The New Norms for Learning in HPL

Close Reading

Constructing and Deepening Understandings:

What does it say? What does it mean? What is the author doing?

Sample Anchor Chart for Close Reading

After demonstrating close reading processes, the teacher and students anchor the experience together, naming what they saw the teacher do. The Anchor Chart is posted where students can see it and use it as a scaffold while they practice close reading daily (with many more mini-lessons). The anchor also guides the teacher who now carefully observes students to determine what they have taken over and can do on their own, and what they still need help with. At the heart of deep comprehension is student talk, both self-talk and interactive talk to learn. When students have difficulty understanding, most often the difficulty can be traced back to forgetting to stop and explain things to themselves as they move through a text.

Anchor Chart for Generative Questions

Generative Questions (see below) are a set of general questions we teach students to ask themselves as they transact with texts. GQs are intended to keep students thinking as they read. They encourage students to think more deeply and more expansively about what they are learning (What else? What else?) and to ask questions about what they wonder about and still need to know more about. They are “generative” because they help to generate ideas and inferences, and they build the need to look further into the text for evidence to support those ideas and inferences. Students who internalize GQs understand that there is always more to consider, always other ways to think about what an author has written.

Generative Questions for Close Reading

Generative Questions are intended to generate thinking, talking about texts, explaining, citing evidence, and staying with ideas so that understandings can deepen and provoke new questions. This document lists the Generative Questions. Note that the first few are the most important to teach students to internalize. The annotated version explains the purpose of each question.

Going Deeper with Generative Questions

Generative Questions are intended to generate thinking, talking about texts, explaining, citing evidence, and staying with ideas so that understandings can deepen and provoke new questions. The Annotated Generated Questions document groups GQs according to the ways they are intended to focus the readers’ attention. In particular, the annotations help to focus attention on the text itself as an artifact constructed by an author who made purpose-filled choices about how to structure ideas using language to communicate with readers.

Closely Reading Images Spiral

Learning from texts requires close reading, and there is a wide range of texts to learn from. Photographs, illustrations, captions, graphics, charts–they’re not just decorative. Authors put them there for good reason. This spiral provides a list of the essential reading behaviors students need to develop in order to learn from images and graphics.

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