A primary CLOSE reading lesson takes about 25 minutes (3 Reads). In addition to this there may be a writing.
An intermediate CLOSE reading lesson should take about 35 minutes (3 reads). In addition there may be a writing component.
Building the language and explicitly using the word “Evidence” is important to laying the foundation for CLOSE reading as early as kindergarten
Kinder and 1st grade read the text together every single time. Other grades may read the text once if needed. Teachers may do the 1st read depending on the text level and the learners who are present in the class. Upper grades probably won’t be reading the text with the students.
What is happening in the text? Where is the evidence?
What makes you think that she knew that the teacher knew that she was struggling to read. Go back to the text and find out.
2nd read: The teacher gives the class a text-dependent question so that when they read they are looking for evidence.
The question is: What does the author mean when she repeats the word “shouted on this page?” Why did the author repeatedly use this word?
Here are “evidence phrases or sentence frames” that we can use with students (Possibly sentence frames)
1.) The text says
2.)The author said
3.) On this page
After students read they think- pair-share and talk about the question that was posed prior to the teacher calling on students.
3rd Read: Students read again with a focus on text dependent questions
Think about “Why might Trisha think that Mr. Falkner is keeping her after school.” Do you think that Mr. Falker thought that Trisha could read? Use evidence from the text.
Previously in the text the good kids stayed after school. So she thought he was trying to reward her and then he ended up helping her. The lie was that she couldn’t read anymore. The teacher lowered her anxiety, when she put the music on, and by giving her sandwiches. This is an example of using lots of textual evidence from the book.
At the end students can do an activity to reflect on the excerpt : Write and draw a picture about a time when something was difficult to you.
What does the teacher do during the lesson?: The teacher was walking around the room listening to students’ conversations while looking for groups to share. The teacher is looking for different points of view so that students’ thinking is compared with someone else’s viewpoint. The teacher gives a different purpose for the reading with every read.
The student during the lesson:
During the lesson, the students engaged, and analyzing the text. The collaboration component of CLOSE reading is important for students to build meaning from each other. When other students offered an answer, it provides an opportunity to compare all of the answers given. Every time a student shared their ideas, it provided an opportunity to juxtapose with their prior knowledge. Students are building meaning through conversations and this is a huge piece of CLOSE reading.
Questions and Answers by teachers in the audience:
How do you support non readers? If it’s the majority of the class read the story to them. If you read it the first time they will build meaning from everyone else through the next reading. If it is a small group of individuals the other students will help them gain meaning.
Do text-dependent questions go along with Bloom’s taxonomy?
Text-dependent questions go along with the various levels of Webb’s DOK.
How many times per week do you do CLOSE reading?
It is not an 5 day lesson plan. CLOSE reading is a hot seller on teachers pay teachers. Be careful of this site. It should be done in 1 sitting. Sometimes you may run out of time and you may need to do the 3rd reading the next day. It should be done in 1 sitting. If you are pulling a piece from a story the kids should have read the story, and then pull an excerpt.
How should we start CLOSE reading?
CLOSE reading starts with the correct book selection. We use qualitative, quantitative, and task and reader criteria for book selection. Quantitative - Only takes into consideration the GE or the Lexile level Qualitative takes into account the purpose, figurative language, text features, levels of complexity, knowledge demands, vocabulary, and language conventions.”
Just using Lexile levels isn’t always accurate.