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- Students will be able to answer questions about short passages using textual evidence.
- Introduce the lesson by telling students that today, they will be working on reading a short piece of text and taking it apart to look at the deeper meaning of the text. By doing this, they will become stronger readers and find it easier to answer questions about different stories.
- Let the class know that they will be reading a text several times and discussing it with a partner.
- Front-load key terms like "main idea" and "evidence" using visuals or vocabulary cards with student-friendly definitions.
- Prior to the lesson, give ELs an opportunity to preview the texts that will be used in the lesson.
Explicit Instruction/Teacher modeling(15 minutes)
- Introduce to your students the annotation symbols they will use during their close reading. Refer to the Close Reading Annotations chart to discuss the symbols with your students.
- Demonstrate the different annotation techniques using the Cat that Walked by Himself worksheet. Use the document camera to display your actions as you make a few annotations on the passage. Explain your mark-ups as you go.
- Introduce only two annotation symbols (main idea and evidence) and provide a model and opportunity for practice before introducing the remaining annotation symbols.
- Use a shortened mentor text to introduce students to the annotations.
- Introduce gestures to accompany each annotation symbol.
- Provide student friendly definitions for key terms like "main idea" and "evidence."
Guided Practice(15 minutes)
- Pass out copies of the Reading Comprehension: The Kitten worksheet.
- Read the passage out loud with the class; do not use the annotation symbols yet.
- Ask for a student volunteer to cite a main idea and circle it.
- As a group, try one or two more annotations.
- Explain to students that they will be reading the text several times. This is their first reading.
- Provide a bilingual glossary of vocabulary words found in the text in students' home languages (L1).
- Provide a visual glossary of vocabulary words found in the text.
Independent working time(15 minutes)
- Pass out the highlighters and Close Reading Annotations bookmarks.
- Have students complete the annotations for the Kitten worksheet independently. Remind them to highlight important lines and use the bookmark if they can't remember certain annotations.
- Once students have finished, they can work with a partner or in a small group to discuss their annotated notes and compare through discussion.
- Tell the students they will be reading the text again. The students can decide how they would like to re-read the text within their groups.
- Walk around and monitor groups' discussions. Check whether students are comfortable using the annotation strategy and whether group discussions are meaningful.
- Encourage students to interpret and reference the text as they discuss.
- Pair beginner ELs with partners who speak the same home language (L1) and give them an opportunity to read the text together before requiring an independent read.
- Provide a word bank with key terms that relate to the close reading strategy as well as the texts.
- Provide sentence frames to support student discussion.
- Use a 1-3-6 model for discussion. Allow students to formulate responses independently, then have students talk in groups of three to refine their ideas, and finally have students combine to form groups of six where they can discuss their annotations.
- Challenge higher level readers to use the Wonderful Wizard of Oz worksheet for their annotation activity.
- During the Assessment section, have students answer the questions from this worksheet and/or the Cat that Walked by Himself worksheet instead of the questions from the Kitten worksheet.
- Place struggling students into small groups, and give those groups hints as they work. During Independent Working Time, these students may work in pairs.
- Have students answer the question at the bottom of the Kitten worksheet. Remind them to support their answer with evidence from the text.
- Collect the worksheets once students are done, and review them later to assess students' mastery of the close reading strategy.
- Allow students to respond to the comprehension question orally. Provide sentence stems to support them:
- "Rochelle ruined Remy's cupcake because..."
- "I know this because..."
- Keep the word bank (from earlier in the lesson) posted during the assessment task.
- Provide a graphic organizer to support students during the assessment task.
Review and closing(10 minutes)
- Ask for questions regarding the strategy and discuss the answers as a whole group.
- Provide a word bank to help students develop questions and/or discussion topics.
- Allow beginner ELs to work with a partner to develop their questions.
- Allow beginner ELs to write questions in their home language (L1).
- Provide sentence frames to help students develop questions and/or discussion ____ topics:
- "I was confused about ____ because..."
- "Which annotation mark should I use when..."
- "How can I use this strategy to help with..."
- Allow intermediate ELs to practice and refine their questions by reading them to a peer before sharing with the class.