Close Reading; an Introduction

::::Introduction to Close Reading/Annotation::::

Objective: To understand why close reading is done and what it's function is while also being introduced to the process and especially the the tool of annotation.

Why do we practice "close reading"?  

Open discussion: what (students think) close reading is and why we might learn how to read text closely...

<<<Brainstorm>>>




"Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature (CCSS p. 3)".

::::::Meaningful Text:::::

TEXT can be defined as any form of language which has a point of meaning or an audience and purpose. 

4 minute Pair-share: Turn to a person next to you and talk about a "text" you encountered that was meaningful (not the kind you use your phone for, LOL); could be: song, poem, literature, sports article, art image, photograph, etc.  (Relate)

::::::::::::::: 

Discussion:  

• What about when text doesn't seem meaningful?  
• How do we connect to it?  

We often have to explore different types of text, in school, that at first seem confusing, maybe even boring!  Through this process of investigation and exploration or "closely" reading we are looking to find connections and meanings. If we look at the relationship of words and build thoughts, questions, and new ideas about the text, then we may build a stronger connection.  At least we will have some sort of understanding.   This is the core idea of CLOSE reading...

My example:

Who is this woman?

Why are the kids turned away?

We use tools & steps  help us with this process. 

Annotation is the starting tool! 

Example:

Annotation Guidelines:

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Through and beyond....

In this part of the lesson, students will look at a popular song and experience multiple times.  They will take "annotative" notes.  The teacher will model her own notes.  Then they will work with a partner to analyze their notes.  During that time they can use tools to find word meanings.  Later we will regroup and pull out what we discovered and interpreted.  The follow-up will include dicussing the meaning on a deeper level and eventually exploring the background information to the song (i.e., music group, why they wrote it, etc.).  As a completed portion the students will accomplish some sort of product (i.e., written paper, blog response, art depictions, video, etc.) that demonstrates a meaningful and deeper connection to the text.  

::::::Let's try!!:::::

 I have to read this how many times?????!!! OMG  

Well how many times do we listen to a song before we really know the words and understand the lyrics?  

Have you ever looked up the lyrics and wondered what the singer was really saying?   

Text Type: Song & song lyrics  
Title: "Where is the Love?"
Author: Black Eyed Peas




Steps

1. 1st experience; listening to the song
2. I read the lyrics and make marks!
3. Teacher reads aloud and shows mark making (AKA annotation)
4. Work with a partner and discuss meanings found/marks made
5. Open discussion, taking the text further, can we find more information, interpret meanings and more???
6. Create a product

I feel the weight of the world on my shoulder
As I'm gettin' older, y'all, people gets colder 
Most of us only care about money makin'
Selfishness got us followin' the wrong direction
Wrong information always shown by the media
Negative images is the main criteria
Infecting the young minds faster than bacteria
Kids wanna act like what they see in the cinema
Yo', whatever happened to the values of humanity
Whatever happened to the fairness and equality
Instead of spreading love we're spreading animosity
Lack of understanding, leading us away from unity

A student book

My student was having a particularly difficult time (we are here for that), so he calmed himself by creating and drawing a book.  

Earthquake learning and preparedness

This is what we practiced for our earthquake drill. We also shared our experiences, whether we slept or felt it, and watched Bill Nye on earthquakes.  We will talk more about it tomorrow and go over vocabulary. 

We also brainstormed what we knew and wanted to know:

My daily student monitoring sheets

SCOE/Trec Training (my contribution)

The Behavior Program from my perspective/experiences:

• Simplify!  

For me, simplification made it more definable and easier for all participants to understand (students, teachers, staff, parents, etc.).  This was applied to point sheets, level board, and other places. 

• Flexibility

If something isn't working, then change it!  My first year I changed my program probably too many times.  Having a solid foundation and then allowing the room to adapt it to the classroom needs is critical in fidelity and success.  Just don't over do it or complicate it to start!  

Also, I found that what worked great for a month, would then become stale (as far as rewards) and we would change them.

• Matching behavior to consequence

Although difficult at times, finding a reparation or task that matches the negative behavior has been the greatest growing tool I've discovered.  The benefits:

• Ownership to student
• Student is in control (this is what they want!)
• Minimizes length of behavior (having a way "back in" is essential!)
• Community building and focus

It would be great to start a running list of ideas/reparations that've worked, from teachers in the region.  Perhaps on edmodo?
  
EXAMPLE:

A student had been extremely negative (words/tone/body language) for awhile to many students in the class.  It felt like this student was infecting the whole community and getting through the days were tough.  Eventually, he was asked to separate from the community and given a list of task options and "to-dos".  He chose to "teach the class about something positive and what it feels like to be picked on".
The student ended up opening up on a really personal level, giving the students a chance to re-connect, for him to be a leader again, and to give back to his community.   His self confidence rose and he was able to be a more positive contributor to the class community.  

 or...

Everytime a student uses an inappropriate word/tone, we have them write three positive words on a poster board before they can be excused to class break...

• Having incentive outlets (outside of the level program)

This is HUGE!!  If a student feels as though they have no "hook" they will sabatoge the class/themselves/environment (we've all seen this).  The ole' stuck on level 1 with nothing to do is a classic symptom toward defeat.  If there's other reinforcement and reward motivators the student will work harder to get back up!  

• Positive Star (obtainable no matter the level)
• Personal Behavior reward contracts
• booster (if you do "x" you can have a bonus day up or if you make your day I'll give you "x", i.e., ten minutes of wall ball with a friend).
• Weekly rewards

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CLASS DOJO

Can be implemented different ways, whole class, or for data sampling...
 

http://www.classdojo.com/

http://www.pinterest.com/search/pins/?q=class%20dojo