Hello Friends~
Welcome back for Week 5 / Chapter 5 of our Close Reading Book Study! I hope everyone is having a fabulous weekend!
Below is a direct link to the previous chapters in the book:
Chapter 1 {CLICK HERE}
Chapter 2 {CLICK HERE}
Chapter 3 {CLICK HERE}
Chapter 4 {CLICK HERE}
Chapter 1 {CLICK HERE}
Chapter 2 {CLICK HERE}
Chapter 3 {CLICK HERE}
Chapter 4 {CLICK HERE}
Make sure that you visit each participants blog to see what they have to share about each chapter. Don’t forget to enter our raffle each week as well!
Chapter 5
Through Your Eyes
A Study of Point of View and Argument
The chapter begins with the discussion of point of views & arguments in life. Everyone has opinions & sides of all situations, whether they are intentional or not. Then the chapter moved into discussing point of view & argument in the Common Core Standards. The authors then give the Close Reading Ritual for these standards.
The authors state in Fig. 2.5…
Reading Closely for Point of View & Argument in Informational Texts
1. Read through lenses.
Lens #1: What is the point of view/argument?
- Ideas or claims
- Reasons the claim is right
- Evidence supporting the reasons
- Counterargument
Lens #2: What makes the point of view/argument persuasive?
- Text Evidence
- Word Choice
- Structure
2. Use the lenses to find patterns.
- Which points of view/ideas are repeated?
- What technique does the author use to make his or her point of view/argument?
- What sticks out as different or unusual in the text?
3. Use the patterns to develop a new understanding of the text.
Validity & strength of the argument:
- Central idea or claim
- Most/least persuasive parts
- How well-supported
- Effective or ineffective parts
(Lehman & Roberts, 2014, p. 79)
After this the chapter then goes into a sample lesson & walks the reader through each step.
Question 1: Thinking of your students artifacts, what strengths do they have that you could build on when moving to these more complex way of close reading?
In my primary grades when teaching this standard I always focus on what the author is trying to do: explain, describe or persuade. Then from their we look for evidence to support our claim. I feel like that is a great starting point to dig deeper. This will definitely come with a lot of modeling through whole group lessons. My next step would be to look at the word choice & structure when finding text evidence to support the author’s point of view. After that I would need to look for patterns with my students & document those. Then close out with new a understanding & learning of the text.
Question 2: What areas will they need further support?
EVERYTHING!!! J/K!!! Not really though, I would need to provide major extra support to everything I just stated above that I haven’t gotten into yet with my kids. I would continuously model & scaffold this for a while before releasing my students most likely. It is really going to come down to training myself to teach this way to help guide my students to a deeper knowledge of what they are reading.
