SALTA 1st grade

Close Reading Routine K-2: teacher reads aloud initially, annotates wholly or guides student annotation. Students may eventually read independently depending on text complexity/difficulty 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

First Read

Teacher Roles

Students’ 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 first time (access to text) • Annotate confusing words and find 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

Students' Role

Text Dependent Questions

• Shared read • Think aloud • Pause to model thinking • 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

• Track • Active Listening • Choral/Echo/Cloze/Dyad Read to provide access to text • Annotate • Discuss/Share • Write

Craft & Structure - How does the text work? Structure • Compare/Contrast, Problem/Solution, Cause/Effect, Sequence, Descriptive Craft • Literary devices: e.g. allegory, allusion, cliffhanger, imagery, irony, satire, time lapse • Unique structures: e.g. diary, journal, sayings, prologue & epilogue

Third Read

Teacher Roles

Students’ Role

Text Dependent Questions

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

• 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. • Facilitate discussions with precision partners • Provide questions/sentence frames • Provides format for final 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

• Re-read for logical connections, reason with evidence, mood, or themes, opinions, intertextual connections, inferences and point of view • Annotate text evidence • Discuss/share/write

Performance Task or Written Application

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