Standards ELACC8RI1: Students will be able to use close reading strategies to identify the main idea in selected articles. ELACCW9b1: Students will be able to annolight, annotate, and highlight textual evidence in support of the
main idea What are strategies Strategies are methods designed for the purpose of achieving particular goals.
Learning concepts Chunking information Main Idea Numbering the text Writing in the margins Close Reading What is Chunking?
Chunking refers to the strategy of breaking down information into bite-sized pieces in order to better understand it. Chunk the text: break up the text into smaller sections by drawing a
horizontal line between paragraphs. For example, you might "chunk" paragraphs 1-3. Now, lets practice chunking
Main Idea The main idea is the point of the paragraph. - It is the most important thought about the topic. - It is usually the first sentence
The writer uses the rest of the paragraph to support the main idea. To figure out the main idea, ask yourself this question: What is being said about the person, thing, or idea (the
topic)? . Now, lets practice locating the main idea Numbering the text
Number the paragraphs: The new Common Core Standards require you to cite and refer to the text. By numbering each paragraph, you can quickly and easily state which paragraph you are referring to. Example: In paragraph three, the author states...
Underline and Circle for a Purpose Underline or circle SPECIFIC information as directed by the teacher. Don't just underline and circle "stuff." For example, when
studying argumentative writing, I may ask you to underline claims made by the author. Left MarginWhat is the author saying? After chunking paragraphs, I may ask you to
summarize what the author is saying in each "chunk." You would do this in the left margin. Right MarginDig deeper into the text: This strategy may include representing the information with a
picture, asking questions, explaining the significance of a quote, etc. The outcome should look something like this:
Circle important words Write in the margins
Chunking informatio n Number the paragraphs Write in the margins
Now, that you know how to mark the text, lets talk about Close Reading WHAT IS CLOSE READING?
Essentially, close reading is reading carefully to uncover layers of meaning that lead to deep understanding. Its a careful and purposeful rereading of a text wherein students really focus on: - what the author had to say
- what the authors purpose was - what the words mean - what the structure of the text tells us C L O
S E R E A D
I N G Close Reading Steps 1. First Read: Get the Gist 2. Second Read: Dig a Little Deeper
3. Third Read: Put it all Together Your Task: This week as you read news articles, you will practice the skill of close reading. You will read each article multiple times. Each time, you read the article
we will be pull out different types of information. First Read: Get the Gist First Read: Get the gist
1. Start by reading the entire text without stopping to get the flow Second Read: Dig a little deeper (annotate the text in several ways) Read it again and this time: 1. Circle important words as you read
2. Highlight unfamiliar words in blue 3. Highlight the main idea in yellow Third Read: Pull it all together This time when you read: 1. Chunk paragraphs 2. Identify is the main idea? 3. Write the gist for each paragraph
in the margins 4. Read and record important details 5. what questions do you have? Stop Here Week 3:
Close Reading ELACCW.8.2. Students will write objective summaries of articles to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ELACCW.8.4. Students will be able to use
elevated vocabulary words to demonstrate knowledge and understanding of selected readings through written summary. ELACC8L5a-b: Students will identify and understand the use of figurative language as it is used within a text.
American West Myth American West Influences American West Myth Theodore Roosevelt Frederick Jackson Turner William F. Cody Frederic Remington Owen Wister Theodore Roosevelt Born 1858 Asthmatic child Read natural history Harvard—boxing Mind over body New York legislature North Dakota Theodore...
Heidi Jones, Ashland University. Courtney Drew, Carthage College. Mandy Metzger, Carroll University ... Kathy Stockwell, retired, Fox Valley Technical College (mentor) Anita Carter, Wayne State University (mentor) Michelle Ware, University of Notre Dame (leader) 2014-16 Class.
Here is plant we would like to build. There is a pipe-rack extension and a pump-house I some form or another. I may first want to break this complicated work up by asking "How Should I Break down this work...
Chunks of resources (CPUs, Memory Bandwidth, QoS to Services) ... If task A cannot even gain access to task B's data, no way for A to adversely affect B. ... Important measure: Average Access time = (Hit Rate x Hit...