5TH GRADE - 2014-15
UNIT 1- EXPLORING CLOSE READING
5TH GRADE- UNIT OF STUDY
GRANDVIEW SCHOOL DISTRICT #200
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CONTENTS
Unit 1- Exploring Close Reading .......................................................................................................................................... 2
OVERVIEW ............................................................................................................................................................................ 2
BALANCE LITERACY COMPONETS .............................................................................................................................. 2
DURATION-approximately 12-15 INSTRUCTIONAL DAYS ...................................................................................... 4
COMMON CORE STATE STANDARDS (CCSS) .......................................................................................................... 5
ENGLISH LANGUAGE PROFICIENCY (ELP) STANDARDS: ....................................................................................... 5
RESOURCES ...................................................................................................................................................................... 8
PERFORMANCE TASK ..................................................................................................................................................... 8
LESSON 1 (1-2 days)................................................................................................................................................................ 9
LESSON 2 (2-3 days).............................................................................................................................................................. 12
LESSON 3 (2-3 days).............................................................................................................................................................. 15
lESSON 4-(1-3 days) .............................................................................................................................................................. 18
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UNIT 1- EXPLORING CLOSE READING
OVERVIEW
Students feel part of the learning community through the establishment of rituals and routines during this
unit of study. Accountable talk, including active listening and group roles is expected as an integral
part of the collaborative learning process. This unit introduces students to the concept of Close
Reading, by moving them through a specific process: asking and answering questions; gathering
important details; and determining the central message, or theme. Students will use the close reading
routine throughout the year across many genres, so take time in this unit and in the coming weeks to be
sure they understand the purpose and process.
During this unit, Reader’s Notebooks are established as a vessel for collecting thoughts and keeping
track of reading progress.
BALANCE LITERACY COMPONETS
Gradual Release: Gradual Release will be a key component to students learning a concept by taking
on the responsibility of the learner. Teachers should provide enough explicit instruction and support to
ensure students are successful, but students must be given opportunities to develop concepts and skills
through collaborative and independent practice. Students should spend most of the balance literacy
block everyday reading, writing, listening and speaking – both in collaborative groups and
independently.
1. Read-Aloud/Shared Reading:
• At the beginning of the lesson cycle, teachers should spend some time explaining a new
concept and modeling how that concept helps the students as readers.
2. Collaborative Practice:
• Then the teacher should have students work together in collaborative groups (i.e. team
tasks) to repeat and/or practice what the teacher just modeled.
3. Independent Practice:
• Finally, the teacher should have students practice applying the new concept
independently with text that is at their independent reading level.
Shared Reading: Shared reading is that time in the day when teachers and children have eyes on one
text, with the teacher doing the reading and students sharing the thinking. Usually shared reading
revolves around enlarged texts, with the teacher pointing to the side of the words during reading. The
purpose of shared reading is:
• To support students with transferring what they are learning in phonics/word study to their reading.
Some students will need more work on using their knowledge of conventional decoding, while
others will be ready for more work with suffixes, multi-syllabic words, fluency, etc…
• To help make meaning and extend comprehension.
Guided Reading: A small group of students who are reading at similar instructional levels come
together to apply the skills and strategies that they have been working on. All of the reading is done by
students and teachers should guide students through word-solving and meaning making during this
process.
Independent Reading Structure:
The structure of Independent Reading Workshop is designed to provide all students with grade level
content while providing each student with the resources and instruction to practice reading at their
own independent level.
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Whole group Mini- lesson (5-10 minutes):
• Connect – connect learning to previous work
• Teach – explicitly model the skill or strategy
• Active Engagement – invite students to quickly do or think about how they will try on the work
• Link – remind students of what their job will be during independent time
Independent Reading Time (15-35 minutes):
 Beginning in this unit we are helping students build stamina by reading increasingly complex
texts and gradually increasing the number of minutes students read independently during the
year from 5 minutes to 25 minutes. Students maintain focus while reading in their just-right books.
During independent reading time, the teacher’s role is to confer, assess, and teach strategies in
order to support all students with individual progress.
 To support independence and to help children stay engaged and focused during reading time,
you will set them up to get into the habit of shopping for at least ten to twelve books per week
when they are in just-right books.
Partner time (5-minutes): For this unit you will want to partner students based on similar reading
levels; students at the same (or similar) reading levels will be able to support each other in practicing
appropriate print strategies.
 Students read with or talk to a partner about their reading work.
 Teach different ways to read with a partner, such as echo-reading, choral reading, and
assigning roles. You will remind children to talk off of Post-its during partner time, to retell books to
each other at the end of their reading—either telling beginning, middle, end; problem and
solution; or synthesizing the text and saying, “My book is called . . .because . . .” or “The title of
my book is . . . and it’s mostly about . . . .”
 Routines for partner reading: taking turns, deciding how to read together, holding the book in
the middle, settling disputes, etc.
 Partners should be meeting every day to read and talk as you confer with partnerships, teaching
kids how to coach each other in their reading and helping them talk more about their books
after they read .
Whole group share (5 minutes):
 Students return to the carpet. The teacher calls attention to students who demonstrated the
targeted reading strategy. Celebrate successes; validate efforts. This is also a good time to talk
about how the routines enabled or hindered the students’ ability to grow as readers.
Reading Routines - Students will be able to (learning process):
The Common Core State Standards delineate the skills that students are to learn in order to
participate and engage in a range of collaborative discussions. Outcomes listed with an asterisk
(*) were taken from the Common Core State Standards document.
Engage effectively in the rituals and routines of a classroom (independent reading workshop, small
group instruction and whole class instruction through read aloud and shared reading) by:
• Understanding the purpose and expectations of:
o Independent work time (conferring and/or center/station work)
o Meeting spaces (moving in and out of meeting areas)
o Group behaviors
o *Building on others’ ideas and expressing their own clear in a variety of group settings
• Using charts around the room to support independence
• Capturing their thinking in a variety of ways (graphic organizers, sticky notes, etc.)
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Knowing the structure of and their roles during independent reading time (mini-lesson, IR with
conferring, writing in reading response notebook, partner share, whole-class share)
• Selecting books and expanding their reading across genres/authors
• Knowing when and why to abandon a book
• Checking out, maintaining, and rotating classroom library.
Create, organize and maintain a readers notebook by:
• Setting goals to increase stamina over time and to ensure they read the appropriate quantity and
variety of genres.
• Keeping a reading log of texts read and a “books on deck” list
• Understanding the purpose for their notebook, and various sections within it
• Responding to texts through explicit teacher modeling (questions, connections, comparisons, etc.)
• Using an organized system for maintaining a notebook (for example: table of contents, reading
goals, reading log, books on desk list, responses to independent reading texts, personal vocabulary
lists, numbering notebook pages)
•
DURATION-APPROXIMATELY 12-15 INSTRUCTIONAL DAYS
LESSON
Lesson 1:
Lesson 2:
CLOSELY READING STORIES TO DETERMINE THE AUTHOR’S MESSAGE
Text/ Assessment/ etc.
Learning target/Success Criteria
SR Text: Freedom Summer by Deborah
Wiles
SR Text: Freedom Summer by Deborah
Wiles
Learning Target: I can determine important details from a
story.
Success Criteria:
•
I will read the text
•
I will determine the gist of the text.
•
I will annotate the text to gather my thoughts.
•
I can describe who the characters are and what
they did
•
I will discuss my thinking with a partner/class
•
I will justify my thinking by using evidence from the
text
Learning Target: I can use key details to identify patterns
in a text.
Success Criteria:
•
•
•
•
Lesson 3:
SR Text: Freedom Summer by Deborah
Wiles
•
•
I will state my initial thinking about a noticing
I will reread the text and my notes to look for
patterns
I will choose a lens to focus my reading
I will revise my thinking about theme based on
what I learned from the key details
I will use evidence to revise my thinking
I will discuss my thinking with a partner/class
Learning Target: I will closely read using a variety of
strategies.
Success Criteria:
I will discuss my thinking about the text with a
partner/class.
•
I will use textual evidence to inform and create my
big ideas/understandings of a text
•
Lesson 4:
SR Text:
I will use textual evidence to support my thinking.
Learning Target: I will closely read to collect important
ideas from a source.
Success Criteria:
I will discuss my thinking about the text with a
partner/class.
•
I will use textual evidence to look for patterns
•
I will use identified patter to create big ideas/new
understandings of a text
•
I will use evidence to support my thinking.
•
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COMMON CORE STATE STANDARDS (CCSS)
How this unit builds on previous learning and builds to future learning: Every unit is built using multiple
common core standards for a given grade level. Within each individual unit, there are a few standards
that rise as a priority. In this unit, each standard is addressed as a priority. These are indicated in bold.
4rd Grade
5th Grade
6th Grade
RL1. Refer to details and examples
in a text when explaining what the
text says explicitly and when
drawing inferences from the text.
RL2. Determine a theme of a story,
drama, or poem from details in the
text; summarize the text.
RL4: Determine the meaning of
words and phrases as they are used
in a text, including those that allude
to significant characters found in
mythology (e.g., Herculean).
Ongoing Standards:
RL10 By the end of the year, read
and comprehend literature,
including stories, dramas, and
poetry, in the grades 4-5 text
complexity band proficiently, with
scaffolding as needed at the high
end of the range.
RL1. Quote accurately from a text
when explaining what the text says
explicitly and when drawing
inferences from the text.
RL2. Determine a theme of a story,
drama, or poem from details in the
text, including how characters in a
story or drama respond to
challenges or how the speaker in a
poem reflects upon a topic;
summarize the text.
RL4: Determine the meaning of
words and phrases as they are used
in a text, including figurative
language such as metaphors and
similes.
RL 1. Cite textual evidence to
support analysis of what the text
says explicitly as well as inferences
drawn from the text.
RL 2. Determine a theme or central
idea of a text and how it is
conveyed through particular
details; provide a summary of the
text distinct from personal opinions
or judgments.
RL 4. Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
impact of a specific word choice
on meaning and tone
Ongoing Standards:
RL10. By the end of the year, read
and comprehend literature,
including stories, dramas, and
poetry, at the high end of the
grades 4-5 text complexity band
independently and proficiently.
Ongoing Standards:
RL 10. By the end of the year, read
and comprehend literature,
including stories, dramas, and
poems, in the grades 6-8 text
complexity band proficiently, with
scaffolding as needed at the high
end of the range.
ENGLISH LANGUAGE PROFICIENCY (ELP) STANDARDS:
ELP STANDARD 10: make accurate use of standard English to communicate in grade – appropriate speech and writing . . .
Level 1
Level 2
Level 3
Level 4
with support (including
with support (including
with support (including
context and visual
visual aids and modeled
modeled sentences)
aids),
sentences)
Recognize and use a
small number of
frequently occurring
nouns, noun phrases,
and verbs
Recognize and use some
frequently occurring nouns,
pronouns, verbs,
prepositions, adjectives,
adverbs, and conjunctions
Understand and
respond
to simple questions
Produce simple sentences in
response to prompts
Level 5
use some relative
pronouns (e.g., who,
whom, which, that)
use some relative
adverbs (e.g., where,
when, why),
Use relative pronouns (e.g.,
who, whom, which,
that)
Use some prepositional
phrases
Use prepositional phrases
Use prepositional
phrases
Use subordinating
conjunctions
Use subordinating
conjunctions
Produce and expand
simple, compound, and a
few complex sentences
Use the progressive and
perfect verb tenses
Produce and expand
simple and compound
sentences
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Use relative adverbs
(e.g., where, when, why)
Use relative pronouns
(e.g., who, whom, which, that),
Use relative adverbs
(e.g., where, when, why)
Produce and expand
simple, compound, and
complex sentences.
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ELP STANDARD 9: create clear and coherent grade - appropriate speech and text. . .
Level 1
Level 2
Level 3
with support (including
with support (including
with support (including
context and visual
visual aids and modeled
modeled sentences),
aids),
sentences)
and using non-verbal
communication
Communicate simple
Communicate simple
Introduce an
information about an
information about a topic
informational topic
event or topic
Present one or two facts
Recount a simple
about the topic
sequence of events in
Use a narrow range of
order
Recount a short
vocabulary and
sequence of events in
Syntactically simple
Use frequently occurring
order
sentences
linking words (e.g., and,
then)
Use an increasing range
of temporal and other
linking words (e.g., next,
because, and,
also)
Provide a concluding
statement
with limited control
with emerging control
with developing control
Level 4
Introduce an
informational topic
Develop the topic with
facts and details
Recount a more detailed
sequence of events, with a
beginning, middle, and
end
Use transitional words and
phrases to connect events,
ideas, and opinions (e.g.,
after a while,
for example, in order to, as
a result)
Provide a conclusion
with increasingly
independent control
Level 5
Use relative pronouns
introduce an
Informational topic
Develop the topic with
facts and details
Recount a more detailed
sequence of events, with a
beginning, middle, and
end
Use a variety of linking
words and phrases to
connect ideas, information, or
events
Provide a concluding
statement or section
ELP STANDARD 8: determine the meaning of words and phrases in oral presentations and literary and informational text . . .
Level 1
Level 2
Level 3
Level 4
Level 5
relying heavily on
using context, some visual
using context, visual aids,
Using context, reference
Using context, reference
context,
aids, reference materials,
reference materials, and
materials, and knowledge of
materials, and an
and knowledge of
visual aids, and
a developing knowledge
English morphology.
increasing knowledge of
morphology in his or her
knowledge
of English morphology,
English morphology,
native language,
of morphology in his or
her
native language
recognize the
Determine the meaning of
Determine the leaning of
Determine the meaning of
Determine the meaning of
meaning of a few
some frequently occurring
frequently occurring
general academic and
general academic and
frequently occurring
words, phrases, and
words and phrases.
content specific words,
content specific words and
words, phrases, and
expressions.
phrases.
phrases.
formulaic expressions
Determine the
meanings of some
Determine the meaning of
Determine the meaning of
idiomatic expressions
a growing number of
figurative language (e.g.,
idiomatic expressions.
metaphors, similes, adages,
and proverbs).
In simple oral
in simple oral discourse,
In texts about familiar
In texts about a variety of
In texts about a variety of
discourse, read read-alouds, and written
topics, experiences, or
topics, experiences, or
topics, experiences, or events.
alouds, and written
events
events.
texts about familiar topics,
texts about familiar
experiences, or events.
topics, experiences, or
events.
ELP STANDARD 7: adapt language choices to purpose, task, and audience when speaking and writing. . .
Level 1
Level 2
Level 3
Level 4
With emerging control.
With developing control.
With increasing ease.
Recognize the
Adapt language choices to
Adapt language choices
Adapt language choices
meaning of some
different social and
according to purpose,
and style (includes register)
words learned through
academic contents.
task, and audience.
according to purpose,
conversations, reading,
task, and audience.
and being read to.
Use some words learned
Use an increasing number
through conversations,
of general academic
Use a wider range of
reading, and being read to.
and content specific
general academic and
words, phrases, and
content specific words
expressions.
and phrases.
In conversation,
In speech and writing.
discussions, and short
written text.
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Level 5
Adapt language choices and
style according to purpose,
task, and audience.
Use a wide variety of general
academic and content
specific words and phrases.
In speech and writing.
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ELP STANDARD 4: construct grade appropriate oral and written claims and support them with reasoning and evidence.
Level 1
Level 2
Level 3
Level 4
Level 5
• express an opinion
about a familiar topic.
• construct a simple
claim about a familiar
topic
• give a reason to
support the claim.
• construct a claim about
familiar topics
• introduce the topic
• provide a few reasons
or facts to support the
claim.




construct a claim
about a variety of
topics
introduce the topic
provide several
reasons or facts to
support the claim
provide a concluding
statement.




construct a claim about
a variety of topics
introduce the topic
provide logically ordered
reasons or facts to
support the claim
provide a concluding
statement.
ELP STANDARD 3: speak and write about grade-appropriate complex literary and informational texts and topics.
Level 1
Level 2
Level 3
Level 4

communicate
simple
information
about familiar texts,
topics, events, or objects
in the environment.
deliver short oral
presentations
• compose written texts

about familiar texts,
topics, and experiences.
including a few details,
including a few details,
• deliver short oral
presentations
• compose written
narratives or
informational texts
about familiar texts,
topics, and experiences.
deliver short oral
presentations

compose written
narratives or
informational texts
about a variety of texts,
topics, and experiences.

Level 5
including details and
examples to develop a
topic,

deliver oral
presentations

compose written
narrative or
informational texts
about a variety of texts,
topics, and experiences.
ELP STANDARD 2: participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to
peer, audience, or reader comments and questions
Level 1
Level 2
Level 3
Level 4
Level 5





participate in short
conversations
participate in short
written exchanges
actively listen to
others
respond to simple
questions and some
“wh” questions
•
•
•
•
participate in short
conversations
participate in short
written exchanges
actively listen to
others
respond to simple
questions and “wh”
questions
• participate in short
conversations and
discussions
• participate in short
written exchanges
• respond to others’
comments
• add some comments of
his or her own
• ask and answer
questions






about familiar topics.
about familiar topics and
texts.
about familiar topics and
texts.
participate in
conversations and
discussions
participate in written
exchanges
build on the ideas of
others
express his or her own
ideas
ask and answer
relevant
questions
add relevant
information
and evidence
about a variety of topics
and texts.
participate in extended
conversations and
discussions

participate in extended
written exchanges

build on the ideas of
others

express his or her own
ideas clearly

pose and respond to
relevant questions

add relevant and
detailed
information using
evidence

summarize the key ideas
expressed
about a variety of topics
and texts.

ELP STANDARD 1: construct meaning from oral presentations and literary and informational text through grade-appropriate
listening, reading, and viewing
Level 1
Level 2
Level 3
Level 4
Level 5
use a very limited set of
strategies to:
• identify a few key
words
and phrases
use an emerging set of
strategies to:
•
determine the main
idea or theme, and
•
retell a few key details
•
retell familiar stories
use a developing set of
strategies to:
determine the main idea
or theme, and
• retell a few key details
• retell familiar stories
05 Unit 1-Exploring Close Reading REV 2013-14 00 00
use an increasing range of
strategies to:

determine the main
idea or theme, and

explain how some
key details support
the main idea or
use a wide range of
strategies to:

determine two or more
main ideas or themes

explain how key details
support the main ideas or
themes
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theme
summarize part of a
text
from read-alouds, written
texts, and oral
presentations.

summarize a text

from read-alouds,
simple written texts,
and oral presentations.
from read-alouds, simple
written texts, and oral
presentations.
from read-alouds, simple
written texts, and oral
presentations.
RESOURCES
TEXT
PROFESSIONAL RESOURCES
The Continuum of Literacy Learning by Gay Su Pinnell and Irene C. Fountas
Teaching for Comprehending and Fluency by Fountas and Pinnell
PERFORMANCE TASK
n/a
05 Unit 1-Exploring Close Reading REV 2013-14 00 00
from read-alouds, written
texts, and oral presentations.
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LESSON 1 (1-2 DAYS)
LEARNING TARGET / SUCCESS CRITERIA
Learning Target: I can determine important details from a
story.
Success Criteria:
•
•
•
•
•
•
I will read the text
I will determine the gist of the text.
I will annotate the text to gather my thoughts.
I can describe who the characters are and what they did
I will discuss my thinking with a partner/class
I will justify my thinking by using evidence from the text
RESOURCES
Shared Reading: Freedom Summer by Deborah Wiles
Materials:
Chart Paper
Student Copies of Fly Away Home
ROUTINES
Classroom Routines:
• Moving into and out of the meeting area.
• Meeting Area Expectations
Note to teacher: In the first few days of school, you will teach students their job during shared readings by setting
expectations for the meeting area. Tell students that each day, they will gather in the meeting area in a circle to
practice thinking and learning together as a learning community—
•
•
•
•
•
•
•
Co-create a meeting area expectations chart.
Expectations for the Meeting Area
Come directly and quietly to the meeting area
Sit in your spot
Listen attentively
Face the teacher , partner, or speaker and give all your attention to them
Ask questions when you are confused about a topic or the text you are discussing.
Participate in conversations by responding to comments and ideas from your classmates.
Wait for your turn to speak
READ ALOUD (RA) / SHARED READING (SR)
Launch: Remind students that good readers think about the characters in the texts they are reading
and how the characters thoughts, words and actions affect the outcome of a story. Today, I want to
teach you a new reading routine that can build upon the great work you are already doing.
“Think about the routines in your own life and lives around you. There are smaller ones, like how you get
up and get ready for school each day. There are big ones like taking care of babies and children each
day. I want to take you through a routine called close reading to show you how it can be another way
of reading a text. Close reading involves three steps: getting the gist, digging a deeper to look for
patterns within the text, and then stepping back and building a new understanding or bigger idea
about the text.” Today we are going to be focusing on the First read of our new reading routine called
close reading. Introduce the first part of the close reading chart.
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Shared Reading (SR):
• Emphasize that today they will be practicing discussion strategies and Close Reading for the first
time this year. This basically means that they will read a book more than once to try to understand
more about it, to figure out words they don’t know, and to think about the main message.
• Tell them that this process will become clearer as they practice today, and that they will have
chances during this unit to practice this same process again. Today we will be focusing on getting
the gist of the story. Remind students that one reason we read a text closely is to help us think with
more power about our characters, purposefully gathering details about them, finding patterns, and
then reflecting on what that evidence reveals.
• Tell them that they were introduced to close reading in fourth grade. Today they should just listen,
follow the flow of the story, and think about questions they have about the story—to try to
understand the gist. Define gist: the main idea. In other words, they’ll be trying to understand what
the story is mostly about and putting it in our own words—that is called paraphrasing.
• As you read, remind students that they can annotate the text/marginalia (marginalia-thinking is
written in the margins while reading). Model a few annotations of things you are noticing about the
characters as you begin reading (we will focus on what we collected in later lessons). Read aloud
the first section of the text, “Freedom Summers by Deborah Wiles”
• Reread the first section again, and think aloud. Note: Remember we are not telling we are modeling
our thinking. “When I try to figure out the gist, I think about the characters in the section and the
important events that happened.”
• Have students turn and talk with someone near them the question: “Who was in this section and
what happened?” Invite students to share their ideas.
• Read the next section of the text. Model annotating the text (marginalia). Tell students that they are
going to practice a strategy called stop-and-jot (stop and jot is stop and reflect about what thoughts
you can add to your marginalia when you jot). Have students turn and talk to a partner and share
their thinking about the text so far. Now have students write down some of their thinking. Remind
them that they can use this strategy anytime to pause and quickly jot down notes to help them
gather their evidence/details/questions, etc.
Active Engagement:
•
•
Continue reading the rest of the story. Have students to join you by doing the same thing (collecting
evidence with a lens to get the gist) as you continue reading. Provide students with opportunities to
stop and jot and partner talk throughout the text, modeling as needed. (Finish the text, even if it
takes more than one day.)
Have a discussion about what the class did today that all good readers can do when they are
reading texts (the transferrable skill/s). Also, revisit the learning target and success criteria and allow
students to self-assess the reading work completed in the lesson.
GUIDED READING / SMALL GROUP INSTRUCTIONS
During this unit you will be using this time to:
• Meet with guided reading groups/small groups of students with similar needs, to provide
opportunities for them to gain more control of strategic reading processes.
• Assessing and regrouping based on anecdotal records, diagnostic assessments, conferring
notes, etc.
INDEPENDENT READING (IR): ORGANIZING OUR READER’S NOTEBOOKS
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MINI LESSON: Setting expectation and purposes of the reader’s notebook
• Teacher asks students, “What do you know about a reader’s notebooks?”
• Introduce the Reader’s Notebook.
• Teacher introduces students to the reader’s notebook by modeling his/her own notebook –
cover and sections (i.e. table of contents, reading log, books on deck list, responses to
independent reading texts, mini lesson and conferring notes, personal vocabulary lists).
• Model how to record books in reading log using classroom reading log (See Books We’ve Read
Chart).
Books We’ve Read
#
Title
Author
Genre/Form
Date Completed/
Abandoned
* Continue to add to chart throughout the unit
INDEPENDENT READING:
• Teacher has students organize their notebook.
SHARE
•
Partners check each other’s reading logs.
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E/JR/C
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LESSON 2 (2-3 DAYS)
LEARNING TARGET / SUCCESS CRITERIA
Learning Target: I can use key details to identify
patterns in a text.
Success Criteria:
I will state my initial thinking about a noticing
I will reread the text and my notes to look for patterns
•
•
I will choose a lens to focus my reading
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I will revise my thinking about theme based on what I
learned from the key details
I will use evidence to revise my thinking
I will discuss my thinking with a partner/class
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RESOURCES
Shared Reading: Freedom Summer by Deborah Wiles
Materials:
Chart Paper
Student Copies of Fly Away Home
ROUTINES
Classroom Routines:
• Moving into and out of the meeting area.
• Meeting Area Expectations
• Active listeners and speakers
Participation Roles:
• Over the next few days, explicitly teach (and have students practice) the roles of an active listener
and speaker.
• Co-create the chart together adding on skills daily, making sure students know and understand the
expectations. (what it looks like/sounds like)
• Explain that there is a purpose for listening (i.e. seek information, ask clarifying questions)
• Emphasize that Active listeners think about what the speaker is saying.
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An Active Listener…
Participation Roles Chart
Faces speaker
Makes eye contact
Listens to what the speaker says
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•
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An Active Speaker…
Wait to speak until your turn
use the appropriate voice
stay on topic
Is able to restate what has been said
READ ALOUD (RA) / SHARED READING (SR)
Launch: “Readers, yesterday we practiced getting the gist of the story. Today, I want to teach you how
to build on to this reading routine. I want to support you in looking back across those details and see
how some fit together—this is called looking for patterns. In order to look for patterns we need to first
determine the lens that we will be using that can help support our thinking.
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Shared Reading (SR): Using a lens to gain a deeper meaning when closely reading a text
•
Before we begin to reread our text we need to revisit our thinking from yesterday’s lesson to identify
patterns that we are noticing in order to determine the lens we will be using today as we reread
“Freedom Summer”. Refer to the “Using Lenses to Closely Read a Text” chart for examples:
Close Reading: The act of deeply understanding a text with a purpose
• What characters/people say, think, do
• Setting descriptions
• Time period details
• Recurring objects, colors, or symbols
• Characters’ relationships
• Action
Lenses we can look through
Analyze details for patterns
•
•
Which details fit together?
How do they fit together?
Types of big ideas we can build from the
evidence
• “Yesterday we jotted a bunch of evidence/details. I’m going to look back at my annotation and see
if any of those ideas can help me find patterns. If we are reading closely to analyze the patterns, it is
helpful to look across the evidence we collected to group similar details together. Watch how I
demonstrate how to find patterns based on what I noticed yesterday as I was annotating text. I am
going to reread it, see if there is evidence that fits together to form a pattern. I’m going to draw a
different shape next to each pattern so I can see the patterns or I can color-code the patterns.
Then I can say, all the ideas in boxes or in yellow have this in common, and all the ones in circles or
in pink mean something else. Each group of ideas gets a title. Watch me try this.”
• Have students review their annotations/marginalia from the previous lesson and discuss any noticing’s
with a partner. Monitor partner discussion to determine if it is necessary to model your own thinking
for the students.
• Reread all the details and think aloud asking yourself the following questions from the chart:
o Which details fit together?
o How do they fit together?
• Release the next section to students to try in their partnerships.
• Circulate, model, and support students as they reread.
Active Engagement:
• Then invite students’ to help you form a title for a group of details you grouped together. “Turn to a
partner and see if you can make up a group title for these details?”
GUIDED READING / SMALL GROUP INSTRUCTIONS
NOTE TO TEACHER: Guided Reading may not happen right away. Begin to gather data on students that
will help you to determine their needs.
During this unit you will be using this time to:
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•
•
Meet with guided reading groups/small groups of students with similar needs, to provide
opportunities for them to gain more control of strategic reading processes.
Assessing and regrouping based on anecdotal records, diagnostic assessments, conferring
notes, etc.
INDEPENDENT READING (IR): LIBRARY ORGANIZATION AND BOOK CHOICE STRATEGIES
Mini-lesson:
• Teach students how the library is organized and maintained or have students help you organize the
library.
• Model: Have several books in front of you. Think aloud about your decision-making process—“This
one looks interesting.” Pick it up and think aloud as you look at the title, author and cover; then
read the blurb aloud; read a little part aloud from the beginning page and determine that it looked
good based on the cover and blurb, but it is too hard because you don’t know how to read many
of the words and it’s not making any sense as you began to read.
• Have students share what they noticed you doing—and co-create a chart of “Book Choice
Strategies.”
(Co-Created with students, see sample chart below)
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Book Choice Strategies
Read the title and look at cover
Read the blurb
Read a few paragraphs and ask yourself if the style and words
are something you enjoy and know how to read
Characters we’ve read about in other books
Another book in a series
Interesting title
Great illustrations
Authors we know and like
Book recommendations from teachers, friends, and critics
Books that are movies
Genres we like to read
Read some of the middle
New/popular book
Heard it read aloud
Read it before and enjoyed it
INDEPENDENT READING/ CONFERRING:
• Bring tubs to meeting area for students to browse, investigate, explore, etc.
• Students make book choices based on their interests (not necessary by their independent reading
level this will be addressed in the next lesson). Students use post-it notes to record the new books,
titles, genres, forms, and/or authors that they are interested in reading this school year. Have
students place the post-it’s in notebook.
• Students select three books (they will need these for the next mini lesson).
• Send students off to read independently for 20 minutes. Alongside of conferring during this time,
focus on keeping a quiet environment for reading and thinking.
• During this first unit, you will begin the process of getting to know your students. You can use this
time to:
 Assess students
 Conduct reading surveys
 Monitor and assist students to reinforce mini-lesson
 Confer and take notes to learn about readers.
SHARE OUT: Students share what they noticed about the texts they explored. (OPTIONAL: Students write
their book title on a sticky note and place it on a class chart titled “What we’re excited to read.”
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LESSON 3 (2-3 DAYS)
LEARNING TARGET / SUCCESS CRITERIA
Learning Target: I will closely read using a variety
of strategies.
Success Criteria:
•
I will discuss my thinking about the text with a
partner/class.
•
I will use textual evidence to inform and
create my big ideas/understandings of a text
•
I will use textual evidence to support my
thinking.
RESOURCES
Shared Reading: Freedom Summer by Deborah Wiles
ROUTINES
Classroom Routines:
• Moving into and out of the meeting area.
• Meeting Area Expectations
• Active listeners and speakers
READ ALOUD (RA) / SHARED READING (SR)
Launch: “Readers, yesterday we learned how to identify patterns with a text using our lens. Today, I
want to teach you how to build on to this reading routine. Yesterday we looked at our patterns, now
we are going to analyze how these patterns will help us build a big idea using the evidence from the
text.
Let’s think about what we have learned about close reading so far and how it has helped us analyze a
text. Review with students the close reading chart. Close reading involves three steps: getting the gist
of the text, deciding what to look for or what lens to look through while reading or rereading; finding
what these things all have in common, or looking for patterns; and then stepping back and building a
new understanding or bigger idea about the text.”
Close Reading: the act of deeply understanding a text with a purpose
• The subject or topic’s:
Lenses we can look through
o Facts
o Phrases
o Descriptions
• Photos or graphics
• Quotes from experts
• Author’s stated opinions
• Comparisons
• Which details fit together?
Analyze details for patterns
• How do they fit together?
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Types of big ideas we can build from the
evidence
•
•
Character’s/people’s:
o Feelings that change or stay the same and why/how
o Traits that change or stay the same and why/how
o Relationships that change or stay the same and why/how
o Examine motivations
o Comparisons to other characters
Looking at the WHOLE TEXT:
o Issues that the text deals with
o Symbols/metaphors
o Themes
o Lessons characters learn
Shared Reading (SR): Remind students that one reason we read a text closely is to help us think with
more power about our characters, purposefully gathering details about them, finding patterns, and
then reflecting on what that evidence reveals. Today our focus will specifically be about what the
evidence from our text is revealing about our characters.
•
•
Reread the first part and model how to collect evidence that shows what the narrator is thinking.
“So here’s my list of evidence when looking through the lens of characters’ thoughts (jot these
ideas in the margins of the text):
o Narrator is a white innocent child (Joe) whose best friend is African American (John
Henry)
o Narrator is aware that John Henry is not allowed to all the things Joe is allowed to do
o Narrator is hopeful that things will change
o He is angry that his friend John Henry can’t do all of the things he can
Model how to build a big idea/types of understanding —an idea you are having about
something or someone in the text. “My thinking about the story so far is that the narrator is
hopeful that he and his friend will one day be equal but knows that will be a hard long journey.”
Active Engagement:
• Then invite students to join you by doing the same thing (collecting evidence with a lens to build a
deeper understanding) as you continue reading. Provide students with opportunities to stop and jot
and pair share throughout the text, modeling as needed. (GUIDED READING (GR) /small group
instruction
• Meet with guided reading groups/small groups of students with similar needs, to provide
opportunities for them to gain more control of strategic reading processes.
• Assessing and regrouping based on anecdotal records, diagnostic assessments, conferring
notes, etc.
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GUIDED READING / SMALL GROUP INSTRUCTIONS
NOTE TO TEACHER: Guided Reading may not happen right away. Begin to gather data on students that
will help you to determine their needs.
During this unit you will be using this time to:
• Meet with guided reading groups/small groups of students with similar needs, to provide
opportunities for them to gain more control of strategic reading processes.
• Assessing and regrouping based on anecdotal records, diagnostic assessments, conferring
notes, etc.
INDEPENDENT READING (IR): MAKING GOOD BOOK CHOICES
MINI LESSON:
•
Introduce “How to Choose a Book” chart.
•
Model: Bring three books (from lesson 2) that would be easy, just right, and challenging books for
you and show students how you make decisions as a reader.
•
Reflect on what makes a certain book a “just right” book.
Easy
Easy to read
Easy to understand
An old favorite (read it
before)
How to Choose a Book
Just Right
You can read most of the
words
Your reading is smooth
You can understand the plot
and can predict
Challenging
Difficult to read
Difficult to understand
Your reading sounds
choppy
You can
talk about it
•
Have students revisit the three books that they choose and have them go through the same process
that you modeled on choosing a just right book.
INDEPENDENT READING/ CONFERRING:
Review pre-made chart of how to choose a book (add to the chart, if needed)
•
Students read independently for 20 minutes, while teacher confers checking in on students book
choices.
• During this first unit, you will begin the process of getting to know your students. You can use this
time to:
 Assess students
 Conduct reading surveys
 Monitor and assist students to reinforce mini-lesson
 Confer and take notes to learn about readers.
SHARE OUT:
•
Students share whether their books were too easy, too challenging, or just right, and explain why
they think so.
•
Possible Frame:
“I know this book is (too easy) because (I’ve read it many times before).
•
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LESSON 4-(1-3 DAYS)
LEARNING TARGET / SUCCESS CRITERIA
Learning Target: I will closely read to collect
important ideas from a source.
Success Criteria:
•
I will discuss my thinking about the text with a
partner/class.
•
I will use textual evidence to look for patterns
•
I will use identified patter to create big
ideas/new understandings of a text
•
I will use evidence to support my thinking.
RESOURCES
Text:
Shared Reading: A Note About The Text (Freedom Summer by Deborah Wiles)
ROUTINES
Classroom Routines:
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Meeting Area Expectations
Active listeners and speakers
Establishing Partnerships
Routine:
•
Establishing Partnerships: It is organizationally easier for children to maintain the same partnerships
for both independent reading and shared readings, but it is educationally preferable that
partnerships not always be ability-based. In fact, some teachers call one partner A (or Partner One)
and the other Partner B (or Partner Two) and quietly group students so that the A (or One) partners
are the stronger readers and talkers. Then, when you set children up to do challenging work, you
can say, “Partner A [One] will you tell Partner B [Two] ____________”; if the task is one you believe is
perfect for Partner B [Two], just reverse it.
•
Introduce partner talk and co-create charts. This would be a good time to assign partner A and B
work. Highlight that when speaking we must speak in complete thoughts.
Partner Talk
(Note: Chart is co-created and completed over time)
• Listen to each other
• Keep the conversation going with questions
• Cite evidence from the text to support your opinion
• Make connections (to the text and your partner’s ideas)
• Ask your partner how to solve words you don’t know
• Speak in complete thoughts
READ ALOUD (RA) / SHARED READING (SR)
Launch: We have been closely reading the text “Freedom Summer” by Deborah Wiles. Often times
when we read stories we don’t always know very much about the author or have insight into the
author’s motivation/reason/purpose for writing the book. Today we will be reading an informational text
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which is actually an excerpt from book. It will be interesting to see what she has to say about “Freedom
Summer” to do this we will go through the close reading process with an informational text.
“There are many reasons why we read for text evidence in informational text—gaining a stronger
understanding of the text is just one of them. For our purpose, we want to gain more information about
the author who wrote our previous text. In doing this, we can also use lenses and patterns like we did in
previous lessons with narratives to help us understand the information we are learning. The difference is
that in informational texts we will also have to make sense of confusing parts and/or new information.
Remember close reading involves three steps: getting the main idea of the text, deciding what to look
for or what lens to look through while reading or rereading; finding what these things all have in
common, or looking for patterns; and then stepping back and building a new understanding or bigger
idea about the text.” There are some different things we look for informational texts (introduce the NEW
informational close reading chart).
Close Reading: Deeply understanding an INFORMATIONAL TEXT
Lenses we can look through
Analyze details for patterns
Types of big ideas we can build from the
evidence
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The subject or topic’s:
o
Facts
o
Phrases
o
Descriptions
Photos or graphics
Quotes from experts
Author’s stated opinions
Comparisons
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Which details fit together?
How do they fit together?
•
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Definitions of unknown terms or concepts
Main idea of a section or part
Central idea(s) of an entire text
Author’s bias or point of view
Comparisons
•
SHARED READING (SR):
• Remind students that they have to choose a lens for their close reading on “The Note about the
Text”, by looking at the chart, thinking about how much they know about the topic. First we will
gather evidence about facts and phrases, then we will start to develop theories about our topic.
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•
Remember, today our focus will specifically be about what the evidence from our text is revealing
about our facts and phrases that will help us with our new learning about the topic/text.
As you read the first few paragraphs, remind students that they can annotate the text (jot thinking in
the margins). Model a few annotations of fact and phrases from the interview excerpt as you begin
reading (remind students that these facts and phrases can be directly copied, but what a waste of
time—it’s best to put these ideas into own words):
o The author begins by giving us background knowledge about the Civil Rights Act to get
a better understanding of the situation.
o The author uses her own experience as a white child during this movement and what she
experienced and saw that was happening to black children.
o The author began to notice the discrimination that was occurring.
o The author wrote from the perspective as a white child growing up but also imagining
the experience from a black child.
• When you stop tell students that they are going to practice “stop-and-jot” to gather their
evidence/details/clarify, etc. “We just read a bit from our informational article. Could you stop
for a moment and write down some of your thinking about the facts and phrases that are
teaching you new information from this part?” Students then pair share with a partner about
their thinking so far.
• As students jot down and share their notes, look over their shoulders and choose two examples
to share with class. Look for patterns with your students—i.e. students’ ideas are brief or
insignificant, etc. Look for examples that will be able to be revised later.
• Share with whole group: share student examples—i.e. ‘Deborah Wiles writes about her
experience in Mississippi’ “This is a great place to start with close reading of informational text.
But if we are trying to deeply read then we can use our lens of important facts and phrases.
MODEL how to reread the first part and model how to collect evidence that shows how to use
what the text is actually saying to help our annotations be more specific and accurate:
o “So if we just said “Deborah Wiles writes about her experience in Mississippi in her stories—
we could go back to the text and ask ourselves—why does she chose to talk about her
childhood experience, what exactly did the text say that makes that a significant piece
of the text? Oh yes, it says this story grew out of my feeling surrounding that time, she
states it is based on real events, so let’s revise this to match more closely with what the
text actually is saying.”
o Revision of evidence collected: Deborah Wiles writes about her experience in
Mississippi’. The author wants to share her experience that she began to notice as a child
and dreamed about changing things so that everyone had the same opportunities.
• Model how to build a THEORY—an idea you are having about the facts and phrases you have
collected so far in the text that you believe might be true. “So one THEORY THAT I’m building is
that authors write for a variety of purposes.”
***Teacher Note: During SR, get at least half way through the text so that students can use the
remaining part of the text to practice their close reading during the team task.
Active Engagement: Have students join you by doing the same thing (collecting evidence with a lens
on facts and phrases that will help build theories) as you continue reading. Provide students with
opportunities to stop and jot and pair share throughout the text, modeling as needed. (Finish the text,
even if it takes more than one day.)
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GUIDED READING (GR) /SMALL GROUP INSTRUCTION
NOTE TO TEACHER: Guided Reading may not happen right away. Begin to gather data on students that
will help you to determine their needs.
During this unit you will be using this time to:
• Meet with guided reading groups/small groups of students with similar needs, to provide
opportunities for them to gain more control of strategic reading processes.
• Assessing and regrouping based on anecdotal records, diagnostic assessments, conferring
notes, etc.
INDEPENDENT READING (IR): ESTABLISHING IR EXPECTATIONS/ROUTINES
MINI LESSON:
•
•
Discuss expectations for independent reading from the previous year.
Create chart.
1.
2.
3.
4.
5.
6.
Guidelines for Independent Reading
You must always be reading a book or writing your thoughts about your
reading.
You need to work silently to enable you and your peers to do your best thinking.
Use a soft voice when conferring with a teacher.
Select books you think you’ll enjoy and abandon books that aren’t working for
you after you’ve given them a good chance.
List the book information when you begin and record the date when you finish.
Always do your best work.
INDEPENDENT READING/ CONFERRING:
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Have students practice these expectations as they read independently.
As students read independently for 20 minutes, teacher confers checking in on students book
choices and reinforcing appropriate reading behaviors.
During this first unit, you will begin the process of getting to know your students. You can use this
time to:
 Assess students
 Conduct reading surveys
 Monitor and assist students to reinforce mini-lesson
 Confer and take notes to learn about readers.
SHARE OUT:
•
Students share what they noticed about the texts they’re reading.
05 Unit 1-Exploring Close Reading REV 2013-14 00 00