Effective Close Reading Strategies for Deep Comprehension Process
Enhance reading comprehension with Dr. Eugenia Mora-Flores' close reading methods. From shared reading to SQP3R technique, discover how to uncover layers of meaning, engage students, and develop critical thinking skills for better text comprehension.
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Presentation Transcript
Planning for Close Reading: From first read to Close read Dr. Eugenia Mora-Flores 2014
Shared Reading Teacher does the reading while students follow along and participate in the comprehension of the text (model of good reading behaviors) Students have visual access to the text (multiple copies or displayed) Develops students reading comprehension
Close reading Read and Re-read deliberately Reading to uncover layers of meaning that lead to deep comprehension (Boyles, 2013) Looking deeply at author s decisions (to guide meaning) Reader s behaviors that guide meaning (questioning, annotations, note-taking) Reflect on words, sentences, discourse, patterns, derived meaning The intersection of authors and readers Closing in on Close Reading by Nancy Boyles Dec 2012/Jan 2013 | Vol 70 | No. 4
First Read Provide Access to the Text Frontloading as needed Vocabulary Prior knowledge Comprehension Focus on Key Ideas and Details Reading comprehension instructional strategies Levels of Questioning (Factual, Analytic, Evaluative)
SQP3R Survey the text. : Observe the layout: get an idea of how it is constructed. Skim over the chapter and observe the titles and subtitles, take a look at the graphics, and make a mental note of the overall layout. Glance through the topic headings and try to get an overview of the reading. Skim the sections and read the final summary paragraph to get an idea of where the chapter is going.
SQP3R Question: Change the headings into questions. Focuses your concentration on what you need to learn or get out of your reading. Predict the answers to own questions based only on information gathered from scanning.
SQP3R Read: Actively search for the answer to your question. If you finish the section and haven't answered the question, reread it. Read reflectively. Consider what the author is trying to say, and think about how you can use that information
SQP3R Recite: Share questions and answers. Review: Create a study guide that can include vocabulary, key facts and lingering questions
Say Facts Details Quotes Summary Information from text Mean Synthesis with Analysis Matter Evaluation- Real world connections
Say Little Liang turned seven Mean Liang needs to keep going to school to learn to write Matter Learning is valuable because it makes your life easier. He lived in China You don t know everything you never stop learning In order to problem solve in life you need to get smarter Father sent him to school Learned to make strokes Stopped going to school Met old Mr. Wang He went to his house Write a letter to Mr. Wan s son Made brush Importance of school It s easier to go to school to learn something then having to discover it all over for yourself. You applying what you learning school to the real world. Don t reinvent the wheel
WEATHERING http://www.youtube.com/watch?v=CLFfmeirwjg
Say Mean Matter Weathering can make holes in rocks Weathering changes the earth s surface We need to understand the inevitable reality that earth changes in order to protect it, appreciate it s power and understand its impact on our lives. Happens when wind, water, and the freezing and thawing wear away surfaces Forces can be so strong to break large boulders Can cause large rocks to break apart
Modified Reciprocal Teaching CCSS R.1
Reciprocal teaching modified Use character names: Peter Predictor- based on cover/title Clara Clarifier- record unknown words get help with the meaning Quincy Questioner- develop 3 questions Sara Summarizer- present main point
ABOUT- POINT About/Point Chart Title: Author: The text is ABOUT: The author s POINTS are:
RCRR(C) Read- Small portion of the text Cover- the text Remember- think about what you understood Retell- pair share your understanding of the text Extension: Connect- to previously read text
QuAD A Tricky Monkey Questions Answers Details Why did the friends not believe Kojo? Because he kept lying them and tricking them. Paragraph 3: Kojo felt bad for a little while. But he soon got bored. A few days later, he did it again. Why didn t they trust Kojo?
Summary Statement: Weathering causes natural on-going changes to the surface of the earth Zooming Out CONCEPT: Weathering Similar To: Natural Disasters Related concept: Erosion Zooming In Non-example: Forecast Daily weather Most important information: Weathering is caused by wind and water Extreme temperatures Least important information: Causes beautiful landscapes Creates tourist attractions
Readers Behaviors Strategies and Skills (refer to your grade level standards) Ask questions Determine what the text says- explicitly Make logical inferences Cite textual evidence Determine cause and effect Compare and contrast Foundational skills Context clues Phonics/morphology
Student Assessment Checking for Understanding Journal Entry- Written retell Student work (reading strategies)
Preparing for a close read What standard will you be addressing? What will be your focus? Your objective? Which questions will we use to get students to understand the: Purpose Why did the author do this? Intent What do you think the author was trying to do when he/she Impact How does it impact comprehension? How does/did it impact the reader?
CLOSE READ Re-read deliberately Close read on author s decisions or reader s behaviors (intersection)- process of initial discovery Model Practice Apply In the same text In another text (independent level texts)
Student Assessment Checking for Understanding Journal Entry- Written retell Student work (reading strategies) Measuring students thinking
