Page 36 - SpringBoard_CloseReading_Workshop_Grade7_Flipbook

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Close Reading WoRkshop
Close Reading of poetry
Learning Targets
• Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
• Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.
• By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
• Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Close Reading for Meaning
To read closely means looking beyond the basic information conveyed by a text. As readers of poetry, we should also be more aware of the connotative and figurative meanings of words, as well as the author’s tone and theme. In addition, sound devices such as rhyme and other repetitions of sounds such as alliteration have an impact on understanding the author’s intended meaning.
In this workshop, you will read three different texts and practice close reading using strategies that will help you make meaning of the text. Your teacher will guide you through the first activity. In the second activity, you will work in a collaborative group to read and respond to the text. In the third activity, you will work independently to apply close reading strategies to determine meaning in a new text.
leaRning sTRaTegies:
Diffusing, Close Reading, Graphic Organizer, Marking the Text, Guided Reading, Questioning the Text, Rereading, Shared Reading, Summarizing, Paraphrasing, Think-Pair-Share
liTeRaRy TeRms
Connotative–suggested meaning that is made from associations, emotions, and ideas rather than from
explicit definitions Figurative–expressed in a nonliteral way using imaginative comparisons Alliteration–repeated consonant sounds at the beginnings of words that are close together
Introducing the Strategy: Diffusing
Diffusing is a strategy for close reading of text. Using this strategy, the reader reads a passage to identify unfamiliar words. The reader uses context clues, dictionaries, and/or thesauruses to discover the meaning of unfamiliar words. Writing notes about meaning or substituting synonyms for unfamiliar words helps the reader increase comprehension of the text.
ACTIvITy 1
Guided Practice
You will read the text in this activity at least three times, focusing on a different purpose for each reading.
Close Reading Workshop 3 •
Close Reading of Poetry 35
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