Close, Critical, and Analytical Reading
Deeper Reading -- Generative Reading and Application
Page Location: Literacy Tools --> Close, Critical, Analytical Reading
Close, Critical / Analytical Reading
WHY?
Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)
Critical Reading / Analysis
- Language
- Structure
- Style
- Connecting (Cross-Text)
- Arguing
- Extending (Cross-Text)
Benchmark: K to 3rd Grade Standards
Deeper Reading -- Generative Reading and Application
Why?
Deep reading is abstracting the text to the concept/generalization/principle/theory level for the purpose of applying the knowledge or wisdom to another text or situation. The result is generative in that the reader/thinker gains new insights, new perspectives, and new knowledge.
Two processes used are profundity scales and levels of meaning.
Profundity Scales that moves from the concrete to the abstract level in layers of planes: physical, mental, moral, physiological, analytical, philosophical and transformational. The transformations are abstract enough to let students apply them to other situations or even other disciplines. This occurs as students answer questions about a main character’s actions and progresses to higher levels of thinking in the process.
Another protocol for helping students discover the wisdom in a piece of informational text is “levels of meaning.” Again students are scaffolded from the concrete to the abstract moving from the ideas/facts in the selection to topics, to concepts, generalizations/principles, and finally to theories. (Erickson 2014, 97-113)
Generative Reading / Thinking
- Conceptual Thinking
- Analogical Thinking
- Abstraction / Levels of Meaning
- Metaphorical Thinking
Application
WHY?
Narrative is embedded in literary and expository text: “If students cannot tell or retell a story with a high degree of clarity they will be unable to read subject or content based text, understand or compose it. Narrative and exposition are two wings of the same bird.” (Gentile, 2010; 2011 in press)
Students comprehend and remember content better when they are taught to recognize the structure of a text because it can help them to extract and construct meaning while reading. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/readingcomp_pg_092810.pdf
See Close and Critical Reading Bookmarks for research references by CCGR Q.
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)
The Four Resources Model as an Approach to Defining Deeper Learning (p. 121-127) Luke and Freebody (1997)
Reading Comprehension
Critical Reading/Analysis
Pre-post assessment for the stances, signposts and strategies from Notice and Note & Reading Nonfiction. (Under development)
DRAFT Synergistic Thinking
Generative Reading Rubric (L. Erickson)
ML → Literacy Tools → CCR
http://missionliteracy.com/teacher-as-architect.html
Assessment Categories
Reading Comprehension
Application
Considerations
Who Has Authority Over Meaning: Authors or Readers? Shanahan on Literacy, Jan. 24, 2017
WHY?
Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)
Critical Reading / Analysis
- Language
- Structure
- Style
- Connecting (Cross-Text)
- Arguing
- Extending (Cross-Text)
Benchmark: K to 3rd Grade Standards
Deeper Reading -- Generative Reading and Application
Why?
Deep reading is abstracting the text to the concept/generalization/principle/theory level for the purpose of applying the knowledge or wisdom to another text or situation. The result is generative in that the reader/thinker gains new insights, new perspectives, and new knowledge.
Two processes used are profundity scales and levels of meaning.
Profundity Scales that moves from the concrete to the abstract level in layers of planes: physical, mental, moral, physiological, analytical, philosophical and transformational. The transformations are abstract enough to let students apply them to other situations or even other disciplines. This occurs as students answer questions about a main character’s actions and progresses to higher levels of thinking in the process.
Another protocol for helping students discover the wisdom in a piece of informational text is “levels of meaning.” Again students are scaffolded from the concrete to the abstract moving from the ideas/facts in the selection to topics, to concepts, generalizations/principles, and finally to theories. (Erickson 2014, 97-113)
Generative Reading / Thinking
- Conceptual Thinking
- Analogical Thinking
- Abstraction / Levels of Meaning
- Metaphorical Thinking
Application
WHY?
Narrative is embedded in literary and expository text: “If students cannot tell or retell a story with a high degree of clarity they will be unable to read subject or content based text, understand or compose it. Narrative and exposition are two wings of the same bird.” (Gentile, 2010; 2011 in press)
Students comprehend and remember content better when they are taught to recognize the structure of a text because it can help them to extract and construct meaning while reading. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/readingcomp_pg_092810.pdf
See Close and Critical Reading Bookmarks for research references by CCGR Q.
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)
The Four Resources Model as an Approach to Defining Deeper Learning (p. 121-127) Luke and Freebody (1997)
Reading Comprehension
- Key Ideas
- Details
- Summary
- Inferences
- CCGR written response
- Grade Level CCGR Rubric
- SAT Rubric
Critical Reading/Analysis
- Language
- Structure
- Style
- Connecting (Cross-text)
- Arguing
- Extending (Cross-text)
- CCGR written response
- Grade Level CCGR Rubric
- SAT Rubric
Pre-post assessment for the stances, signposts and strategies from Notice and Note & Reading Nonfiction. (Under development)
DRAFT Synergistic Thinking
Generative Reading Rubric (L. Erickson)
ML → Literacy Tools → CCR
http://missionliteracy.com/teacher-as-architect.html
Assessment Categories
Reading Comprehension
- Key Ideas/Details
- Summary
- Conceptual Thinking
- Analogical Thinking (SAT)
- Abstraction/Levels of Meaning
- Metaphorical Thinking
- CCGR written response
- Grade Level CCGR Rubric
- SAT Rubric
- Profundity Scales
Application
- Connecting/Extending Beyond Text
- Grade Level CCGR Rubric
Considerations
Who Has Authority Over Meaning: Authors or Readers? Shanahan on Literacy, Jan. 24, 2017