Every Way.
We will learn, serve, and achieve.

2017-2018 THEME
UNITED TO PROVIDE A FIVE-STAR
EDUCATIONAL EXPERIENCE.
LOVE. LEARN. GROW.
LEAD. CHANGE.
 Objectives for Today

• develop a clear understanding of what is meant

by “close reading.”
• examine the key features of close reading and
their impact on students’ ability to access
complex texts.

1.2
 What is Close Reading?
Activator

To have a better understanding of today’s PLC

topic, read the article that has been provided.

(Brown and Kappes, 2012)

1.4
 Close Reading of text involves an investigation of a short
piece of text, with multiple readings done over multiple
instructional lessons. Through text-based questions and
discussion, students are guided to deeply analyze and
appreciate various aspects of the text, such as key
vocabulary and how its meaning is shaped by context;
attention to form, tone, imagery and/or rhetorical devices;
the significance of word choice and syntax; and the discovery
of different levels of meaning as passages are read multiple
times. (p. 2) (Brown and Kappes, 2012)
1.4
 Activity: Jigsaw

1. Assign sections of the article

provided (Has already been
sectioned off to read and annotate.

2. Be prepared to share a keypoint from

your section.
 Text Dependent Questions
Chapter 1

What is Close Reading?

By Douglas Fisher and Nancy Frey

1.1
 Short, complex passage Salient
Repeated readings Features
Vocabulary
Annotation
Structure (Chunking)
Collaborative conversations
Text-dependent questions
1.8
 “To frontload or not to
frontload, that is the question.”
Frontload if—
• the text will only be read once, a “once and
done” text
• the learners will face such significant
challenges that strategies alone may not
help
Do not frontload if—
• the text can provide an opportunity for
students to successfully practice strategic
reading
1.7
 Benefits of Repeated Readings

Students Students dig Students

engage in more deeply improve their
collaborative into the fluency and
conversations. meaning. comprehension.

1.11
 The Process of Annotation
Students—
• slow down their reading of print or digital texts.
• write directly on the text.
• identify central ideas.
• circle confusing words or phrases.
• write margin notes (questions, reactions,
examples).
• discuss the text with others.
1.12
 Collaborative Conversations

• Provide interaction with peers and teachers

• Use academic language
• Facilitate one another’s understanding

1.13
 Text-Dependent Questions
• Strategically focus student attention on
challenging or confusing parts of the text

• Center on various aspects of the text:

• structure
• meaning
• logical inferences that can be
drawn from the text

• Require evidence from the text

1.14
 Some Guidance From Fisher and Frey

● Close reading can be based on a read-aloud.

● Drawings and illustrations can be annotations for
emergent readers.
● A complex text can be used across the instructional day.
● Effective text-dependent questions are the product of
the teacher’s close reading of the text.
● Resist the urge to turn close reading into an independent
activity.
● Some of the questions you prepared might not get used.

1.21
 Close Reading

Uses scaffolds to help students understand complex texts

Is purposeful, careful, and thoughtful

Is not a once-and-done reading

Builds deep reading habits

Fosters discussion

1.16
 Close Reading in Elementary Schools

1. At your tables divide the article among 4

readers.
2. Closely read your section and share with
your table group.
3. You have 10 minutes to read and discuss.

1.18
 And always remember…

All close reading should

be a social learning
experience; close reading
is never done alone.

1.22
 Up Next

This week:
Finish reading the article and complete the Circle,
Square, Triangle template. Submit to TC Rep who
will submit in Rouse’s mailbox on 10/27.

Week of November 1st-9th

On planning days PLCs will discuss what ways
they will implement close reading inside the
classroom. Must be evident in 2nd quarter
lessons.
Questions?