Spying on yourself as a reader
- Read and jot what you notice about yourself as a reader
- First: react to the text as readers (Thoughts about it, feelings about it, etc.)
- Second: look at ourselves and start to categorize the types of thinking we do (Put a label to the type of thinking that was used)
- Predict (What will happen next)
- Summarize (What just happened)
- Connect (Connect to other ideas, books, etc.)
- Synthesize (Get a new idea from an old one)
- Infer (Filling in between the lines)
- Empathizing (Putting yourself in their shoes)
- Monitoring (Wait, what?!)
- Question (What are you wondering)
- Close reading is something that is activated, it is not always "on". (Close reading a Magic Treehouse book would be painful)
- Close reading is inviting kids to look at a text in a new way (e.g., reading for word choice)
- Close reading can help address issues in the classroom (e.g., if kids always stop to predict, close reading can help them think in a different way
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Close reading across the day
- She spends every day looking closely at a high-interest toy
- Lego toy
- What do you see, notice, or wonder? (Zoom in )
- She has lipstick and mascara (I wonder: Why did they make her look like such a traditional lady?)
- She has short hair
- She is smiling (I think: She is delighted by her job)
- There is a lot of pens in her pocket (I think: She takes a lot of notes)
- She has a name badge (She is official)
- She is wearing glasses (Glasses = smart?)
- What might she be making? Perfume? Mouthwash?
- She works with liquids
- She mixes and reports her findings
- Imagine if you did this every day (Legos, trading card, etc.)
- If you do this every day for 5 minutes, you'll have a few duds. But you'll also have kids who put some thought into finding something that has lots to look at.
- One thing observers do is they notice something interesting, then look carefully at it. When you have an "A-HA" you zoom in. Then you ask questions and develop a theory. Then you zoom out and your check your theory. (Does it hold true for all of her?)
- Support academic desires through the integration of high-interest observation that helps support close reading in an academic way. This helps create a high-success ritual.
Close reading: Ninja!- *Note: She wouldn't go as slowly with little kids as she does with us. (We have a longer attention span)
- Looking at the cover: What do you notice?
- Zoom in on the neck-tie headband. This makes us think the ninja costume is homemade. Zoom out: We notice he is wearing kitchen gloves, a jump rope, and is wearing tube socks. Does this support our theory?
- (2-page spread: Often has a lot to look at) Is there anything you want to zoom in on? Can you pull out anything to support your theory? If this is an office, do you see evidence? Or counter-evidence?
- "When a ninja finds his target, he must overcome obstacles." Do you have a theory about his target? [Dad] Let's zoom in on the ninja. How do you know? [He is gesturing to dad.] Who is the obstacle? [Dog] How do you know? [He is between] Are things going to work out for dad?
- "He must show courage." How is he showing courage? [He is bonking the dog with the paddleball]
Helpful book:
Spying on ourselves: While reading, where did you find yourself stopping and lingering?
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