After the winter break our district gave teachers a professional development day. One of the best things I got out of it was a better understanding of the reason to have students reread the text three times in a close read. I mean, in my mind students are going to obviously understand anything better after reading it three times, but this training gave purpose for me as a teacher for having my students do this. As part of a webinar presentation given by our director of education, Tracy Garcia, we learned more about the purpose of having students read a close read passage three times. Tracy related it to the three phases of the moon (I don't know if this was her own analogy or it was from a training, so sorry if I am not giving proper credit). In this analogy she explains that each read is like one of the phases of the moon. The correlation pretty much ends there, so I won't go much further with that, but to say the three reads are phases and each phase correlates to one specific read of a literature/informational text.
In the first phase or first read the purpose is for students to find out what the text says. If you look at your grade level common core standards under Literature/Informational Key Ideas and Details you will see that this first read correlates to what students should be doing in standards 1-3. In order to support this read you can use close read strategies and asks text dependent questions to help students determine general understanding of the text. The close read strategies for my first graders are very basic. They underline key words/ideas and circle unknown words. They also attempt annotations, but are still not very proficient at this.
The second phase or read has a different purpose. The purpose is for students to find out how the text works. If you look at these grade level standards under Craft and Structure you will see that this second read correlates to what students should be doing in standards 4-6. In order to support this read teachers ask text dependent questions on vocabulary and text structure.
The third and final phase/read again has another purpose. The purpose is to help students to determine what the text means. If you look at these grade level standards under Integration of Knowledge and Ideas you will see this third read correlates to what students should be doing in standards 7-9. In order to support this read teachers ask text dependent question on inferences, author's purpose and comparing tow texts on the same topic.
I believe that taking students to a higher level of understanding is important, but I think that it is important to not forsake basic phonics. Students do need to learn to read first of all, but that doesn't mean that they can't be exposed to higher level text and thinking. It just means they might need some support. In my classroom we do this type of reading whole class for the most part. This allows me the time to go through a passage without feeling rushed. We first read we do together. The second read I partner my students up. The third read they do on their own. While some students may not be as successful on the third read, it does give them time to think about the passage. I created a comparing and connecting text packet in order to have some passages that I can use. In years passed I used passages from Edhelper.
Here is the link to my Comparing and Connecting Text packet in case you would like to check it out.
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