CLOSE READING ROUTINE



CLOSE READING ROUTINE

Teacher selects short robust passage that students have background knowledge about and plans ahead by reading, annotating and preparing text-dependent questions.

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| |STEP 1: |

|[pic] |First READ |

| |Students read and annotate |

| | |

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| |STEP 2: |

| |Quick Write (1-2 min) |

|[pic] |Write first impression about the text. |

| |“What did you learn?” |

| | |

|[pic] |STEP 3: |

| |With a partner— Take turns “Talking” about what you |

| |read. |

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| |STEP 4: |

| |Second READ |

|[pic] |Teacher Reads Aloud. |

|[pic] |Students Listen to rhythm, pitch and intonation of |

| |speech. |

| | |

| |STEP 5: |

|[pic] |Add new ideas to Quick Write. |

| |Discuss with a partner. |

| | |

| |STEP 6: |

| |Third READ |

| |Teacher reads |

| |and annotates. |

| |Students listen. |

| | |

| |STEP 7: |

| |Fourth READ |

| |Reread text to find answers to questions- cite evidence.|

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| | |

| | |

| |STEP 8: |

| |Write about it! |

| |Summary, journal, prompt, etc. |

The Common Core State Standards have brought new attention to a long-respected and valuable reading strategy called close reading. Close reading describes the careful, sustained reading and interpretation of text.

Compiled by: Dearborn Public Schools ELL and Compensatory Education Dept. 2013

Adapted from: Nancy Frey and Douglas Fisher, 2013

ANNOTATING A TEXT

Teacher circulates while students read and annotate in step 1 in order to identify confusions, challenges, or additional points to include in teacher modeling (step 4 & 6).

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| |Underline MAJOR Points |

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| | |

| |Circle words and phrases that are confusing or unknown |

| | | |

| | |Be sure to write your |

|? |Mark parts of text that raise questions |question |

| | |in the margin |

| | |??? |

| | | |

| | |In the margin, note |

| |Mark parts of text that surprise you |what caught your |

|! | |attention! |

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| |Draw an arrow from the text to the margin|Briefly note your |

| |when you make a connection |connection |

| | |in the margin |

| | |

|EX |Write EX when the author provides an example |

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|1 | |

|2 |Numerate arguments, important ideas, or key details |

|3 | |

Compiled by: Dearborn Public Schools ELL and Compensatory Education Dept. 2013

Adapted from: Nancy Frey and Douglas Fisher, 2013

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