Session Presentation - Noting Significant Details and Textual Evidences Through Close Reading

Department of Education
Bureau of Learning Delivery

Teaching and Learning Division
National Training
on Literacy Instruction
The A. Venue Hotel, Makati City

November 4-8, 2019
National Training on Literacy Instruction
Hunting for the Nitty Gritty:

Noting Significant Details
and Textual Evidences
Presented by:
Denn Marc P. Alayon

Senior Education Program Specialist
Teaching and Learning Division
Bureau of Learning Delivery
What I Will Learn Today (WILT):
1 recognize the nature, principles, and

process of noting significant details;
2 describe and analyze the types of

details in texts; and
3 identify and utilize comprehension

strategies for noting significant details.
1. Who is the main character? Describe her.

Viewing a Video
2. Where did the story take place?

3. What was the main character excited about?
4. What were the struggles experienced by her?
5. What unfortunate event happened to her?
6. How did the story end?
7. Is the woman saved by the main character really

blind? Why do you think so? Cite evidence/s from
the story.
8. Why do you think the main character saved her?
9. What emotions are evoked by the story? Cite
situations.
10. What lesson can be inferred from the story?
VIDEO PRESENTATION
1. Who is the main character? Describe her.

2. Where did the story take place?
3. What was the main character excited about?
Viewing a Video
4. What were the struggles experienced by her?

5. What unfortunate event happened to her?
6. How did the story end?
7. Is the woman saved by the main character really

blind? Why do you think so? Cite evidence/s from
the story.
8. Why do you think the main character saved her?
9. What emotions are evoked by the story? Cite
situations.
10. What lesson can be inferred from the story?
1. Which questions are easy to answer?

Why? Which questions are difficult to
answer? Why?
2. Which questions asked you to
provide/take details or evidences from
the story? Which questions asked you
to infer?
3. What does this activity tell us in

relation to reading comprehension as
a skill?
One of the many

challenges we face in the
classroom is how to
create active readers and
writers who will be
literate and critical
adults.
Reading is a highly strategic

process...constantly constructing
meaning or ideas using a variety of
strategies...
Consequently, teaching comprehension

strategies should focus on thinking,
problem-solving, and monitoring
understanding (Harvey & Goudvis, 2000).
1. What do we mean by significant

details?
2. What makes them significant?
3. Can we remove them and still
maintain the “integrity of the text?”
4. Is it important to learn how to note
details? Why? How should we
note details?
What is a (Significant) DETAIL?

 A detail is a part of a whole; it may also
refer to small elements that collectively
constitute a work.
 Details in a text may be significant

because they contribute to the wholeness of
the material.
 Others, considered insignificant, may be

there, but removing them may not affect
significantly the integrity of the text.
Details in a reading text are small pieces of

information that may support an interpretation, a
conclusion or a claim, an inference, and /or a
main idea.
 Explicit details are stated clearly and in

details, leaving no room for confusion or doubt.
 Implicit details are implied or not directly
stated. They are details that we cannot see,
they may be vague or “under the surface.”
Most often, they require the readers to make
inferences.
Pip is a little, yellow

Labrador retriever who
enrolled at Southeastern
Guide Dog’s Canine University
despite barely meeting the size
requirements. She was excited
to come to school and always
tried to overcome the daily
obstacles during her trainings.
Explicit Details Implicit Detail

 Pip is a little, yellow  She is a persistent dog
Labrador retriever. who wants to pursue her
dream.
 She enrolled at
Southeastern Guide Dog’s
Canine University despite
barely meeting the size
requirements.
 She was excited to come to
school.
 She always tried to
overcome the daily
obstacles during her
trainings.
Categories of Details (Rozakis, 1981)

examples
facts
statistics
reasons
definitions
descriptions
Noting Significant Details

 This is a reading comprehension skill that
involves picking out, from a text, the
particular piece/s of information or details
to achieve a given purpose.
 These details are the ones that good

readers notice and authors use to
emphasize the elements of the literary
text or key information of the
informational text.
Defining “text”
Text is any communication –

spoken, written, or visual –
involving language.
(WDPI, 2017)
\
Title: _______________________________________
Characters: Setting:
Problem:
Plot:
First,
Next,
Then,
Last,
Resolution:
My thoughts on the story:

Being able to note significant details from

the text, whether visual or verbal, leads one
to understand the texts more clearly and
deeply.
One is able to practice making inferences

and conclusions – skills that are crucial in
more complex reading tasks.
B-D-A LESSON STRUCTURE
INSTRUCTIONAL Before During After

SEQUENCE Reading Reading Reading
To establish
purpose,
activate
To extend and
RATIONALE background To guide an
elaborate
knowledge, active search
ideas from the
sustain for meaning
text
motivation,
provide
direction
20
Think about….
What strategies can

teachers adopt so
students can engage
with text?
What teaching
strategies can be
adopted to focus on
comprehension?
21
4 Comprehension strategies strategic
readers need Palincsar and Brown (1984)
• predicting
• asking questions
• clarifying
• summarizing
22
What research says ….
“Text comprehension can be

improved by instruction that helps
readers use specific comprehension
strategies.”
(National Reading Panel, 2000, p. 41)
23
What does research say about

effective literacy instruction?
“In the junior grades, students’ inquiry and reasoning processes

continue to develop as teachers guide and instruct students
towards increasingly higher levels of comprehension by modeling
and scaffolding instruction in ways that help students explore the
texts they read to discover ever-more-subtle and complex
meanings.”
24
What theory guides effective reading instruction?
Reference: Ontario Ministry of Education. (2003). A Guide to effective instruction in Reading K to 3. Ontario Early Readi ng Strategy.
25
A Framework for Teaching Close Reading to Adolescent Learners

(Antonacci, OCallghan, & Berkowitz, 2015)
 Readers need direct, explicit

instruction on how to use and
apply comprehension strategies.
 Learners should be trained to
engage in close reading of text and
to use strategies that help them
comprehend the reading texts more
clearly.
 Teachers are expected to model
and provide guided practice and
feedback, as well as independent
use of comprehension strategies.
Effective Comprehension Strategy

Instruction (Antonacci, OCallghan, & Berkowitz,2015)
•Sustained, elaborate discussions about
text allow students to explore multiple
perspectives and concepts about
narrative text that support critical
reflection and interpretation (Kamil, 2004).

 Uses diverse, challenging, content-rich text that is
pertinent to students’ lives (Adams, 1998; Alvermann, 2004; Snow,
2002)
 Research indicates that teaching explicit

comprehension strategies before, during, and after
reading improves students’ engagement and
understanding of text (RAND Reading Study Group, 2002)

 Effective comprehension instruction
teaches learners to monitor their
comprehension and to repair problems
while they read text. Teachers explicitly
model this process through think-
alouds that provide readers with
explicit demonstrations of processing
difficult text (Kamil et al., 2008)
Why self-monitor?
Good readers self-monitor to keep meaning and clarify understanding

as they read.
During Reading Strategy: Study Guides

Questions I ask myself while reading. Examples from ________
What’s happening in the story?
What’s happening with the main character?
Is the main character changing?
What do I think will happen next?
What is the problem?
Was the problem solved? It so, how?
Unknown words-What does this word
probably mean?
32
Study Guides Sample
Highlights: Locate a few sections of the text that you think are
interesting, powerful, funny, puzzling, or important. Be ready to discuss
these highlights with your group.
Location Reason for Choosing Did any of your group members

choose the same highlights?
Page No.
o If so, which one was it? Why
Paragraph No. do you think multiple people
chose that highlight?
Page No.
o If none of you chose the same
Paragraph No. highlights, why do you think
Page No. that is?
Paragraph No.
33
What comprehension strategy can

help learners tackle complex texts?
“Close reading represents one type of reading in

which students ‘have a go’ at a text, becoming the
primary investigator(s) of its meaning.” (Lapp et al.
2013)
Close reading includes:

 Using short passages and excerpts
 Diving right into the text with limited pre-reading
activities
 Focusing on the text itself
 Rereading deliberately
 Reading with a pencil
 Noticing things that are confusing
 Discussing the text with others
o Think-Pair Share or Turn and Talk frequently
o Small groups and whole class
 Responding to text-dependent questions
Steps in Close Reading:

Teachers should scaffold learners and focus on increasingly
complex text dependent questions. They should begin with
questions about the big ideas in the text and gradually ask
higher level questions.
1. First read: Key Ideas and Details

2. Second read: Craft and Structure
3. Third read: Integration of Knowledge and Ideas
1. First Read: Key Ideas and Details

Set the purpose for reading and have students read text as
independently as possible. Depending on the text complexity and
the readers, the first read may be done independently, as a read
aloud/think aloud, or paired or shared reading. The first read should
be without building background; students should be integrating their
background knowledge with the text as they read. Focus on the key
ideas and details in the text, making sure that readers know the main
idea, story elements, or key details that the author includes.
Following the first read, have students Think-Pair-Share to assess what they
have gleaned from the text. By listening to students as they share, you can
determine the focus of the first read, etc.
2. Second Read: Craft and Structure

For a second, close read, select a portion or chunk of the text that is
“close read worthy.” That is, have students reread a section that
includes complex elements or ideas that they should explore to
arrive at a deep understanding of the text. After rereading, students
discuss the text with partners or in small groups, focusing on the
author’s craft and organizational patterns. This may include
vocabulary choices, text structure or text features that the author
included.
Use a Text Dependent Question to focus or set a purpose for a close

rereading. After students share with partners or in small groups, have
groups share out with entire class to assess understanding.
3.Third Read: Integration of Knowledge

and Ideas
The third close reading of a text should go even deeper,
requiring students to synthesize and analyze information
from several texts or media. They may record their ideas
on sticky notes, graphic organizer, or a thinking sheet.
Have students journal a response to a Text Dependent

Question. Focus the discussion on text evidence.
Essentials in Close Reading

Think-Aloud is reading the text to the
students and modeling your thinking as you answer
a Text Dependent Question (TDQ).
requires students to dig deeply into
the text to answer them.
cannot be answered without using
the text
background knowledge and prior
experiences should not be included
or considered when asking a TDQ
42
15
43
DEPARTMENT OF EDUCATION
15
44
15
45
46
47
I Do
Close Reading Text-Dependent Your Answer One/Two-
Focus Question (Noted Details) Sentence
Summary
Read paragraph What do you think is the In paragraph 1, it Lolo Pingkoy

1 kind of story I will be says that the tells stories
reading? story I will be about war; one
reading is a story of which is about
about war. “Uldok,” which is
the narrator’s
favorite.
Read paragraph Where did the Garcias According to the This part tells
2 live? Who is Uldok? story, the about the main
Garcias, together characters and
with their dog the setting of the
“Uldok” lived in a story.
small barrio
“Marintoc.”
We Do
Summary
Read paragraph What do you think Mrs. As implied in The Japanese
3 Garcia felt when the paragraph 3, Mrs. were looking for
Japanese had asked her Garcia felt scared the guerillas and
to tell where the guerillas when the asked Mrs.
were hiding? Japanese had Garcia but she
asked her where told them that
the guerillas were there were no
hiding. guerillas in
Marintoc.
Read paragraph What do you think the Based on the The Japanese got
4 Japanese felt when they story, the angry for failure to
had not found the band of Japanese got find the guerillas
guerillas? angry. so they burned
down the Garcias’
house.
We Do
Summary
Read paragraph What did Mrs. Garcia do Based on This part of the
4 after knowing that their paragraph 4, story tells what
house had been burned Mrs. Garcia fled Mrs. Garcia and
down by the Japanese? together with her her relatives did
Who were her relatives brother, after knowing
who joined her? Edmundo and that their house
her children, had been burned
Francisco and down by the
Edna. Japanese.
You Do
Close Reading Text-Dependent Your Answer One-Sentence
Focus Question (Noted Details) Summary
Group 1: Read
paragraphs 5-6
Group 2: Read
paragraphs 7-8
Group 3: Read
paragraphs 9-11
Group 4: Read
paragraphs 12-
13
Group 5: Read
paragraphs 14-
15
You Do
Close Reading Text-Dependent Your Answer One-Sentence
Focus Question (Noted Details) Summary
Group 6: Read
paragraphs 16-17
Group 7: Read
paragraphs 18-19
Group 8: Read
paragraphs 20-21
Group 9: Craft
and Structure
Group 10:
Integration of
Knowledge and
Ideas
Text Annotation
One of the most important skills we can teach our
learners as we begin to work on close reading is how to
annotate texts.
Teaching annotation strategies will help them keep track

of key ideas while reading.
Annotating a text is when the reader “marks up” a

text to indicate places of importance or something they
don’t understand. Sometimes students annotate by
circling a word, underlining a phrase or highlighting a
sentence.
Text Annotation
Annotating also includes writing notes in

the margin; these notes might be thoughts
or questions about the text.
This process of annotating helps the reader

keep track of ideas and questions and
supports deeper understanding of the text.
I Do
Dogs communicate in several ways. Scent is one

method, another is physical appearance. Body
This is an informational text.
position, movement, and facial expression often

convey a strong message. Many of these signals
are recognizable even to humans, such as the
excited tail-wagging of a happy dog or the bared
teeth of an angry or threatened animal. Vocally,
?
dogs communicate with a cacophony of sounds
including barks, growls, and whines.
? ?
We Do
Guided by your teacher, note significant details of the
selection through text annotation.
In February in Zamboanga City, Philippines, a dog

threw herself in front of a speeding motorcycle that was
bearing down on two little girls – cousins Dina Bunggal
and Princess Diansing, ages 11 and 13 respectively. The
girls were shaken but unhurt. The motorcycle driver was
also unhurt. But the dog, the hero of the day, didn’t get
off so easily. Brave, valiant Kabang did stop the
motorcycle, but in doing so, her snout became caught in
the spokes. It was ripped off.
Source: https://www.dogster.com/the-scoop/kabang-hero-dog-philippines
You Do
With your partner, note significant details from the story “The Dog
of Pompeii” through text annotation.
There was a homeless boy named Tito, together with his

faithful dog Bimbo who lived in Pompeii, the most beautiful city in
ancient Italy. Tito was blind so the dog was his “seeing eye” dog.
He was like a parent to him because his parents had died
already. Bimbo had never left his side and really took very good
care of him. Bimbo would go to the bakery and get a loaf of raisin
bread for Tito for breakfast, lunch, and dinner. One day, while
Bimbo was getting some bread, the Mount Vesuvius erupted so
the dog pulled on Tito to bring him to safety. They ran as fast as
they could towards the marine gate. Unfortunately, unlike Tito,
Bimbo was unable to reach safety. Eighteen hundred years later,
two scientists found a stone body of a dog with a raisin bread in
his mouth.
Teaching Text Structure

One important objective of the reading program
is to teach students awareness of
organizational patterns in informational texts
Activities to achieve this objective involve:

 diagrams
 charts
 outlining
Teaching Text Structure

Effective close reading instruction teaches learners to

self-monitor their understanding by asking themselves
4 questions while repeatedly reading texts:
 What is the author telling me?

 Are there any difficult important vocabulary words?
 What does the author want me to understand?
 How does the author play with language and
meaning?
65
To help the learners in reading various text

types, teachers may also opt to provide
informational text reading.
a non-narrative text that communicates
information (National Assessment Governing Board, 2008 in
Lapp, et.al.)
Biographies and autobiographies
Books about history, social studies, and the arts
Technical texts, including directions, forms, and
information displayed in graphs, charts, or maps
Digital sources on a range of topics, etc.
To help the learners in reading various text

types, teachers may also opt to provide
informational text reading.
a non-narrative text that communicates
information (National Assessment Governing Board, 2008 in
Lapp, et.al.)
Biographies and autobiographies
Books about history, social studies, and the arts
Technical texts, including directions, forms, and
information displayed in graphs, charts, or maps
Digital sources on a range of topics, etc.
Let’s Work Together and Ponder
In a small group, do Which

your assigned task. comprehension
Share your answers strategy in
to the whole group. teaching noting
significant
details do you
like the most?
Why?
Strategies Learned
for Noting Significant Details:
 Analyzing Types of Details

 Formulating/Asking Text-Dependent Questions
 Providing Text-Dependent Responses
 Story Map for Narrative Texts
 Text Structure for Informational Texts
 Graphic Organizers
 Close Reading
 Text Annotation
Winding down the Session
In this session, I’ve realized that

_____________________.
Hence, when I go back to my

own class/school/office, I will
_____________________.
In summary…
 Reading comprehension is important because it is the

reason for reading.
 Reading comprehension is purposeful and active.
 Noting significant details from the text is a critical skill
for reading comprehension.
 Reading comprehension can be developed by explicitly
teaching comprehension strategies.
The goal of literacy instruction is to
create independent readers.
72
Let’s Mull Over
73
May the literacy force be with you all!
74

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Department of Education

Bureau of Learning Delivery

The A. Venue Hotel, Makati City

Hunting for the Nitty Gritty:

Denn Marc P. Alayon

What I Will Learn Today (WILT):

1 recognize the nature, principles, and

2 describe and analyze the types of

3 identify and utilize comprehension

1. Who is the main character? Describe her.

2. Where did the story take place?

7. Is the woman saved by the main character really

1. Who is the main character? Describe her.

4. What were the struggles experienced by her?

7. Is the woman saved by the main character really

1. Which questions are easy to answer?

3. What does this activity tell us in

One of the many

Reading is a highly strategic

Consequently, teaching comprehension

1. What do we mean by significant

What is a (Significant) DETAIL?

 Details in a text may be significant

 Others, considered insignificant, may be

Details in a reading text are small pieces of

 Explicit details are stated clearly and in

Pip is a little, yellow

Explicit Details Implicit Detail

Categories of Details (Rozakis, 1981)

Noting Significant Details

 These details are the ones that good

Text is any communication –

My thoughts on the story:

Being able to note significant details from

One is able to practice making inferences

INSTRUCTIONAL Before During After

What strategies can

What research says ….

“Text comprehension can be

(National Reading Panel, 2000, p. 41)

What does research say about

“In the junior grades, students’ inquiry and reasoning processes

What theory guides effective reading instruction?

A Framework for Teaching Close Reading to Adolescent Learners

 Readers need direct, explicit

Effective Comprehension Strategy

Effective Comprehension Strategy

 Research indicates that teaching explicit

Effective Comprehension Strategy

Good readers self-monitor to keep meaning and clarify understanding

During Reading Strategy: Study Guides

Study Guides Sample

Location Reason for Choosing Did any of your group members

What comprehension strategy can

“Close reading represents one type of reading in

Close reading includes:

Steps in Close Reading:

1. First read: Key Ideas and Details

1. First Read: Key Ideas and Details

2. Second Read: Craft and Structure

Use a Text Dependent Question to focus or set a purpose for a close

3.Third Read: Integration of Knowledge

Have students journal a response to a Text Dependent