Every Reader a Close Reader

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.

• ContentsAcknowledgmentsAbout the AuthorForewordIntroduction·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 OverviewoIn This BookoUsing 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 oKey Points ·Using the Common Core ELA Standards·Close Reading and the Common CoreoKey Points·What’s Different? The Shifts in the Common Core oShift 1: Balancing Informational and Literary Text §Shift 1: Implications for Close Reading oShift 2: Knowledge in the Disciplines §Shift 2: Implications for Close Reading oShift 3: The Staircase of Complexity§Shift 3: Implications for Close Reading oShift 4: Text-Based Answers §Shift 4: Implications for Close Reading oShift 5: Writing From Sources§Shift 5: Implications for Close Reading oShift 6: Academic Vocabulary §Shift 6: Implications for Close Reading oKey Points ·Writing Close Reading ObjectivesoKey Points·Next Step: Getting Ready to Read Chapter 2: Getting Complex: Selecting and Using Close Reading Texts·Reading Complex Texts: A Gatekeeper SkilloKey Points ·Defining Text ComplexityoQuantitative MeasuresoQualitative Measures oInterpretive Complexity: Reader and Task Considerations oKey Points ·Planning to Use Complex Texts oSelecting Perfect Passages in LiteratureoSelecting Perfect Passages in Informational Text oChoosing Multiple Texts oKey Points ·Gaining Purpose Chapter 3: Setting the Stage: Welcome Students to Text and Set a Purpose for Reading ·The Purpose Behind the Purpose oKey Points ·Welcoming Students to The Text: A Case for Frontloading oKey Points ·Using Questions to Set a Purpose for Reading oCreating Text-Based Essential Questions §Questions §Statements§Should Questions oKey Points ·Purpose Setting to Dig DeepoFirst Reading: Comprehension SeekingoSecond Reading: Analyze the Text oThird Reading: Digging Deeper oKey Points ·Making Every Reading Purposeful Chapter 4: Talking to Text: Enhance Student Comprehension through Text-Dependent Questions and Annotation·Crafting Text-Dependent Questions oKey Points oCreating Sequences of TDQs oKey Points ·Annotation: Talking to TextoKey Points·Citing TextoQuotations oParaphrasing oKey Points·Citing Evidence from Multiple Texts oKey Points ·Using Text Evidence Chapter 5: Applying Close Reading: Create Dialogue and Craft Arguments·Logic, Evidence and Critical Thinking: Defining ArgumentoKey Points ·Crafting ArgumentoLogos, Ethos, and Pathos oKey Points·Dialogic Discussion oKey Points oFacilitating DiscussionoSetting Norms for Discussion: Accountable Talk oKey Points ·Writing ArgumentoKey Points ·Building Student OwnershipChapter 6: Letting Students Lead: Create Ownership over Close Reading·Transfer of Close Reading Skills oKey Points·Identifying Student Strengths oKey Points·Applying the Gradual Release Model to Close Reading oKey Points ·Getting Specific: Releasing Various Aspects of Close Reading oStudent-Selected Texts oStudent-Created Questions oIndependent AnnotationoStudent-Led Discussion·Building the Foundation Chapter 7: Leveling the Field: Empower Struggling Readers with Close Reading·The Common Core and Special EducationoProvide Multiple Means of RepresentationoProvide Multiple Means of Action and ExpressionoProvide Multiple Means of Engagement oKey Points ·Understanding Why Students Struggle with Close Reading oKey Points ·Planning and Leading Close Reading Lessons for Struggling Readers oWorking with Complex Text§Accessing Complex Text in the General Education Classrom§Accessing Complex Text in the Resource Classroom oQuestioning oInteracting with Text: Annotation and Citing Text Evidence oDiscussion 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 oLearning Academic Vocabulary oEngaging in Higher Order Thinking oOpportunities to Interact oKey Points ·Strategies to Plan and Lead Close Reading with English Language Learners oWorking with TextoQuestioning and Citing Text Evidence oParticipating in DiscussionoArgument 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 oThe Common Core and Gifted Students oA Framework for Gifted Students oKey Points ·Planning and Leading Close Reading for Gifted Learners oWorking with Complex TextoReading (and Rereading) for Purpose oParticipating in DiscussionoWriting ArgumentoExecutive Functioning ·Keeping Close Reading a Challenge Chapter 10: The Ultimate Question: Assessing Close Reading·Developing Effective Formative AssessmentoQuestioning oObservation oWriting oKey Points ·Using Formative Assessment Information oGiving Effective Feedback §Deep Feedback§Impression FeedbackoKey Points ·Summative AssessmentoUsing Rubrics oClose Reading and Standardized TestsoKey Points A Worthwhile TaskAppendix 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: 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 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 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 FormReferencesIndex

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.