1. Close Reading
Anchor Standard 1:
Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific
text evidence when writing or speaking to support
conclusions drawn from the text.
What is your definition of close reading?
What do you do when you chose to read closely?
What motivates you to read closely?
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2. What we do as teachers
We teach strategies…
Visualize! Predict! Ask Questions!
Demonstrate with text
But…
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3. How do you see
your students as readers?
How do you see them using strategies?
Are they transferring them to become readers?
How much support do they need to use
strategies?
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4. Strategies for Engaged Readers
These strategies are designed to enhance habits
of engaged/active readers.
What about our developing readers?
We use our knowledge of the reading process
and imposing our interpretations to get them
to deeper meaning.
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5. 5

6. Need Strategies for Strategies
Visualizing, inferring, connecting are complicated!
Riding a bike with no hands
needs balance,
momentum, stable bike,
a level road,
and practice, practice.
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7. Top Down Thinking
Idea to details
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Character TraitCharacter Trait
EvidenceEvidence EvidenceEvidence EvidenceEvidence

8. Turn it On It’s Head!
Details to idea!
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DetailDetail DetailDetail DetailDetail
Idea!Idea!

9. Details are the Basis on Which
Readers Make Meaning
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10. Food, Music, Memory
She says: Cupcakes. Brownies. Pies. She says:
Remember this. Bread. Stew. Sauce. She says:
All that time. She says: Singing. All I taught
you. She says: Crayon. Alligator. Boy Scouts.
She says: Baseball. Soccer. Track. She says:
I was there. Remember?
I say: Shouting. Silence. Shouting. I say:
Remember this: Scotch. Vodka. Kahlua. I say:
Cupcake. Meatloaf. Sauce. I say: Singing , All
you would not tell me. I say: Crayon. Dancing.
Guitar. I say: Belt. Hairbrush. Hand. I say:
I was there. Remember?
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11. Readers expect details to add up
Pronouns… I, she
Similarity in details …cupcakes, brownies
Patterns…repetition of words, punctuation
Placement of words….belt, hairbrush, hand
Multiple meanings based on context…sauce
The details are the building blocks of meaning
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12. We don’t know yet -- but we will
Confusion is a natural response
Need to hold on to details with questions
Knowing we will “figure it out”
Details will add up
Hold on till the purpose of details is clear
Trust knowing authors are intentional
It will make sense
Not knowing propels us forward!
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13. KNOW/WONDER strategy
Simple – Transferable
Makes thinking visible
Students are successful
Promotes independence
Tool to get to meaning!
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14. Readers know how stories operate
and expect details to add up
Three Little pigs…
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15. This is how stories go…
The B B wolf tries…
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16. Using Read Aloud to Introduce
Students understand narrative structure
Texts should be character driven
Accessible to students
Plots twist requiring revision of ideas
What We Know What We Wonder
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17. Implementation Tips
with Read Aloud
Slow down the process
As students understand process, chart less, talk
more
Have students chart and share after read aloud
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18. Significance of Details
Figure it out inferences
Stated specific to unstated specific
Making more of inferences
Specific to abstract
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19. Figure it Out Inferences
Something we wonder about that is stated later
in the text.
Holding on, drafting, revising to obtain generally
literal comprehension
Is the character a boy or a girl?
Where is their dad?
Why are they living in a car?
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20. Making More Inferences
Answers wonders about character feelings,
motivations, relationships to others
• Why did the character do that?
• What kinds of people do they seem to be and
and how does that help them deal with the
problems that are in their way?
• What does that detail tell us about the
situations the character is in?
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21. What we can do
Chart to keep track students’ of thinking
Show the process of drafting and revising
Give a Strategy for accumulating “holding on to”
text
Read attentively to discern answers to our
wonderings
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draftdraft revis
e
revis
e
Hold
on to
text
Hold
on to
text
Build to deeper
meaning
Build to deeper
meaning

22. Know/Wonder
I tried keeping a journal once before, when I was twelve –
writing is my favorite thing – but it didn’t work. I guess I
didn’t have much to tell.
But now I’m fifteen, going on sixteen and, believe me, this
time is different.
I’ll pretend I can see you – whoever you are reading this–
and tell myself you’re really listening, not just waiting for
me, Jenny Joslin to stop talking so much so you can start.
The thing is I need you! I’m scared. Somebody has to listen.
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23. Analyze Student Work
What did the student do well?
Did they identify the character,
what the character wants, problems?
Did their wonderings grow out of the text?
What did they miss? Why?
verbs, pronouns, vocabulary, words that convey emotion,
text structure…..
How well did they use the know/wonder strategy?
Next steps for this student?
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24. What do readers really do?
Understand text structure
Tolerate confusion
Expect clarity as they read on
Hold on to questions
Make and connect inferences to establish context
Develop hunches
Gather evidence to prove
Draft an understanding
Revise hunches when answers are revealed
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25. Resources
Weekly News Magazines:
Scholastic News
News Articles
Text Features
Supplement Non Fiction Work
High Interest
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26. Resources
Storyworks – Grades 3-5
Scope- Grades 6-7
Bi Monthly
Short Story, Poetry, Plays
Non Fiction, Opinion
High Interest, Lexiled Articles
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27. Resources: Short Story Collections
Every Living Thing. by Cynthia Rylant
All Together at One Time, by E.L. Konigsburg
What Do Fish Have to Do With Anything, by Avi
Friends: Stories about Old Friends, New Friends and Unexpectedly True
Friends, Edited by Ann M. Martin
Tripping Over the Lunch Lady, Edited by Nancy E. Mercado
Be Careful What You Wish for, Edited by Lois Metzger
Hey World Here I Am!, by Jean Little
The Year We Missed My Birthday, Edited by Lois Metzger
Dog to the Rescue, by Jeannette Sanderson (non fiction)
Sports Shorts, by Joseph Bruchac, David Lubar and 6 others
Girls Got Game, Edited by Sue Macy
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28. Resources: Short Story Collections
Baseball in April, by Gary Soto
Throwing Shadows, by E.L. Konigsburg
Twelve Impossible Things Before Breakfast, by Jane Yolen (fantasy)
Strange Happenings, by Avi (fantasy)
Unicorn Treasury, by Bruce Coville ( fantasy)
Americas Streets, A Multicultural Anthology, Edited by Anne Mazer
House on Mango Street by Sandra Cisneros*
13, Thirteen stories that capture the agony and ecstasy
of being thirteen, Edited by James Howe*
Dear Bully, Edited by Megan Kelly Hall*
Shelf Life, Stories by the Book, by Gary Paulsen*
* Middle School content
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