CLOSE
Reading Lesson Tool
by Terry Beach
Teacher:
Grade:
Unit:
Ideas to Support Creationcoof a Close Reading Lesson
Anchor Text (short, complex, worthy of a close read)
Purpose
(What will my students learn?)
___________________________________________
Ideas___________________________________________
to Support Creation of a Close Reading Lesson
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Co
TEXT COMPLEXITY
Language Complex Vocabulary (Tier 2 -­‐ Academic/Domain)________ Word Choice_________________________________ Complex Sentences____________________________ Other: _____________________________________ Craft and Structure Viewpoint: Who is telling the story or writing the article? How are they telling the story or information? Text Structure (Description, Compare and Contrast, Temporal Sequence, Cause/Effect, Problem/Solution) Text Features (Headings, Subheadings, Signal Words) Other: ____________________________________ Context Context of document / background knowledge needed Author’s background__________________________ Uncommon Theme: ___________________________ Other _____________________________________ Lexile Level 2-­‐3 Band – 420-­‐820L 4-­‐5 Band – 740-­‐1010L 6-­‐8 Band – 925-­‐1185L https://lexile.com/analyzer/ Adapted from S.Beers, Close Rdg. ORGANIZATION OF COMMON CORE STANDARDS
Key Ideas and Details 1. Use Evidence 2. Theme, Main Idea, Summary 3. Story Parts, Facts, Details Craft and Structure 4. Vocabulary 5. Structure, Genre, Syntax 6. Point of View, Purpose Integration of Knowledge and Ideas 7. Different Kinds of Texts 8. Critiquing 9. Text-­‐to-­‐Text Range of Reading and Level of Text Complexity visually and quantitatively, as well as in words 10. Read and comprehend complex literary and informational texts independently and proficiently Continued on page 2
ST
1 Read PURPOSE: DETERMINE WHAT THE TEXT SAYS Students first read the text limiting pre-­‐reading activities. Use think-­‐
pair-­‐share to check for understanding and focus close reading. TEXT ANNOTATION: Students use pencils, post-­‐its or highlighters to mark text. Discuss in small and whole group. Journal with text-­‐
dependent questions. Key Idea/Detail Text-­‐Dependent Questions ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________ How will the text be read? Teacher___ Independent ___ Partners___ Other _________ Student Dialogue about Understanding of Text FIRST DISCUSSION Partner Talk and Share Meaning – Sentence Frames ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________ Key Ideas and Details SECOND DISCUSSION Assessing for Understanding and Confusion ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________ KEY IDEA/DETAIL QUESTIONS
1. USE EVIDENCE o What are the key ideas in this text/story? o What can you infer from the title, headings, and anecdotes in this book? o Who was the most important character in the story? o Who, what, where, when, how questions o What key details and/or examples support the main idea of _____? o What have you learned from this text? 2. THEME, MAIN IDEA, SUMMARY o Retell the story. o What is the story or article beginning to be about? o What is the theme of the story? o What message was the author trying to share? o What could the main character have learned that I could also learn? o What was a moral or lesson in the story? o Summarize the text. o Retell the (fables, folk tales from diverse cultures). o What is the main idea of this text? o What are 2 or more main ideas in this text? o What key supporting details did the author cite? 3. STORY PARTS, FACTS, DETAILS o Identify characters, setting, major events, o Explain key details that support the author’s message. o Compare and contrast (characters, setting, events, etc.). o Explain how _____ and ____ interact in this story. o Describe how (name of character) responds to (major event and/or challenge). o Explain how (name of character) changed in the story. o Why does _______ think about ________? o How does _______feel about _______? o How does _______show persistence (trait) in ____? o How does this help the reader learn more about ____’s character? o What can we infer about the characters ___and __? o What do readers learn about the family’s relationship from this section? o What does _______’s conversation with _______reveal? o What event did the author include to show the reader _______? o Describe connections between __ and ___. o Explain relationships or interactions between 2 or more individuals, events, ideas, or concepts o Explain the procedures described in this article. 2nd Read PURPOSE: DETERMINE HOW A TEXT WORKS Reread selected text chunk focusing on text dependent question (independent reading, read aloud, think aloud, shared, paired). TEXT ANNOTATION: Students use pencils, post-­‐its or highlighters to mark text. Discuss in small and whole group. Journal with text-­‐
dependent questions. Craft & Structure Text-­‐Dependent Questions ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________ FIRST DISCUSSION Text-­‐Dependent Questions The purpose of text dependent questions is to prompt rereading, encourage identifying textual evidence to support answers, and deepen comprehension of analytic processes. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________ CRAFT & STRUCTURE QUESTIONS 4. VOCABULARY (WORD CHOICE) o What does (word or phrase from the story,
figurative language, sensory) mean?
o Describe how words and phrases (regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song.
o What kind of text is this (poem, drama, prose, etc.)? How do you know? o Explain the meaning of (general academic word). o Explain what (domain/content specific word) means. o Which words really call our attention here? o What do we notice as we reread them? o How does the author’s choice of words, the tone of the language, illuminate the author’s point of view on the topic? 5. STRUCTURE, GENRE, SYNTAX o ·∙ What was the (problem, solution)? o ·∙ How do (series of chapters, scenes, stanzas) fit together to provide overall structure in this text? o What text structure did the author use in this text? o What kind of text is this? (story, article, etc.) o Look back at the text and see if you can divide it into parts. What parts does the author include? o Describe the story structure, including beginning, middle, and end. o Describe the (action, setting). o Explain the structure elements: verse, rhythm, and meter of this poem. o Explain the structure elements: cast of characters, settings, descriptions, dialogue, or stage directions of this drama/play. o What might have happened if ___ hadn’t happened first? o How did the author organize the ideas in the (article, book, etc.)? o Explain how you know that the author used a _____text structure. o What text structure did the author use? 6. POINT OF VIEW, PURPOSE o
o
o
o
SECOND DISCUSSION ___________________________________________________________
o
___________________________________________________________
o
o
___________________________________________________________
o
___________________________________________________________
o
___________________________________________________________
o
___________________________________________________________ o
o
From what point of view is this story told? Who is narrating the story? How do we know? Through whose eyes did you see this story? Read two or more accounts of the same event/topic. Analyze the information the authors present. What similarities and/or differences are there in (titles of two texts on similar topics)? How does the author feel about the topic? How did the graphics help you understand the section about _____? Distinguish between information provided by pictures and words in the text. How does your own point of view compare to the author of _____? What do readers learn about the family’s relationship from this section? What does _______’s conversation with _______reveal? What event did the author include to show the reader _____? rd
3 Read PURPOSE: EVALUATE THE QUALITY AND VALUE OF THE TEXT (TEXT-­‐TO-­‐
TEXT CONNECTIONS), Focus on going further/deeper with the text from the information gleaned from earlier readings. What does the text mean to the reader and how does it connect to other experiences? Reread selected chunk focusing on text dependent question (independent, shared, paired reading; read aloud/think aloud.) TEXT ANNOTATION: Students use pencils, post-­‐it or highlighters to mark text. Discuss in small and whole group. Journal with text-­‐
dependent questions. Integration -­‐ Text-­‐Dependent Questions, Focus on Synthesizing Ideas __________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________ FIRST DISCUSSION Text-­‐Dependent Question Allow the reader to connect texts to other texts. __________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
SECOND DISCUSSION Can take the form of a writing prompt or extended discussion with a focus on synthesizing ideas. __________________________________________________________
__________________________________________________________
__________________________________________________________
INTEGRATION QUESTIONS
7. DIFFERENT KINDS OF TEXTS o Describe character, setting, and event. Use specific examples from the illustrations and/or words. o Use illustrations and words in print or digital text to demonstrate understanding of characters/setting/ plot. o How did the author use illustrations to engage the reader in the events of the story? o How do the visual/multimedia elements help the reader understand the author’s message? o Use illustrations and details in a text to describe key ideas. o What text features (headings, table of contents, glossaries, electronic menus, icons) did the author include to help the reader? o How did search tools (key words, side bars, hyperlinks) help the reader? o How do the pictures, etc. help convey the mood of the story? 8. CRITIQUING o Identify the reasons an author gives to support his key point(s). o Explain how author uses reasons and evidence to support the main idea of _____. o Identify which reasons/evidence support which point(s). o What is the author’s point of view on the topic? What in the text makes you say that? o Describe logical connections between specific sentences and paragraphs. o Explain cause and effect relationships in the story/text. o What was the tone of the story/text? 9. TEXT TO TEXT o Compare characters, titles from the same genre, theme, topic, versions of the same story, etc. o Identify similarities and differences between two texts on the same topic. o Read several texts on the same topic. Write a speech using information from each source. o Compare the text to: a movie, webpage, video game, piece of art or music, or other media. o How does this selection connect to the theme of _____? o How does this selection connect to (other text we have read, content area, etc.)? o How is ________ in paragraphs 1 and 2 like that same idea in paragraphs 3 through 6? o How is ________ shown in paragraphs 7-­‐11? o What mood does the author create? Materials for this workshop were
developed from:
Sue Beers, Developing a Close Reading
Plan
__________________________________________________________
Common Core State Standards –
Appendix B
__________________________________________________________
ReadWorks.com
__________________________________________________________ Question Stems – Vermont-1