Re-read it, think it, talk it, write it
Re-read it, think it, talk it, write it
Close Reading Instructional Process
1. Student Reading
2. Student Processing
3. Teacher Modeling
4. Guided Analysis
5. Culminating Writing Task
Step 1: Student Reading
• Facilitator provides little background.
• Students read the passage on their own
• Students need to annotate as they read.
Step 2: Student Processing
• Facilitator provides a structured discussion protocol or strategy here (Save the Last Word, Think-Pair-Share, and Talking Chips etc.)
• Allow time for student discussion/dialogue to compare impressions using annotations to support their impressions
Step 3: Teacher Modeling
• Facilitator reads out loud to students modeling prosody (expression and fluency) and/or annotation (think-aloud.)
• Consider another or different discussion protocol or strategy to allow students to find something new to add to their writing task.
• Facilitator allows for time for additional student discussion/dialogue to extend the student’s understanding.
Step 4: Guided Analysis
• Facilitator asks text-dependent questions causing students to re-read the text in order to find and support answers. TDQ require students to use textual evidence.
Step 5: Culminating Writing Task
• Students should gather information from annotation, notes, prior writing tasks, discussion and writing from text dependent questions
• Facilitator should provide variety of writing tasks: summary, journal, article, comparison, essay and timed, extended, on-the-spot.
• Facilitator should consider the two major CCSS Writing formats, argumentative and explanatory.
• Facilitator should consider writing tasks that require textual evidence.
All Close Reading will require these routines:
• Annotation
• Discussion protocols
• Writing tasks
• Using evidence
The Emancipation Proclamation
By the President of the United States of America: A Proclamation.
How does the Emancipation Proclamation effect the Civil War?
Step 1: Read text independently and silently.
Step 2: Read it again, this time annotating by circling words you don’t understand and underling key information
Step 3: Pair Share with a partner. Then share out to the whole group.
Step 4: Facilitator will read aloud each paragraph and will stop after each one for you to annotate and write about the following question:
What do you think the key information is in this segment of the Emancipation Proclamation? DOK 1
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Step 4: Share your reflection on question 1. Partner 1 will share, then the other will respond to your reflection by agreeing, disagreeing, adding/subtracting, extending, clarifying, or restating your insight.
Step 6: Facilitator will read aloud each paragraph and will stop after each one for you reflect and write about the following question:
Lincoln states "by virtue of the power in me" in the 3rd paragraph. Virtue used this way means " on account of or by reason of" . What power(s) does the president have that he is using to enforce this proclamation? DOK 2
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Step 7: Share your reflection on question 2. Partner 2 will share, then the other will respond to your reflection by agreeing, disagreeing, adding/subtracting, extending, clarifying, or restating your insight.
Step 8: Facilitator will read aloud each paragraph and will stop after each one for you reflect and write about the following question:
Why does Lincoln use punctuation the way he does? DOK 2
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Step 9: Share your reflection on question 3. Partner 1 (3 if in 3's) will share, then the other will respond to your reflection by agreeing, disagreeing, adding/subtracting, extending, clarifying, or restating your insight.
Step 10: Write a response to the following prompt:
Is the Emancipation Proclamation fair or unfair to all the enslaved people in the United States? Use text from the proclamation to support your argument.
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