Welcome to one place to find the latest in professional learning (PL) opportunities as well as information from our instructional leadership cohorts: Learning Coaches, Instructional Coaches and Action Research. We will also post important learning from conferences that Learning Services attend in hopes of sharing out with you. If you have a staff development opportunity you would like to add to the blog, please contact email@example.com.
Wednesday, 4 October 2017
Close Reading: Visible Learning for Literacy
Written by Lindsay Brooks, Instructional Coach Douglas Fisher: Visible Learning for Literacy on August 16, 2017
“Literacy fluency is the key to success not just in school but in life”
(Douglas Fisher – August, 2017)
is the #1 thing we can do to change kids’ lives. Regardless of the grade we
teach giving kids choice within literacy really matters. Choice raises the
volume of literacy. When kids read things on their own they are more likely to
Close Reading is an instructional routine in which students critically examine a
text, especially through repeated readings.
Close Reading allows the students to look for deep structures within the book. Things
·The way the text is organized
·The vocabulary used
·The key details
primary role of close reading is to allow students the opportunity to integrate new text information
with their existing background knowledge and prior experiences. An opportunity
to critically examine a text.
A second purpose of close reading is to build the necessary habits
of readers when they engage with a complex piece of text.
Paul and Elder (2003)
recommended that students regularly engage in four such habits:
way close reading is implemented in an elementary classroom can look different. In elementary school classrooms there are situations
in which the teacher does the reading. Often the case in kindergarten and first
grade. Close reading in
the primary grades often begin with the teacher reading the text aloud as a
shared reading. The teacher can then ask questions initially focused on general
understanding, followed by vocabulary and text structure questions, author’s
purpose questions - (text dependent questions) and then personal opinions. As they talk about
these questions, the students will be able to recall specific details from the
text.The teacher will have read the text prior to be
able to create the text dependent questions.
Close readingis almost always the first encounter with the text. The students can
to find further information. The teacher can re-read aloud in the elementary
classroom and use the student’s questions/observations to guide them back
specific areas within the text.
is the readers purpose for reading that determines whether close reading is
like a detective, write like a reporter”
Close Reading encourages students to put the “content under investigation” and talk
more deeply about the content in the text.
A Close Reading strategy is “Repeated
need to encourage repeated readings
as it is both valuable and
kids to read things that they have already read. Too often we say “pick
something else you have already read that”. However, re-readinga text allows readers to put the content under investigation and get a
“closer” look. Students should provide evidence from the text in their
responses after re-reading.They can be guided by
questions about what bigger ideas exist within the text and what interesting
information did they find.
just recall questions about the text.
each successive reading a great deal of discussion can follow. Students can
interact with their peers and evaluate the perspectives and understandings of
Close reading is encouraging students to examine in detail what the text had to say.
Understanding the text itself is necessary for comprehension and is key to
making evaluative judgments that mark a competent reader.
The intent of Close reading is to foster critical thinking skills to deepen comprehension.