Close Reading/Annotate/Question/Discuss
(Study Skills)
Embedded Files
Definition
Definition
Close reading is an instructional technique for inspecting a brief passage of text to determine its meaning. This routine dates back to the 1920's with New Criticism was emerging and required interpreting texts at a word and sentence level. The instructional routine combines several strategies ( repeated reading, annotating text, questioning, and discussion). As students move into the intermediate and middle grades, they assume responsibility of performing the initial reading on their own. This initial reading requires slow reading to gain depth of understanding. Annotation is often used to identify central ideas, key details to improve understanding. The teacher pauses frequently to ask text-dependent questions that require the reader to reread and review the text to focus their thinking.
Annotating Text
Annotating Text
To locate central ideas and key details scattered among several sentences use:
Underlining, circling and margin notes to improve understanding
Discussion and Questioning
Discussion and Questioning
Effective teacher and student questioning foster quality accountable talk in the classroom
Quality discussions supports students co-constructing knowledge, promotes understanding, and heightens student engagement with the text.
Need to establish classroom rules and procedures for discussion for small and whole groups (examples: how to yield; gain the floor; limit number of times one student can speak to promote equity; and using statements that promote cohesion of ideas such as, "Can you tell us more about that?" or "I agree with _____ because___."
The teachers roles is facilator with prompting open questions that provoke thought, delve deeply into ideas, and inviting students to contribute is they have not contributed.
Types of facilitator questions to ask and examples:
Funneling (have a known end point and develop literal understanding): What was the setting of the story? What is the meaning of the word confusing? What does the text say?
Focusing (to deepen understanding through discussion. Promote structural and inferential dimensions of the reading): How did the setting influence the story? Why do you believe the author chose the word confusing in this passage? How does the text work? What does the text mean?
View examples of text dependent questions for Key Ideas and Details standards, Craft and Structure standards, and Integrating Knowledge and Ideas standards.
When to Use
When to Use
Close reading - With new learning or text
To deepen understanding
Annotation improves student understanding of new knowledge
Annotation builds study skill engagment because taught and used in context
Repeated reading supports fluency development
Benefits
Benefits
It results in more organized thinking about concept
Students are taught to be strategic in their planning, thinking and learning
The notes can easily be used as a study guide for exam preparation.
DOK Level: 1-2-3
DOK Level: 1-2-3
The combination of skills and practice required begins with surface level learning, quickly moves towards deeper learning and prepares students to transfer learning into new situations.
Tips
Tips
Lessons are often extended over 2-3 sessions when close reading is used
Teachers need to give students the time, tools, and opportunities to deepen their knowledge. This requires investigation, writing/annotating and performance (discussion).
Allow time for students to work with peers to make sense of text.
Struggling readers are challenged with determining key ideas presented with complex text. Often they focus on sentences and phrases containing "rich details." Annotation, guided by the teacher, can improve student understanding of new knowledge and supports their understanding and the ability to focus on key ideas related to central ideas.
Students that benefit the most from quality discussions are the struggling students!
Mr. Hoskins demonstrates close reading, annotation, questions and discussion in a Grade 5 classroom.
Barry Hoonan and his fifth- and sixth-grade cluster explore ways in which individual readers can help themselves enter the world of a text. The group explores two different methods — using sticky notes in several different ways and mapping — which lead its members directly into the text.
Annenburg Learner.orgRich Thompson works with a small student group as they explore the text Because of Winn-Dixie by Kate DiCamillo. Mr. Thompson becomes an active participant in their discussion, modeling ways in which students can take more active roles in classroom discussion through preparation, turn-taking, receptiveness to alternate views, posing (and trying to answer) authentic questions, and a willingness to accept ambiguity.
(Annenburg Learner. org)Three-Reads Math Protocol
Three-Reads Math Protocol
The first time, the goal is to comprehend the text (context).
The second time, the goal is to comprehend the mathematical structure of the problem.
The third time, the goal is to list all the possible mathematical questions.
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