Close+Reading

Also see **Strategy Board Resources** page.

"**Five Close Reading Strategies to Support the Common Core**" annotating text - left column asks for what author is saying; right column asks what author is doing (forwarding and countering) a document for those who can't open the link


 * It Says - I Say - And So** this strategy is demonstrated for math - it could also be used in science

[|**Common Core Reading Strategies**]30+ strategies with examples and templates, compiled by a classroom teacher

//**Close Reading and Writing from Sources**// read through p. 85 on Google Books

Annotation contributes to the notion that argument is a conversation with text; however, if we don't give students a reason to use their annotations, we limit the potential of the tool. "What they have on the pages in front of them is a visual record of their thinking--ideally of use in discussions and as a means for developing a written response (66)."
 * CLOSE READING STRATEGIES (mini-unit menu)**
 * "Chapter 3: Preparing for Discussion and Writing: Annotation, Sourcing, and Avoiding Plagiarism" //Close Reading and Writing from Sources//** by Douglas Fisher and Nancy Frey
 * Digital annotation
 * Self-assessment of notes "...the value of notes lies in what students do with them (75)."
 * "Well-developed notes that are constructed from the start with accurate attributions also serve as a way for students to repurpose them as part of longer pieces (80)."
 * Brenda Spatt in //Writing from Sources// recommends that students do the following: Find a summarizing sentence within the passage and enclose in quotation marks, or combine elements into a new summarizing sentence, or write your own summarizing sentence. Cite the author's name somewhere in the summary, and use quotation marks around any borrowed phrases or sentences (79).
 * GIST writing identify the main point in each segment of a longer text
 * Diigo keep students organized during the research process; bookmark, highlight, and annotate

Classroom routines to promote discussions:
 * WRITING AND TALKING TO DEVELOP KNOWLEDGE ON TOPIC OR ISSUE (mini-unit menu)**
 * "Chapter 4: Using Evidence in Discussion" //Close Reading and Writing from Sources//** by Douglas Fisher and Nancy Frey
 * "Turn to your partner and..."
 * Think-Write-Pair-Share
 * Think-Pair-Square
 * Opinion Stations with Four Corners - Strongly Agree, Agree, Disagree, and Strongly Disagree
 * Novel Ideas Only - [[file:Novel_Ideas_Only_Activity_Protocol.pdf]]
 * Carousel discussion
 * Burke's conversational roundtable graphic organizer for conversational roundtable
 * Jigsaw
 * Text-rendering Experience
 * Reciprocal Teaching
 * Discussion Webs
 * Socratic Seminars

presentation for Monett Middle School and Laquey content area teachers