Close Reading: The Wolverine Way
1. Number the paragraphs (1, 2, 3…)
You need to be able to cite and refer to the text in order to support your response. Begin by numbering each paragraph, section, or stanza in the left hand margin. This way, when you cite evidence, the rest of the class will be able to quickly find the line you are referring to.
2. Chunk the text.
Break up the text into smaller sections (or chunks) by drawing a horizontal line between paragraphs. Look at the paragraphs to see where natural chunks may occur. Group paragraphs by similar elements (e.g. paragraphs 1-3 may discuss the author’s hook and thesis, while paragraphs 4-6 discuss supporting evidence).
3. Underline and circle with a purpose.
Determine a clear purpose for reading by considering the essential questions of the unit and the task identified by the lesson’s objective. Consider the type of text and what information you want to take from it. Underline only the essential phrases to achieve your purpose.
Circle diction or key terms in the text. Writers will skillfully choose words to develop a specific tone and a message. Examine the author’s verb and modifier choice for descriptive language. Identify rhetorical/literary devices and note their purpose. Look for terms that are either defined or repeated throughout the text.
4. Left margin: What is the author SAYING?
In the left margin, summarize what the author is saying in each chunk. Challenge yourself to do this in 10 words or less.
5. Right margin: Look DEEPER into the text!
In the right-hand margin, analyze the text on a deeper level.
Metacognitive Markers
Circle words and phrases I don’t know
______ Underline major or important points in the text.
? Confusing (Write my question in the margin.)
*Comments:
•connect to experience
•make predictions
•summarize
! Interesting
You need to be able to cite and refer to the text in order to support your response. Begin by numbering each paragraph, section, or stanza in the left hand margin. This way, when you cite evidence, the rest of the class will be able to quickly find the line you are referring to.
2. Chunk the text.
Break up the text into smaller sections (or chunks) by drawing a horizontal line between paragraphs. Look at the paragraphs to see where natural chunks may occur. Group paragraphs by similar elements (e.g. paragraphs 1-3 may discuss the author’s hook and thesis, while paragraphs 4-6 discuss supporting evidence).
3. Underline and circle with a purpose.
Determine a clear purpose for reading by considering the essential questions of the unit and the task identified by the lesson’s objective. Consider the type of text and what information you want to take from it. Underline only the essential phrases to achieve your purpose.
Circle diction or key terms in the text. Writers will skillfully choose words to develop a specific tone and a message. Examine the author’s verb and modifier choice for descriptive language. Identify rhetorical/literary devices and note their purpose. Look for terms that are either defined or repeated throughout the text.
4. Left margin: What is the author SAYING?
In the left margin, summarize what the author is saying in each chunk. Challenge yourself to do this in 10 words or less.
5. Right margin: Look DEEPER into the text!
In the right-hand margin, analyze the text on a deeper level.
- Describe what the author is DOING and why. (e.g. The author is describing, illustrating, arguing, comparing, etc… because…)
- Represent the information with a picture. (Visualizing text will help you remember it later.)
- Use Metacognitive Markers. (Using Thinking Notes or Metacognitive Markers will help you think critically about the text and engage with the author.)
- Ask questions. (Use Bloom’s Taxonomy or Costa’s Levels of Questioning to craft thoughtful questions.)
Metacognitive Markers
Circle words and phrases I don’t know
______ Underline major or important points in the text.
? Confusing (Write my question in the margin.)
*Comments:
•connect to experience
•make predictions
•summarize
! Interesting