Close Reading with Text Dependent Questions

Close Reading with Text Dependent Questions

By: Macey Lindberg and Meghan Fetting

What is Close Reading?

Close reading is an instructional method where students critically examine a text. Close reading of a text involves an investigation of a short piece of text with multiple readings, over multiple lessons through text based questions and discussion. During this time the students are guided to deeply analyze various aspects of the text. Having the students go back into the text multiple times will prepare them for the inevitable future of standardized tests and builds deeper comprehension. We dig deeper into the text by using  text dependent questions that allows readers to think within the text, about the text, and beyond the text.

What are the components to close reading?

There are five salient features that are necessary in order for students to be able learn to participate in close reading.

 

*    Choose short and complex passages -  Texts that are chosen for close reading should range from multiple paragraphs to multiple pages.  The complexity of the text also needs to withstand multiple readings that will challenge the readers to think critically.

*    Multiple Readings -  Students reread a text for different purposes. This includes answering different text dependent questions, finding evidence for inferences and conclusions, or for discussion purposes. Allowing students to reread a text improves fluency and comprehension.

*    Annotation – Annotating the text will look different depending upon the grade level. Students in grade K – 2, may or may not write directly on the text depending on the text difficulty. Students in grades 3 – 5, should write directly on the texts that they are reading. Sometimes readers number the paragraphs in a passage to indicate a sequence of points stated by the author. It’s also important to write in the margins to record questions and answers throughout the passage.

   

*     Collaborative conversations regarding the text -  Collaborative conversations should occur AFTER reading the text independently. Students need to be interacting with others that facilitates each others understanding of the text.

*    Text Dependent Questions – Text dependent questions require students to provide evidence from the text as part of their responses. Text dependent questions serve as a scaffold for students and different levels of text dependent questions should be given depending on the day.

Day 1 Questions: These questions should be from within the text. Day 1 questions should include general understanding, main idea, retelling, and overview questions.

Day 2 Questions:  These questions should be about the text. Day 2 questions should include vocabulary, text structure, and authors purpose. 

Day 3 Questions:  These questions should be beyond the text. Day 3 questions should include inferential, and evaluative.

Apps to Support Close Reading with Technology

Apps	App Description
Paperport Notes	Paperport Notes allows the students to use various tools such asstickie notes, highlighting, add multiple pages from a book to annotate. Multiple note sets can also be saved at one time if only one iPad is in the classroom.
Skitch	Skitch is a perfect app to use for annotating a text. Skitch allows an image to be uploaded and then annotating marks can be added such as stars, arrows, exclamation points, and hearts.
GlowNote	GlowNote is another great app for annotating a text. Students can search for the key details, take a picture of the text, and then can write, underline, or circle their evidence. Finished products can be emailed to the teacher then as a form of  assessment.
ThingLink	ThingLink is a wonderful app that is great to use with  a nonfiction passage. Students can find videos, or photos online and link the images to the passage.
Sticky	Sticky can be used during close reading by taking a picture of a passage, Then, the image can be uploaded and then sticky notes can be added throughout the passage. This would be great for students to use to make inferences, predictions, and connections such as text to self, text to world, and text to text.

Lino it Exit Slip 

The Daily Five

                                 What is the Daily 5?

The daily 5 is a system set up to give children the opportunity to work around the room in centers while the teacher meets with small groups or one-on-one with children on differentiated  instruction. The centers and small group meetings occur after 7- 10 minute whole group lessons.

The 10 Steps to Teaching and Learning Independence:

1. Identify what is to be Taught

2. Set a Purpose and Create a Sense of Urgency- Why are we doing this?

3. Record Desired Behaviors on an I-Chart- This is crucial for student success. These I-charts  are where desired behaviors are recorded in front of the students and briefly explained. They are written as what we WANT the students doing and not what they SHOULDN'T be doing. Young children are still trying to build stamina so these are not all added to the chart on the first day.

                                                                  Here are sample I-charts: 

 

4. Model Most-Desirable Behaviors- Taking the desired behaviors from the I-chart and presenting them physically. Choose one or a few students to model these behaviors. Once you have gone through and modeled the behaviors follow up with a question like: "If __________________    continues to follow these behaviors will they become a better reader or writer? 

5. Model Least-Desirable Behaviors, Then Most-Desirable Behaviors Again-Communicating expectations with a correct/incorrect/correct interaction model. Now have students model the behaviors in the incorrect way. This allows students to see and feel the expectations rather than just hear it. Explain to the students that these off task behaviors will not help them to become better readers and then have them explain which behaviors will again.

6.  Place Students Around the Room- Have the students practice these behaviors around the classroom. This step teaches children to choose spots respectfully and independently.

7. Practice and Build Stamina- The first practice session should only last about 3 minutes because you are allowing students to build stamina.  This could be an even shorter amount of time with younger children and we have to remember each class is going to be different when it comes to building stamina. As you go on through the weeks their stamina will build and sessions will become longer. 

8. Stay Out of the Way- Teachers should stay out of the way during practice. If you go around the room praising the students constantly they will rely on this reinforcement to keep them on task and independent. Instead sit back and wait for the signs of  student's stamina ending. After the launching period of the daily 5, teachers will begin to work with those small groups. 

9. Use a Quiet Signal to Bring Students Back to the Gathering Place- As soon as we notice that a child has exhausted their stamina we bring the class back together as a group. We want them to begin to respond quickly to the signal and to know exactly what to do when they hear it. 

10. Conduct a Group Check-In: "How did it go?"- This is time to reflect on personal success and the behaviors. Create goals for the students based on their reflections. 

What Do You Need to Begin the Daily 5?

*      Chimes or some kind of quiet signal

*      Chart rack or interactive whiteboard: The I-Charts- Have I-charts as a permanent part of the classroom

*      Tools (not toys)- These supplies will help students to build stamina. It can serve as extra support for the "barometer" students.

*      Book Boxes- It should contain 3-8 good fit books. You could have students fill up their own book boxes as an activity for teaching students how to choose good fit books. These book boxes could also be used to differentiate the centers around the room. For example for the word work each student could have a set of word cards in their box that they are to work on at the word work center. 

*      A Gathering Place and Focus Lessons

*      A Classroom Design: Set up spots around the room that will be comfortable and enjoyable for the children to read or write at.

The Centers/Stations of the Daily 5

The amount of time for each station depends on the student's stamina and literacy block. The rounds begin after a 7-10 minute whole group lesson. These are just the main 5 stations that are part of the daily 5, but as you begin to switch out or add stations try adding math, science or even social studies stations! Here are the five with some ideas of what to do at each station: 

Use phones to listen to themselves

Use "thinking" post-its 

Writing letters

Themed Journals

EEK

Story Summaries with partners

Practice spelling words or vocal content

Ipad games

Books on iPad

Response journal

Guided reading

Writing conferences

More resources to Learn about the Daily 5: 

How is systematic spelling instruction structured to correlate with word knowledge?

 “The goal of effective spelling instruction is to create fluent writers, not perfect scores on the spelling test.”

-         Gladys Rosencrans

  

Seven Principles for Understanding Word Knowledge

1.                     Know the Rules: Teach students common spelling patterns as they are encountered. 

o   Word studies can be completed with students to teach spelling instruction, without focusing on memorization.  

 (Williams, Philips-Birdsons, Hufnagel, Hungler, and Lundstorm, 2009)

2.                   Observe Patterns and Trends: Give students the opportunity to explore words because it increases their critical skills of inquiry. 

o   Spelling tests should include words with similar spelling patterns.  

o   Increase patterns by using words that have the same sound but different spellings, and homophones. 

3.                   Apply a strategy:  There are numerous strategies that can be taught to students to support independent spelling skills.  

o   Visualize the word – think about what the word looks like.  

o   Think of a similar word, to aid the spelling of a new word 

o   Use an analogy   

4.                   Analyze Errors and Correct Them: Memorizing words for a spelling test creates a problem because students will not be able to retrieve the word in the future. This is because students need many exposures to the information before it can be quickly retrieved. 

o   Stress created by the spelling tests, can also interfere with retrieval of the words.  

5.                   Try New Strategies: Using mnemonics can be an effective way for students to gain mastery of spelling words based off of the relationship between letters and words. 

o   Students enjoy creating their own mnemonics to support their spelling abilities.   

6.                   Use Your Instincts: As student’s spelling skills progress, they will develop the ability to use their instincts to approach new words with confidence and accuracy. 

7.                  Have Fun: Use alliteration, orthography, and spoonerisms to address spelling mistakes from students writing. 

o   Use games to help students think critically about spelling.

(Newlands, 2011)

Four Research-Based Vocabulary Teaching Practices

Researchers Tanya Christ, and  Christine Wang, state that there are four critical teaching practices correlated with spelling and word  knowledge.

1.         Provide purposeful exposure to new words: Teach students new words by using multiple exposures throughout the day. 

o    Use a mentor text that entails illustrations and text to provide word meaning clues.  

o    Complete an Interactive Read-Aloud that engages the students 

o    Incorporate technology into the classroom by using e-books, or Interactive Read-Aloud’s that use new vocabulary. 

 Researcher Donald Leu, states that technology should be used within the classroom because it enhances motivation and generates excitement. 

2.        Intentionally teach word meanings:  Use multiple teaching strategies 

o    Ask questions during the Interactive Read-Aloud to probe children to think about new words and their meanings. 

3.       Teach word learning strategies: Using a teacher model, guide, and practice students will be able to learn new words during a read-aloud. 

o    Use a mentor text that entails illustrations and text to provide word meaning clues. 

4.       Provide Multi-modal activities: Students embed vocabulary by using it multi-modally. 

o    Create songs 

o    Use artwork and hide the vocabulary word in their drawing.  

(Christ and Wang, 2011)

*Vocabulary is embedded in the brain through rehearsal  in exciting, engaging, and interactive ways.

Question:

What does extended  instruction  look like within the classroom?

Helpful Sites:

 Citations:

Christ, T., & Wang, C. (2010). Bridging the Vocabulary Gap: What the Research Tells Us about Vocabulary Instruction in Early Childhood. Young Children.

Newlands, M. (2011). Intentional Spelling: Seven Steps to Eliminate Guessing. The Reading Teacher, 531-534. doi:10.1598

                      Williams, C., Phillips-Birdsong, C., Hufnagel, K.,                                Hungler, D., & Lundstrom, R. (2009). Word Study                           Instruction in the K-2 Classroom. The Reading                               Teacher, 570-578. doi:10.1598