Practising Close Reading Skills

Close Reading

Intermediate 2

2002

A Systematic Approach

Using Formative Assessment Strategies

Teacher Unit

Introduction

Int 2 English

Close Reading

2002 Examination Paper

SYSTEMATIC APPROACH TO TACKLING QUESTIONS IN CLOSE READING.

Many students lose marks in Close Reading, not because they do not know the answer but because they do not know HOW to answer the question and in effect they “give away” as many as TEN or more marks. If a systematic approach is developed, this “throwing away” of marks could be minimised.

WHERE STUDENTS FREQUENTLY LOSE MARKS BECAUSE OF FAULTY TECHNIQUES: -

  • “Understanding questions” which have an allocation of FOUR marks. Students frequently give only TWO items of information or do not comment on the identified information when this is asked for.
  • “Analysis Questions” which have an allocation of TWO or more marks. Students identify a technique but do not often comment on the effectiveness of the technique in relation to the question.(Responses can often be too general, for example, simply saying ”for emphasis “)
  • Sentence structure Questions/ Linking Questions. There is often a lack of ability to identify the technique or to relate how this question is used to the demands of the question. (Students should be aware that there is a limited permutation of techniques and should go through the paragraph being examined in relation to the question being asked)
  • Students often do not read the question carefully or use the information given in the question. There are key words. Students should highlight or underline these key words when they read the question. For example, “in your own words”; “How does the writer …?” The word how is about analysis, not identification; “what is suggested…?” means what is implied.

Pupil Sheet

SYSTEMATIC METHODS TO USE WHEN TACKLING QUESTIONS IN CLOSE READING

Class Approach before trying Close Reading Questions.

This is a learning process not a test. Therefore, this will extend the time going through the paper but it will afford you the opportunity to practise and discuss the kind of questions that turn up.

Your class teacher may “talk” you through the systematic approach outlined – without giving you the answer. A possible approach may be to try to find the answer in pairs and feedback to the class on the first few examples.

  • Before trying these questions, with your teacher and/or in pairstry the approaches to see if they will help you answer the questions.
  • Pass your answers to the first 3/4 questions to another pair. Do they agree with your answers? If not, what is missing? Was there a fault in your approach? E.g. was there only one illustration? Etc.
  • As this is a learning process, trying to find a systematic approach which will help avoid the “throwing away” of marks not because you don’t know the answer. It would be helpful if after every 3/4 questions you discussed possible responses. What is important is to show “how” you arrived at the answer.
  • If you have made mistakes, write down the error in terms of “approach” and keep a record of the types of questions you get wrong and individually try them again.
  • Keep your own record pro forma on Close reading Skills.
  • Practise with the “Reinforcement Close Reading Package” on those questions you have found difficult

Evaluating/self assessment.

  • At the completion of the paper how many marks were lost by faulty technique.
  • Try these again by re-examining the strategies .See how many marks you have now gained. (Your teacher may now give you the marking key which indicate a number of possible answers.)

Higher English

Practising Close Reading skills

Genre

Genre :- the kind of writing you will meet in Close Reading passages is PROSE , either fiction or non- fiction.

When we meet with Close Reading PASSAGES for the first time, there are two questions that we should ask ourselves:-

What is the writer’s purpose?

In other words why has the writer written this text?

Is it to persuade or to argue a point of view or to reflect? (or a combination of these?)

Who is the writer’s audience?

Who is likely to read this text or for whom has it been specifically written?

Purpose

The passages selected for Close Reading are of a high literary standard, often taken from “broadsheet” newspapers or from novels, for example, dealing with serious issues and concerns of the writer. These would appeal to a general audience.

The Types of Question you will meet in Int 2 English Close Reading

Understanding

In this type of question, you are asked to demonstrate your UNDERSTANDING of SIGNIFICANT ideas/ information and supporting details, provide full EXPLANATION of their RELATIONSHIPS and SUMMARISE adequately, the main concerns of the text. U

Analysis

In this type of question, you must EXPLAIN accurately and in detail ways in which aspects of STRUCTURE/ STYLE/ LANGUAGE contribute to the meaning / effect /impact of the text. A

( HOW the writer achieves his effects)

Evaluation

In this type of question you should make an evaluation of the effectiveness of the text which takes into account the purpose (s) and stance(s) of the writer(s), makes appropriate use of critical terminology and is substantiated by detailed and relevant evidence from the text. E

(You are giving your considered opinion on the effectiveness of the writer’s techniques.)


Intermediate 2 English

Practising Close Reading Skills

Formative Assessment Strategies

  • Sharing Learning Intentions

At the start of the lesson, discuss with the class the purpose of the unit on Close Reading, which is to give them strategies to tackle questions on Understanding, Analysis and Evaluation.

  • Success Criteria

Discuss with the group that the success criteria will be met when they feel confident in tackling questions and applying the strategies used to answer questions on the 2002 paper to other close reading papers.


Teacher’s Notes

The following close reading questions can be completed chronologically or can be clustered into question type - understanding, analysis and evaluation.

Before some types of question there is peer assessment exercise in order to check pupils knowledge of that type of question. This can then assist in defining where teaching has to focus.

Pupils could also be allowed to complete questions in pairs so they can discuss different approaches to answering the questions.

Answers to questions can be modelled on the board or on LCD so that pupils can comment on good responses.

Answers to questions can be filled into the templates given.

Practising Close Reading Skills

Formative Assessment Strategies

1. Visual Approach

The use of templates in formative assessment can help the visual learner.

The demands of the question are broken down so that pupils become aware of the process they have to follow in answering a question.

Approaches to answering the questions are laid out clearly and concisely for the pupils. A step-by-step approach is used which supports the pupils in their learning.

2. Modelling

It helps if the teacher models for the pupils. This means giving examples of how to answer particular types of questions.

3. Give quick feedback

It is useful to regularly involve pupils in discussion about how they are coping with the task.

Feedback needs to focus on the learning objective of the lesson.

After every three or four questions, bring the class together to discuss possible responses.

It is vital to point out successes before making improvement suggestions.

4.Two Stars and a Wish

It is useful to use good answers from pupils to model a response as well as the teacher’s model.

Use good responses, with the permission of the pupils, and ask pupils to give each two stars, two positive comments, and one wish, a next step for improving the response to the question.

This works well and emphasises what is good about a piece of work, while also asking pupils to think about ways in which it could be better.

Next Steps

Once pupils have completed this unit on practising close reading skills, they could attempt a close reading passage and questions in groups

Groups could complete different types of questions, which could then be marked by other groups using the marking scheme.

This can be a useful activity allowing pupils to discuss with their peers what makes an appropriate response to a question.

When individuals are completing close reading papers, an effective way of helping them to make progress is to use comment only marking, identifying where the pupil answered well and identifying an area for improvement.

Comments could take the form of reminders, questions, directives or indicating sentences to finish.

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