Every Reader a Close Reader

Contents


Acknowledgments
About the Author
Foreword
Introduction

Close Reading: The Best Reading You Can DoReading Theory: A Brief HistoryClose Reading and the Middle School ReaderEvery Reader a Close Reader OverviewIn This BookUsing This BookWeAreTeachers SurveyGetting 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 StandardsClose Reading and the Common CoreKey PointsWhatâs 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 ComplexityShift 3: Implications for Close Reading Shift 4: Text-Based Answers Shift 4: Implications for Close Reading Shift 5: Writing From SourcesShift 5: Implications for Close Reading Shift 6: Academic Vocabulary Shift 6: Implications for Close Reading Key Points Writing Close Reading ObjectivesKey PointsNext Step: Getting Ready to Read Chapter 2: Getting Complex: Selecting and Using Close Reading Texts

Reading Complex Texts: A Gatekeeper SkillKey Points Defining Text ComplexityQuantitative MeasuresQualitative Measures Interpretive Complexity: Reader and Task Considerations Key Points Planning to Use Complex Texts Selecting Perfect Passages in LiteratureSelecting 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 StatementsShould Questions Key Points Purpose Setting to Dig DeepFirst Reading: Comprehension SeekingSecond 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 TextKey PointsCiting TextQuotations Paraphrasing Key PointsCiting 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 ArgumentKey Points Crafting ArgumentLogos, Ethos, and Pathos Key PointsDialogic Discussion Key Points Facilitating DiscussionSetting Norms for Discussion: Accountable Talk Key Points Writing ArgumentKey Points Building Student OwnershipChapter 6: Letting Students Lead: Create Ownership over Close Reading

Transfer of Close Reading Skills Key PointsIdentifying Student Strengths Key PointsApplying the Gradual Release Model to Close Reading Key Points Getting Specific: Releasing Various Aspects of Close Reading Student-Selected Texts Student-Created Questions Independent AnnotationStudent-Led DiscussionBuilding the Foundation Chapter 7: Leveling the Field: Empower Struggling Readers with Close Reading

The Common Core and Special EducationProvide Multiple Means of RepresentationProvide Multiple Means of Action and ExpressionProvide 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 TextAccessing Complex Text in the General Education ClassromAccessing Complex Text in the Resource Classroom Questioning Interacting with Text: Annotation and Citing Text Evidence Discussion and WritingLeveling 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 TextQuestioning and Citing Text Evidence Participating in DiscussionArgument WritingClose 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 TextReading (and Rereading) for Purpose Participating in DiscussionWriting ArgumentExecutive Functioning Keeping Close Reading a Challenge Chapter 10: The Ultimate Question: Assessing Close Reading

Developing Effective Formative AssessmentQuestioning Observation Writing Key Points Using Formative Assessment Information Giving Effective Feedback Deep FeedbackImpression FeedbackKey Points Summative AssessmentUsing Rubrics Close Reading and Standardized TestsKey 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 DemographicsAppendix B: Literature for Close Reading in Middle School

Works of Literature: NovelsWorks of Literature: Short Stories Works of Literature: PoetryPicture Books for Middle School ReadersNonfiction: BooksNonfiction: Articles and Shorter TextsNonfiction: Primary SourcesAppendix 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 Studentsâ Argument Skills Tool 5.2: Dialogic Classroom Rating Scale Tool 5.3: Argument Writing Foldable Tool 6.1: Assess Student ReadinessTool 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 FormReferences

Index