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.
|[pic] | |
| |STEP 1: |
|[pic] |First READ |
| |Students read and annotate |
| | |
|[pic] | |
| |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. |
|[pic] | |
| |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.|
| | |
| | |
| | |
| |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).
| | |
| |Underline MAJOR Points |
| | |
| | |
| |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! |
|[pic] | | |
| |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 |
| | |
|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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