Close and Critical Reading
Page Location: Literacy Tools --> Close, Critical, Analytical Reading --> Close and Critical Reading
MISD Literature Units Revised: Conceptual Lens with Evidence-based Prompts
Link to Unit Resources
Link to Close and Critical Reading on the CCSS Reading Page
Close, Critical, and Generative Reading (Macomb ISD)
December 11, 2015 Resources
Close, Critical and Generative Reading Ppt
Close and Critical Reading Bookmarks - developed by Michigan's statewide Adolescent Literacy Workgroup
**New! Close, Critical and Generative Reading Flip Book
(Print single-sided, flip every other page, copy back-to-back)
- Reading Comprehension
- Critical Reading
- Generative Reading
**New! Close, Critical, and Generative Reading Rubrics
for Grades 3 - 8 and Grade Bands 9-10 and 11-12
Cover and Introduction
Reading to the Core - Web resource to support Close and Critical Reading using the strategy Guided Highlighted Reading as a scaffold (Need to fix the link to the Weebly site)
Supports Reading to the Core: Learning to Read Closely, Critically, and Generatively to Meet Performance Tasks by E. Weber, C. Schofield, J. Newnum
Mining the Potential of Argumentative Texts - Chart
New! Reading to the Core
Michigan Reading Standards: Close, Critical, Conceptual, and Generative Reading
Elaine's 2015 MRA Summer Lit Presentation (using HS example) Ppt
High School Session Handouts -- CCR Resources for Addiction
Elaine Weber's March 2015 MRA Presentation (using Grade 4 example) Ppt
Upper Elementary / MS Session Handouts -- CCR Resources for Adaptation, Change, Survival
Grade 4 Session Handouts Close and Critical Reading Resources for Pizza Slide
“The Pizza Slide” by Shirley Keebler (Article)
CCR Fisher/Frey Text-Dependent Questions Frame – “The Pizza Slide”
CCR TDQ Possible Answers “The Pizza Slide”
Guided Highlighted Reading scaffolds for “The Pizza Slide”
- for Key Ideas and Details – Summary
- for Craft and Structure
- for Concepts
Other Resources for Analysis
“A Slice of History” – Pizza Through the Ages – G. Turim (Article)
“Americans Love Pizza” – D. Thompson (Article)
Pizza Eating Statistics (Chart)
Create Your Own Pizza (Picture)
Explicated Reading Standards - What the Reading Standards Really Say
Notice & Note: Strategies for Close Reading - Kylene Beers and Robert E. Probst
Notice and Note Worksheet for Analysis of Text Complexity of a Literary Text
Support noticing the (fiction) signposts identified in Notice and Note with
Signpost Bookmarks designed by Char-Em ISD
Short version of fiction signpost bookmarks (Ladybug)
Short Version of literary signpost bookmarks (Heinemann)
Notice & Note: Reading Nonfiction Stances and Signposts Bookmarks
Additional Resources posted on Heinemann Notice and Note page
Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies
- 3 Big Questions for reading nonfiction
- 5 Nonfiction Signposts
- 7 Strategies for engagement and comprehension
Notice & Note: Strategies for Close Reading (Sample Chapter)
- 6 Literary Signposts
- 6 Text-Dependent Anchor Questions
- 6 Model Lessons to Introduce the Signposts
Teaching Students the Rules of Notice, Jeffrey Wilhelm
Diving Deep into Non-Fiction: Noticing Textual Conversations, Michael Ford
Nancy Boyles - Designing Powerful Close Reading Lessons
Handout Nancy shared at MRA Summer Lit 2014
Additional Close Reading resource
Standards-Based Questions to Promote Critical Thinking about Texts
Aligning Standards, Text-dependent Questions, and GREAT Picture Books for Close Reading
Close and Analytical Reading of Complex Text
New! Great resources that support Nancy Frey and Doug Fisher's latest book, Rigorous Reading
The 5 Access Points Toward Proficiency
Close Reading and Writing from Sources -- Fisher and Frey 2014
Videos introducing each chapter
1 - Role of Evidence in Reading, Writing, and Discussion
2 - Close Reading of Complex Texts
3 - Preparing for Discussion and Writing: Annotation, Sourcing, and Avoiding Plagarism
4 - Using Evidence in Discussion
5 - Writing from Sources
Instructional Videos on Fisher and Frey's YouTube Channel
Chief Joseph Text
Learning Cycles that Deepen Students' Interactions with Text article
Using Writing to Support Close Reading article
Close Reading -- Fisher and Frey, 2013
Framing Text Dependent Questions That Drive Close Reading Skills
What does the text say?
How does the text work?
What does the text mean?
Text Dependent Questions Template
Text Dependent Questions: Pathways to Close and Critical Reading
K-5 Page and 6-12 Page
Corwin Press TDQ pages provide related resources and supports.
"Fisher and Frey break down the process into four cognitive pathways that help teachers “organize the journey through a text” and frame an extended discussion around it."
- What does the text say? (general understandings and key details)
- How does the text work? (vocabulary, structure, and author’s craft)
- What does the text mean? (logical inferences and intertextual connections)
- What does the text inspire you to do? (write, investigate, present, debate)
Close Reading -- Fisher and Frey, Jan. 2013
A look at close and analytical reading as an instructional routine
Includes a link to a video of close reading in social studies and
example of close reading of Cisneros's "Eleven" in a MS classroom
Common factors in close and analytical reading
- short worthy passages
- the practice of rereading (with expanded purposes for each re-reading)
- annotation - specific recommendations (focus of Feb. column)
- text-dependent questions
- after-reading tasks that require students to use information from the text
Note Taking and Note Making for Academic Success -- Fisher and Frey
IRA Engaging the Adolescent Learner Series
- Teaching Students Why and How to Take Notes
- Cornell Notes
- Reading with a Pencil / Annotation
- Additional Resources
Taking Notes
Attention, Students: Put Your Laptops Away, NPR Apri 17, 2016
As laptops become smaller and more ubiquitous, and with the advent of tablets, the idea of taking notes by hand just seems old-fashioned to many students today. Typing your notes is faster — which comes in handy when there's a lot of information to take down. But it turns out there are still advantages to doing things the old-fashioned way.
Annotation -- Noting Evidence for Later Use -- Fisher and Frey, Instructional Leader, Feb. 2013
Related YouTube video
Rather than discouraging students from writing in books, teachers should require students to learn annotation techniques so that they can have a conversation with the text. Watch as a teacher models strategies for annotating text and using it as a resource.
Close Reading - Excerpted from Text Complexity: Raising the Rigor in Reading, Fisher, Frey, and Lapp, 2012 (p. 107-8)
"Closing in On Close Reading" Nancy Boyles, pp. 36-41
in Common Core: Now What? Educational Leadership -- Dec. 2012
Closer Reading Grades 3-6: Better Prep, Smarter Lessons, Deeper Comprehension
Preview Available at Corwin Literacy
A New Lens on Literacy: Complex and Close Reading (Ppt)
NC Public Schools 2014 Collaborative Conference for Student Achievement
Falling in Love with Close Reading - Christopher Lehman and Kate Roberts
Study Guide with Infographic
Engaging Students in Textual Analysis Persida and William HImmele
Archived Webinar Recorded September 18, 2014
Based on their ASCD book Total Literacy Techniques: Tools to Help Students Analyze Literature and Informational Texts, Pérsida and William Himmele share teacher-tested tips and techniques for helping students become analytical readers who critically engage with literature and informational texts, and who are able to write about texts in clear and cogent ways.
Mastering Close Reading: 99 Practice Passages on Motif, Subject, and Theme
Kara Mopps , Caitlin Joyner
Scroll down for Free Downloads
Table of Contents
Introduction
Sample Activity
"Implementing the Common Core State Standards: A Primer on"Close Reading of Text"
The Aspen Institute
Attributes of Close Reading Lessons
Close Reading strategies will vary depending on the content under consideration, the place in the curriculum, and the goals of the particular lesson. But most Close Reading lessons will share the following attributes:
1.Selection of a brief, high-quality, complex text. Limiting the length of the passage allows students the opportunity to apply new skills and strategies through multiple readings of the text.
2.Individual reading of the text. Students unable to read the text independently might engage in a partner read or a group read in lieu of an independent attempt.
3.Group reading aloud. A group read aloud might be teacher- or student-led. This practice supports the engagement of all students, especially those who struggle with reading the text independently, and reinforces the primacy of the text throughout Close Reading lessons.
4.Text-based questions and discussion that focus on discrete elements of the text. Questions and discussion may focus on the author’s word choices and repetition, specific sentences, literary devices, academic vocabulary, or particular passages containing information that is key to the curricular objective.
5.Discussion among students. These discussions, either in small groups or across the whole class, will ensure that the text—as opposed to personal reflections—remains the focus as the reader explores the author’s choices.
6.Writing about the text. Students may be asked to reflect on the knowledge gained through Close Reading in short or long written passages
Link to Unit Resources
Link to Close and Critical Reading on the CCSS Reading Page
Close, Critical, and Generative Reading (Macomb ISD)
December 11, 2015 Resources
Close, Critical and Generative Reading Ppt
Close and Critical Reading Bookmarks - developed by Michigan's statewide Adolescent Literacy Workgroup
**New! Close, Critical and Generative Reading Flip Book
(Print single-sided, flip every other page, copy back-to-back)
- Reading Comprehension
- Critical Reading
- Generative Reading
**New! Close, Critical, and Generative Reading Rubrics
for Grades 3 - 8 and Grade Bands 9-10 and 11-12
Cover and Introduction
Reading to the Core - Web resource to support Close and Critical Reading using the strategy Guided Highlighted Reading as a scaffold (Need to fix the link to the Weebly site)
Supports Reading to the Core: Learning to Read Closely, Critically, and Generatively to Meet Performance Tasks by E. Weber, C. Schofield, J. Newnum
Mining the Potential of Argumentative Texts - Chart
New! Reading to the Core
Michigan Reading Standards: Close, Critical, Conceptual, and Generative Reading
Elaine's 2015 MRA Summer Lit Presentation (using HS example) Ppt
High School Session Handouts -- CCR Resources for Addiction
Elaine Weber's March 2015 MRA Presentation (using Grade 4 example) Ppt
Upper Elementary / MS Session Handouts -- CCR Resources for Adaptation, Change, Survival
Grade 4 Session Handouts Close and Critical Reading Resources for Pizza Slide
“The Pizza Slide” by Shirley Keebler (Article)
CCR Fisher/Frey Text-Dependent Questions Frame – “The Pizza Slide”
CCR TDQ Possible Answers “The Pizza Slide”
Guided Highlighted Reading scaffolds for “The Pizza Slide”
- for Key Ideas and Details – Summary
- for Craft and Structure
- for Concepts
Other Resources for Analysis
“A Slice of History” – Pizza Through the Ages – G. Turim (Article)
“Americans Love Pizza” – D. Thompson (Article)
Pizza Eating Statistics (Chart)
Create Your Own Pizza (Picture)
Explicated Reading Standards - What the Reading Standards Really Say
Notice & Note: Strategies for Close Reading - Kylene Beers and Robert E. Probst
Notice and Note Worksheet for Analysis of Text Complexity of a Literary Text
Support noticing the (fiction) signposts identified in Notice and Note with
Signpost Bookmarks designed by Char-Em ISD
Short version of fiction signpost bookmarks (Ladybug)
Short Version of literary signpost bookmarks (Heinemann)
Notice & Note: Reading Nonfiction Stances and Signposts Bookmarks
Additional Resources posted on Heinemann Notice and Note page
Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies
- 3 Big Questions for reading nonfiction
- 5 Nonfiction Signposts
- 7 Strategies for engagement and comprehension
Notice & Note: Strategies for Close Reading (Sample Chapter)
- 6 Literary Signposts
- 6 Text-Dependent Anchor Questions
- 6 Model Lessons to Introduce the Signposts
Teaching Students the Rules of Notice, Jeffrey Wilhelm
Diving Deep into Non-Fiction: Noticing Textual Conversations, Michael Ford
Nancy Boyles - Designing Powerful Close Reading Lessons
Handout Nancy shared at MRA Summer Lit 2014
Additional Close Reading resource
Standards-Based Questions to Promote Critical Thinking about Texts
Aligning Standards, Text-dependent Questions, and GREAT Picture Books for Close Reading
Close and Analytical Reading of Complex Text
New! Great resources that support Nancy Frey and Doug Fisher's latest book, Rigorous Reading
The 5 Access Points Toward Proficiency
- Purpose & Modeling: Teachers think aloud to demonstrate critical thinking and how good readers always know why they are reading.
- Close & Scaffolded Reading Instruction: Teachers engage students in repeated readings and discussions, with text-dependent questions, prompts, and cues to help students delve into an author’s ideas.
- Collaborative Conversations: Teachers orchestrate collaborative learning to get students in the habit of exercising their analytical thinking in the presence of their peers.
- An Independent Reading Staircase: Teachers artfully steer students to more challenging books, with strategic bursts of instruction and peer conferences to foster metacognitive awareness.
- Performance: Teachers offer feedback and assessments that help students demonstrate understanding of text in authentic ways and plan instruction based on student understanding.
Close Reading and Writing from Sources -- Fisher and Frey 2014
Videos introducing each chapter
1 - Role of Evidence in Reading, Writing, and Discussion
2 - Close Reading of Complex Texts
3 - Preparing for Discussion and Writing: Annotation, Sourcing, and Avoiding Plagarism
4 - Using Evidence in Discussion
5 - Writing from Sources
Instructional Videos on Fisher and Frey's YouTube Channel
Chief Joseph Text
Learning Cycles that Deepen Students' Interactions with Text article
Using Writing to Support Close Reading article
Close Reading -- Fisher and Frey, 2013
Framing Text Dependent Questions That Drive Close Reading Skills
What does the text say?
How does the text work?
What does the text mean?
Text Dependent Questions Template
Text Dependent Questions: Pathways to Close and Critical Reading
K-5 Page and 6-12 Page
Corwin Press TDQ pages provide related resources and supports.
"Fisher and Frey break down the process into four cognitive pathways that help teachers “organize the journey through a text” and frame an extended discussion around it."
- What does the text say? (general understandings and key details)
- How does the text work? (vocabulary, structure, and author’s craft)
- What does the text mean? (logical inferences and intertextual connections)
- What does the text inspire you to do? (write, investigate, present, debate)
Close Reading -- Fisher and Frey, Jan. 2013
A look at close and analytical reading as an instructional routine
Includes a link to a video of close reading in social studies and
example of close reading of Cisneros's "Eleven" in a MS classroom
Common factors in close and analytical reading
- short worthy passages
- the practice of rereading (with expanded purposes for each re-reading)
- annotation - specific recommendations (focus of Feb. column)
- text-dependent questions
- after-reading tasks that require students to use information from the text
Note Taking and Note Making for Academic Success -- Fisher and Frey
IRA Engaging the Adolescent Learner Series
- Teaching Students Why and How to Take Notes
- Cornell Notes
- Reading with a Pencil / Annotation
- Additional Resources
Taking Notes
Attention, Students: Put Your Laptops Away, NPR Apri 17, 2016
As laptops become smaller and more ubiquitous, and with the advent of tablets, the idea of taking notes by hand just seems old-fashioned to many students today. Typing your notes is faster — which comes in handy when there's a lot of information to take down. But it turns out there are still advantages to doing things the old-fashioned way.
Annotation -- Noting Evidence for Later Use -- Fisher and Frey, Instructional Leader, Feb. 2013
Related YouTube video
Rather than discouraging students from writing in books, teachers should require students to learn annotation techniques so that they can have a conversation with the text. Watch as a teacher models strategies for annotating text and using it as a resource.
Close Reading - Excerpted from Text Complexity: Raising the Rigor in Reading, Fisher, Frey, and Lapp, 2012 (p. 107-8)
"Closing in On Close Reading" Nancy Boyles, pp. 36-41
in Common Core: Now What? Educational Leadership -- Dec. 2012
Closer Reading Grades 3-6: Better Prep, Smarter Lessons, Deeper Comprehension
Preview Available at Corwin Literacy
A New Lens on Literacy: Complex and Close Reading (Ppt)
NC Public Schools 2014 Collaborative Conference for Student Achievement
Falling in Love with Close Reading - Christopher Lehman and Kate Roberts
Study Guide with Infographic
Engaging Students in Textual Analysis Persida and William HImmele
Archived Webinar Recorded September 18, 2014
Based on their ASCD book Total Literacy Techniques: Tools to Help Students Analyze Literature and Informational Texts, Pérsida and William Himmele share teacher-tested tips and techniques for helping students become analytical readers who critically engage with literature and informational texts, and who are able to write about texts in clear and cogent ways.
Mastering Close Reading: 99 Practice Passages on Motif, Subject, and Theme
Kara Mopps , Caitlin Joyner
Scroll down for Free Downloads
Table of Contents
Introduction
Sample Activity
"Implementing the Common Core State Standards: A Primer on"Close Reading of Text"
The Aspen Institute
Attributes of Close Reading Lessons
Close Reading strategies will vary depending on the content under consideration, the place in the curriculum, and the goals of the particular lesson. But most Close Reading lessons will share the following attributes:
1.Selection of a brief, high-quality, complex text. Limiting the length of the passage allows students the opportunity to apply new skills and strategies through multiple readings of the text.
2.Individual reading of the text. Students unable to read the text independently might engage in a partner read or a group read in lieu of an independent attempt.
3.Group reading aloud. A group read aloud might be teacher- or student-led. This practice supports the engagement of all students, especially those who struggle with reading the text independently, and reinforces the primacy of the text throughout Close Reading lessons.
4.Text-based questions and discussion that focus on discrete elements of the text. Questions and discussion may focus on the author’s word choices and repetition, specific sentences, literary devices, academic vocabulary, or particular passages containing information that is key to the curricular objective.
5.Discussion among students. These discussions, either in small groups or across the whole class, will ensure that the text—as opposed to personal reflections—remains the focus as the reader explores the author’s choices.
6.Writing about the text. Students may be asked to reflect on the knowledge gained through Close Reading in short or long written passages