consider the author’s intent. encourage them to return to
the text to find evidence.
Students can analyze authors’ intent, craft, clarity,
What is the author trying to tell you?
Why is the author telling you that?
Does the author say it clearly?
Teachers set the stage with a learning target or CCLS that is highlighted and “unpack” the target/standard with students to establish purpose for the close reading.
Teachers discuss what the important words are within the target/standard that students will be expected to do independently.
Students listen to the whole complex text being read all the way through for fluency (students may not ask questions at this point).
Teachers read the entire text the first time through to students as they follow along with their own copy of the text in front of them. Students engage by gathering and holding details from the text as teachers read (knowledge).
Today we are going to read a piece about the Civil War. We have been learning about the issue of slavery and the Underground Railroad. All these things led to the Civil War.
As you read, we are first going to attack the words that may cause use to stop and think...hmmm. I am not sure what it means.
You are going to read it with highlighter in hand. You will notice that each paragraph is numbered and there are words that are underlines. I am going to read this piece the first time, and will pause the explain the meaning of the words and strategies I used to attack the words. We will classify the words according to tier 2 or three. As we read, I also want you to think of words that we meet that may cause us difficulty in spelling so we can add them to our Word Wall.
Handout text. As I read to them, I am going to ask them to highlight words that might be confusing(domain 2) to you and words that you feel are domain specific—that you need to know in order to understand the text. We call them Tier 3 words.
Domain 2: seceded, advocate, opponent, ensued, collapses, preserved, invaded, cripple
Tier 3: Civil War, Confeederat4e, president, capital, battle, turning point,
How will I highlight important words within this learning target that students will be expected to master? Teacher will alert students to pay attention to the list of words they generate in the text. How do these words help your understanding of the text? to
How will I differentiate for readers in my class by chunking and presenting the text according to their reading levels?
Student names/Text amount presentation: In class support teacher will be working with small group, or circulating to assist students.
Students will write 3 questions they have about the text and this will be used for the next lesson.
Some children work independently and others that need more support work in small groups with teacher guidance. As students are “text coding,” they discuss each section/part of the text just to make sure they are on the right track. Teachers may ask students: Who can share something that is important to you – something that you “starred”? Students star information that they think is important and that can address the targeted CCLS (e.g. circling unfamiliar words; placing question marks where they have questions about the text) (comprehension). After text coding throughout the second read, students write down what they believe is the main idea of the text (application).
How will I help students annotate the text? Students will read the text a second time, using text coding. Teacher will circulate and work with students who are in need of comprehension reinforcement. Review questions generated by students. How will I help students jot the gist(s) along the margins of each section/paragraph? Gist(s): Teacher will model how to find the main idea of each paragraph. Students will find the main idea with the teacher and supporting evidence. Bullet the answers.
How will I help students narrow down the main idea of the text?
How did the author arrange the text to help you get the main idea? What is the main idea and where is the text evidence to support it? Main idea(s): of each paragraph-
The Civil War stated because of the debate over state’s rights and slavery
Students read the text a third time to answer any questions with supporting evidence and to document important information.
The third read of the text focuses on integrating the knowledge and ideas of the text. Students can (analyze) and document this process using graphic organizers as tools.
The class synthesizes learning from the close read in a debrief or closing activity.
The debrief or activity completes the close reading protocol, helping children understand what they learned (synthesis). Students may discuss and share what they documented as important information on their graphic organizers that led them to the main idea along with author’s craft or purpose (evaluation).
How will I help my students work in small groups to go deeper with integrating the knowledge and ideas of the text?
At this time, the students will answer the question with text based evidence. This is an assessment of their knowledge of the text and close reading activities we have engaged in.
How will I help my students synthesize their learning from the close read?
Debrief around…Students will write a summary of the text
How will I help students transfer the work of this close read into their future work?