Every Reader a Close Reader: Expand and Deepen Close Reading in Your Classroom

by Samantha Cleaver

Overview

Close reading, the purposeful, focused reading and rereading of text, is more than an education buzzword. Every Reader, a Close Reader defines and unpacks the components of close reading and explores how to apply it within the context of the Common Core State Standards so that every student will be able to implement close reading strategies in class and independently. Drawing expertise and ideas from research, as well as teachers from across the country, Every Reader, a Close Reader serves as both an instructional guide and professional development tool for classroom teachers and instructional leaders to use when starting or strengthening close reading at the classroom level. In addition, this book includes chapters that focus on developing the close reading skills of students who are struggling readers, English language learners, or gifted learners.

Product Details

ISBN-13:	9781475814750
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	07/17/2015
Sold by:	Barnes & Noble
Format:	eBook
Pages:	252
File size:	8 MB

About the Author

Samantha Cleaver has worked in education for more than a decade as a special education teacher and instructional coach. As a coach, Cleaver has worked with middle grade teachers and school leaders to focus and strengthen reading instruction.

Table of Contents

Contents


Acknowledgments
About the Author
Foreword
Introduction

• Close Reading: The Best Reading You Can Do
• Reading Theory: A Brief History
• Close Reading and the Middle School Reader
• Every Reader a Close Reader Overview
  • In This Book
  • Using This Book
• WeAreTeachers Survey
• Getting Started: Understanding Yourself as a Reader

Chapter 1: Close Reading and the Common Core

• Introduction to the Common Core State Standards
  • Key Points
• Using the Common Core ELA Standards
• Close Reading and the Common Core
  • Key Points
• What’s Different? The Shifts in the Common Core
  • Shift 1: Balancing Informational and Literary Text
    • Shift 1: Implications for Close Reading
  • Shift 2: Knowledge in the Disciplines
    • Shift 2: Implications for Close Reading
  • Shift 3: The Staircase of Complexity
    • Shift 3: Implications for Close Reading
  • Shift 4: Text-Based Answers
    • Shift 4: Implications for Close Reading
  • Shift 5: Writing From Sources
    • Shift 5: Implications for Close Reading
  • Shift 6: Academic Vocabulary
    • Shift 6: Implications for Close Reading
  • Key Points
• Writing Close Reading Objectives
  • Key Points
• Next Step: Getting Ready to Read

Chapter 2: Getting Complex: Selecting and Using Close Reading Texts

• Reading Complex Texts: A Gatekeeper Skill
  • Key Points
• Defining Text Complexity
  • Quantitative Measures
  • Qualitative Measures
  • Interpretive Complexity: Reader and Task Considerations
  • Key Points
• Planning to Use Complex Texts
  • Selecting Perfect Passages in Literature
  • Selecting Perfect Passages in Informational Text
  • Choosing Multiple Texts
  • Key Points
• Gaining Purpose

Chapter 3: Setting the Stage: Welcome Students to Text and Set a Purpose for Reading

• The Purpose Behind the Purpose
  • Key Points
• Welcoming Students to The Text: A Case for Frontloading
  • Key Points
• Using Questions to Set a Purpose for Reading
  • Creating Text-Based Essential Questions
    • Questions
    • Statements
    • Should Questions
  • Key Points
• Purpose Setting to Dig Deep
  • First Reading: Comprehension Seeking
  • Second Reading: Analyze the Text
  • Third Reading: Digging Deeper
  • Key Points
• Making Every Reading Purposeful

Chapter 4: Talking to Text: Enhance Student Comprehension through Text-Dependent Questions and Annotation

• Crafting Text-Dependent Questions
  • Key Points
  • Creating Sequences of TDQs
  • Key Points
• Annotation: Talking to Text
  • Key Points
• Citing Text
  • Quotations
  • Paraphrasing
  • Key Points
• Citing Evidence from Multiple Texts
  • Key Points
• Using Text Evidence

Chapter 5: Applying Close Reading: Create Dialogue and Craft Arguments

• Logic, Evidence and Critical Thinking: Defining Argument
  • Key Points
• Crafting Argument
  • Logos, Ethos, and Pathos
  • Key Points
• Dialogic Discussion
  • Key Points
  • Facilitating Discussion
  • Setting Norms for Discussion: Accountable Talk
  • Key Points
• Writing Argument
  • Key Points
• Building Student Ownership

Chapter 6: Letting Students Lead: Create Ownership over Close Reading

• Transfer of Close Reading Skills
  • Key Points
• Identifying Student Strengths
  • Key Points
• Applying the Gradual Release Model to Close Reading
  • Key Points
• Getting Specific: Releasing Various Aspects of Close Reading
  • Student-Selected Texts
  • Student-Created Questions
  • Independent Annotation
  • Student-Led Discussion
• Building the Foundation

Chapter 7: Leveling the Field: Empower Struggling Readers with Close Reading

• The Common Core and Special Education
  • Provide Multiple Means of Representation
  • Provide Multiple Means of Action and Expression
  • Provide Multiple Means of Engagement
  • Key Points
• Understanding Why Students Struggle with Close Reading
  • Key Points
• Planning and Leading Close Reading Lessons for Struggling Readers
  • Working with Complex Text
    • Accessing Complex Text in the General Education Classrom
    • Accessing Complex Text in the Resource Classroom
  • Questioning
  • Interacting with Text: Annotation and Citing Text Evidence
  • Discussion and Writing
• Leveling the Playing Field

Chapter 8: Engage English Language Learners in Close Reading

• English Language Learners and Close Reading in the Common Core
  • Learning Academic Vocabulary
  • Engaging in Higher Order Thinking
  • Opportunities to Interact
  • Key Points
• Strategies to Plan and Lead Close Reading with English Language Learners
  • Working with Text
  • Questioning and Citing Text Evidence
  • Participating in Discussion
  • Argument Writing
• Close Reading with ELLs

Chapter 9: Raise the Bar: Challenging High-Achieving and Gifted Learners in Close Reading

• Gifted Students, the Common Core, and Close Reading
  • The Common Core and Gifted Students
  • A Framework for Gifted Students
  • Key Points
• Planning and Leading Close Reading for Gifted Learners
  • Working with Complex Text
  • Reading (and Rereading) for Purpose
  • Participating in Discussion
  • Writing Argument
  • Executive Functioning
• Keeping Close Reading a Challenge

Chapter 10: The Ultimate Question: Assessing Close Reading

• Developing Effective Formative Assessment
  • Questioning
  • Observation
  • Writing
  • Key Points
• Using Formative Assessment Information
  • Giving Effective Feedback
    • Deep Feedback
    • Impression Feedback
  • Key Points
• Summative Assessment
  • Using Rubrics
  • Close Reading and Standardized Tests
  • Key Points
A Worthwhile Task

Appendix A: The MDR/WeAreTeachers Close Reading Survey

• Planning and Text Selection
• Setting a Purpose for Reading
• Annotation and Working with Text
• Respondent Demographics

Appendix B: Literature for Close Reading in Middle School

• Works of Literature: Novels
• Works of Literature: Short Stories
• Works of Literature: Poetry
• Picture Books for Middle School Readers
• Nonfiction: Books
• Nonfiction: Articles and Shorter Texts
• Nonfiction: Primary Sources

Appendix C: Lesson Plans

• Lesson Plan 4.1: Declaration of Sentiments
• Lesson Plan 4.2: Letters between John and Abigail Adams
• Lesson Plan 7.1: 6th Mass Extinction
• Lesson Plan 8.1: Oranges by Gary Soto

Appendix D: Additional Tools

• Tool 1.1: Common Core Shifts: Self-Assessment
• Tool 2.1: Planning for Levels of Complexity in Text
• Tool 3.1: Survey: Why do Students Read?
• Tool 4.1: Annotation Self-Reflection
• Tool 5.1: Assess Students’ Argument Skills
• Tool 5.2: Dialogic Classroom Rating Scale
• Tool 5.3: Argument Writing Foldable
• Tool 6.1: Assess Student Readiness
• Tool 6.2: Assess Student Strengths
• Tool 6.3: Student Discussion Rating Scale
• Tool 7.1: Struggling Reader Needs Assessment
• Tool 8.1: ELL Needs Assessment
• Tool 9.1: Gifted Student Needs Assessment
• Tool 10.1: Format for a Dual Feedback Form

References

Index

Editorial Reviews

This book serves as a wonderful resource for both general and special educators in the field. Comprehensive and up-to-date, professionals will find it highly useful, as the material presented is well written and reader-friendly. By using the Common Core State Standards (CCSS) as a frame of reference, as well as personal experiences and teacher examples, the author provides a very strong foundation of the importance of close reading in the classroom.

George Giuliani

In an educational landscape where “close reading” and “text-dependent questions” are buzzwords, this book brings the act of close reading alive in a way that can be immediately put to use in the classroom. Every Reader a Close Reader gives teachers and instructional leaders the foundational knowledge needed to understand why adopting the approach of close reading is important for all readers, while making it clear that there is not one way to implement the approach and giving concrete examples of how it will change depending on classroom context. Every Reader a Close Reader clears the misconceptions about close reading, bringing the "ah-ha" moments for instructional coaches and teachers.

Lo Nigrosh

This book is a must-read for instructional coaches. Cleaver provides useful information and guidance for planning for close reading. As our school implements close reading as a practice, I know Every Reader a Close Reader will be my go-to guide for the next few years.

Elena Trotta

Many articles and books have addressed the Common Core Standards. Even though most materials provide a sound understanding of the standards and potential ways to embed them, there hasn't been a "how to" like Samantha Cleaver's book for close reading. Through her research, she invites you into classrooms to discover other teacher's lessons and materials that have been utilized effectively in helping students meet the standards and develop their skills as readers. This is a vital read for all educators in all disciplines that looking for ways to implement the standards and help student grow as readers.

Craig Wisniewski

This book provides a flexible and functional approach to close reading that is clear and helpful.
This text is a valuable turn in ongoing pedagogical conversations, and will help teachers to understand the theory behind and the potential power of close reading, wisely modeled and mentored.
Most importantly, it will help teachers in immediately applicable ways to assist their students to more engaged and agentive reading.
A unique gift of this book is its emphasis on helping teachers reflect on their own reading and teaching, helping the reader to learn from classroom innovation and student response how to teach in more assistive and wide-awake ways.

Jeffrey D. Wilhelm