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). In the early grades, the teacher has the heavy burden with reading to students, models using think alouds the techniques and strategies used when reading a complex group text. By second grade, students begin assuming more responsibility with teacher support. As students move into third grade and beyond, they assume responsibility of reading independently. This initial reading requires slow reading and rereading to gain depth of understanding over time. Annotation is often used to identify central ideas and 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 and add deeper understanding.
Read the article by Fisher and Frey to understand the roles each K-3 grade plays in developing these reading strategies. www.reading.org (2012)
To locate main/central ideas, key details and unknown words use:
Underlining, circling and margin notes to improve understanding with support according to grade level.
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:
unneling (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?
Supporting teacher teaching the instructional routine
Following their close reading, the students in this class meet with their teacher to develop some text-dependent questions that will be used with the whole class the following day.
When to Use
When to Use
Use during reading
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 in struggling students. Text dependent questions that focus students on literal then structural and inferential levels of analysis.
Benefits
Benefits
It results in more organized thinking about concept.
Reading comprehension is acheived through the use of a variety of instructional practices designed to equip students with the ability to organize and analyze knowledge; link it to information about the social, biological and physical worlds; reflect on it; and take action.
Students are taught to be strategic in their planning, thinking and learning because of the time, tools and opportunities provided to deepen their knowledge.
The notes/images can easily be used as a study guide for unit test preparation.
This technique takes students from surface level learning to deeper understanding and readies students for transfer learning.
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
Teacher in early grades models with read alouds. The students begin in second grade practicing and assuming responsiblity with teacher support.
Lessons are often extended over 2-3 sessions when close reading is used because of the cognitive demand.
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!
Timely teacher feedback on specific student performance (annotation, discussion, rereading) will support learners moving toward success.
Nancy Frey discusses Close Reading in K-5 Setting (with a focus on text-based Questions)
Nancy Frey discusses Close Reading in K-5 Setting (with a focus on text-based Questions)
The teacher focuses his class on a complex text. (13 minutes)
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.
https://earlymath.erikson.edu/exploring-3-reads-math-protocol-word-problems/
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