College and Career Awareness

Canyons School District

Instructional Supports Department

Close Reading Routine K-2: teacher reads aloud initially, annotates wholly or guides student annotation. Students may eventually read independently depending on text complexity/diffculty 3-12: students read independently and annotate with increased independence. Struggling readers may be read to or explored to text previously in small group. Teacher Preparation Prior to Student’s First Read ● Select and pre-read a text worthy of multiple reads ● Read and plan for the purpose of the close read ● Prepare text dependent questions (TDQ) ● Prepare sentence frames for discussion and questioning FirstRead Teacher Roles Student Role Text Dependent Questions ● Explain the purpose and structure for reading and annotating the text ● Notice where students struggle ● Facilitate discussions with precision partners ● Provide questions/sentence frames ● Students read unfamiliar text for the frst time (access to text) ● Annotate confusing words and fnd main idea ● Discuss/share ● Write ● Retell or Summarize Key Ideas and Details - What does the text say? ● What is the main idea? ● What is the theme? ● What did you learn? ● Summarize the text

Second Read

Teacher Roles

Student Role

Text Dependent Questions

Shared read Think aloud

Track

Craft & Structure - How does the text work?

● ● ● ●

● ● ● ● ● ●

Active Listening

Pause to model thinking

Choral/Echo/Cloze/Dyad Read to provide access to text

Structure ●

Demonstrate use of structural or context clues to gain meaning. Focus on craft and structure of text Facilitate discussions with precision partners Provide questions/sentence frames

Compare/Contrast, Problem/Solution, Cause/Effect, Sequence, Descriptive Literary devices: e.g. allegory, allusion, cliffhanger, imagery, irony, satire, time lapse Unique structures: e.g. diary, journal, sayings, prologue & epilogue

Annotate

Discuss/Share

Craft

Write

●

●

●

●

ThirdRead

Teacher Roles

Student Role

Text Dependent Questions

Text dependent questions to prompt rereading and encourage the use of textual evidence in supporting answers Focus on integration of knowledge and ideas for students to describe and explain logical connections, reason with evidence, mood, or themes, opinions, intertextual connections, inferences and point of view.

Re-read for logical connections, reason with evidence, mood, or themes, opinions, intertextual connections, inferences and point of view

Integration of Knowledge and Ideas - What does the text mean?

●

●

Glean deeper meanings, subjective, speculative, debate and disagreement, alternative points of view, author’s purpose and inferences

●

●

Annotate text evidence Discuss/share/write

● ●

Facilitate discussions with precision partners Provide questions/sentence frames

●

●

Performance Task or Written Application

Provides format for fnal response and facilitates students with scaffolds for success as students write about the text. Scaffolds may include summary in foursquare, short constructed response, paragraph frame

Students write responses to teacher provided prompt using evidence from text and appropriate grammar

Integration of Knowledge and Ideas - What does the text inspire you to do? ● Debate, conduct an experiment, research, socratic seminar, philosophical chairs

●

●