Close Reading Approaches for Teachers in Grades 3-5 and Discusses Further Recommendations

Home , You Changed Me

CLOSE READING APPROACHES FOR

TEACHERS IN GRADES 3-5

A Project Presented to the Faculty of California State University, Stanislaus

In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education

By Erika Castillo April 2018

CERTIFICATION OF APPROVAL

CLOSE READING APPROACHES FOR

TEACHERS IN GRADES 3-5

by Erika Castillo

Signed Certification of Approval page is on file with the University Library

Dr. Susan Neufeld Date Professor of Education

Dr. Whitney Donnelly Date Associate Professor of Teacher Education

DEDICATION

This is dedicated to my family and friends for their words of encouragement and for believing in me. Especially my parents, Agustin and Maria Castillo, for instilling in me the value of hard work and dedication leading by example throughout their lives.

ACKNOWLEDGEMENTS

I would like to express my gratitude to Dr. Neufeld for providing feedback and encouragement throughout this journey and for her continued dedication to this process. I would also like to thank Dr. Donnelly for inspiring me; you changed me as an educator and taught me that educators need to continually evolve and learn.

Finally, to all of my fourth grade students, thank you. You provided me with the most valuable learning experiences as I grappled with this project.

v TABLE OF CONTENTS PAGE

Dedication ...... iv

Acknowledgements ...... v

Abstract ...... vii

CHAPTER I. Introduction to the Project ...... 1

Statement of the Problem ...... 2 Purpose of the Project ...... 4 Significance of the Project ...... 5 Definition of Terms...... 5 Summary ...... 7

II. Review of the Literature...... 8

Introduction ...... 8 Reading Comprehension: The Big Picture ...... 9 The Push for Informational Texts ...... 11 The Case for Close Reading ...... 14 Four Approaches Explained ...... 21 Summary ...... 25

III. Description of the Project ...... 27

IV. Implementation of the Project ...... 32

V. Summary, Recommendations, and Conclusions ...... 38

Summary ...... 38 Recommendations ...... 39 Conclusions ...... 40

References ...... 43

Appendix

A. Close Reading Approaches for Teachers in Grades 3-5 ...... 47 vi

ABSTRACT

Close reading has become a topic of discussion and investigation with the adoption of the Common Core State Standards. Students must pay close attention to a text, engage in academic discourse, and support their thinking with textual evidence. They must communicate both orally and in writing. This handbook explores a variety of close reading approaches that allows students to grapple with the complexities of literary and informational texts. The lessons included will allow teachers to guide students in analyzing the nuances of a text. As students read closely, they will begin to identify conflict, theme, character development, language, author’s purpose, text structure, and main idea. All the while considering the role of vocabulary. If students are able to do all that is specified in the Common Core State Standards, then they will be prepared for the demands of the 21st century.

vii

CHAPTER I

INTRODUCTION TO THE PROJECT

Education has been historically guided by federal educational policies. These have set the stage for the current educational shift. In recent years, the Common Core

State Standards (CCSS) have been adopted in many states throughout the United

States and with them a push for close reading of complex informational and literary texts. The purpose of this initiative is for teachers to prepare students in grades K-12 for successful literate lives outside of the classroom. They are to develop critical thinking skills and “to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life” (National Governors Association

[NGA] Center for Best Practices and Council of Chief State School Officers [NGA &

CCSSO], 2010, para. 5). We live in a global economy where individuals are interconnected and must compete in a global market and to do so they must be prepared for the 21st century. The premise for the CCSS was students’ inability to read and analyze complex texts. According to Appendix A of the Common Core State

Standards initiative, the difference in achievement for students meeting benchmarks was "students’ ability to answer questions associated with complex texts" (NGA&

CCSSO, 2010, p. 2). In order to meet the demands of the CCSS students need to be able to read texts and analyze them for deeper comprehension and one way of doing this is by reading closely.

One of the shifts in the CCSS is the integration of more informational texts in

2 the classroom. For example, fourth grade students should read literary and informational texts equally (NGA & CCSSO, 2010). Throughout the years, the percentages shift to include more informational texts than literary texts. This could be due to the research in the field. For example, a study by Duke (2004) showed that students were not sufficiently exposed to informational texts. In fact, they interacted with this type of text for only 3.6 minutes per day. Additionally, classroom walls lacked informational print.

The standards define what students should know by the time they leave 12th grade. However, they do not specify how teachers should implement the standards.

Teachers and districts are given the freedom to determine how they will meet these demands. One of the anchor standards is clear however; students should be able to read texts closely. They must engage in close reading of complex literary and informational texts to determine what the text says, make inferences, and support their thinking using textual evidence (NGA & CCSSO, 2010). They must also engage in argumentation, opinion writing, and the evaluation and synthesis of ideas in a text.

Education is an ever-changing profession where educators must become adept in instructional practices that support students in meeting the goals stipulated in the

CCSS.

Statement of the Problem

Students have a difficult time grappling with complex texts. Students tend to recall isolated facts from an informational text and are unable to synthesize the information presented (Cummins & Stallmeyer-Gerard, 2011). According to

Appendix A of the CCSS, there is evidence that shows that not enough has been done to foster the independent reading of informational texts (CCSS, 2010). Instructional practice and curriculum need to change to support this shift. One of the anchor standards from the CCSS asks students to "read closely" to know what a text says explicitly and “analyze how and why individuals, events, or ideas develop and interact over the course of a text" (CCSS, 2010, para. 4). However, the CCSS do not specify how teachers should implement close reading of texts. Although curriculum aligned to the CCSS has been adopted, there are still important questions to consider.

Teachers must consider how to select complex texts and how to implement close reading. Some programs may need to be supplemented with additional close reading instruction. Close reading is something new for the primary grades. Close reading previously took place predominantly at the secondary and college levels. Therefore, there is limited research as to the use of close reading in the primary grades and a need for professional development into effective instruction in close reading.

Cummins (2013a) described close reading as the interaction taking place between the text and the reader where the reader analyzes the text for different purposes and at different levels like words, phrases, paragraph and section and in this process the reader determines the importance of details, finds central ideas, author's purpose and theme (p. 1). Based on observations and conversations during collaborative time at a local school site, there is a lack of clarity as to what the CCSS mean by close reading. Teachers need guidance in defining close reading and how to implement it as a reading approach with any type of text. In the past, teachers have

4 used basal readers and relied on literal comprehension of texts answering questions at the end of the story and then completing a multiple choice comprehension test rather than on the critical analysis of a text. Shifting to the CCSS requires teachers to change their instructional approach in teaching reading. Teachers need to determine text complexity, select appropriate literary and informational texts and plan purposeful close reading lessons without forgetting the role of literal comprehension. Beck and

Sandora (2016) describe this as “gist before grist” where gist describes surface level understanding where students recall facts and grist describes close reading (p. 6).

They emphasized literal comprehension must come before close reading to take place.

Purpose of the Project

The purpose of this project, found in the appendix, was to create a handbook with the tools and resources necessary for a teacher to plan purposeful CCSS aligned close reading lessons. The compiled lessons will support critical thinking and analysis of literary and informational texts by using multiple close reading approaches where the teacher will guide students and then allow them independence. This project will explore using different close reading approaches with literary and informational texts in a dual immersion classroom to support comprehension. The close reading lessons used in the project were based on the approaches by Cummins (2015); Lehman and

Roberts (2014); Beers and Probst (2013); and Beck and Sandora (2016). The lessons in this project will prepare students to meet college and career readiness anchor standards. The purpose of this project is to serve as a guide for teachers designing their own close reading lessons of literary and informational texts.

Significance of the Project

The shift to the new CCSS require teachers to become prepared in implementing close reading with complex texts. Teachers need to determine text complexity of literary and informational texts and must plan purposeful lessons in close reading. Teachers are unclear as to how to implement close reading with different types of texts to support comprehension and to meet the CCSS. This project will explore the implementation of multiple close reading approaches with literary and informational texts in a dual immersion classroom. The compilation of various close reading lessons using different approaches with literary and informational texts will give educators multiple opportunities to engage students in this type of reading and will inform their practice. This project will be relevant to the teachers at the local school site. This project could lead to a Professional Learning Community (PLC) to support teachers in implementing close reading approaches in a dual immersion classroom.

Definition of Terms

Approach: The conscious selection of a close reading approach is the path that leads to the analysis of a text. When a reader approaches the act of reading closely in a particular way, then he deals and thinks about the text in that way. When a reader selects an approach to read a text closely then, he has already gained surface level comprehension.

Close Reading: When a reader reads a text multiple times with a different purpose in mind and engages in analysis of a text at different levels, then he is reading closely.

Through close reading, the reader uncovers different levels of meaning at the word, phrase, and paragraph level.

Common Core State Standards 2010: A set of clear goals developed by state education chiefs and governors from different states to prepare students in grades kindergarten to 12th grade for college and careers.

Informational Texts: A nonfiction text in areas such as history/social studies, science, and technical subjects among others.

Lexile Level: The level of difficulty of a text determined by the number of words and sentences according to The Lexile Framework developed by MetaMetrics.

Literal Comprehension: When there is literal comprehension of a text, then the reader is able to recall facts, understand content, and identify ideas. Used interchangeably with surface or initial comprehension. Literal comprehension is the precursor to close reading.

Literary Texts: A literary text is a fictional piece such as a story, myth, poetry, or traditional literature.

Repeated Readings: When the reader engages in repeated readings of a text, then he is reading a text multiple times with a different purpose in mind. This is in favor of close reading not to build fluency.

Strategy: A strategy is a conscious metacognitive act taken by the reader to correct or support comprehension or to decode a text. When a reader uses a strategy, he is deliberately choosing this to meet a goal.

Text Complexity: The complexity of a text is determined by interrelated parts like a text’s purpose, content, text features, task, and the reader.

Summary

The purpose for the CCSS initiative was to prepare students for college and careers. In order for students to be ready, they must read increasingly more complex texts and closely read these texts to develop theories and support opinions. Teachers are then to determine the complexity of texts, select texts with a purpose, and determine which close reading approach to use for informational and literary texts.

These factors make for a challenging situation for teachers in the era of Common

Core. In order for teachers to be prepared to engage in this level of work with their students they must carefully create purposeful close reading lessons. However, another challenge lies in that the CCSS do not specify curriculum nor a close reading approach. Hence the need for this close reading project.

Chapter II of this project reviews the literature related to the multiple close reading approaches, discusses text complexity, and the role of informational and literary texts in the classroom.

CHAPTER II

REVIEW OF THE LITERATURE

Introduction

In recent years, there has been a push for close reading of informational and literary texts across grades K-12. This is in connection to the Common Core State

Standards (NGA & CCSS, 2010) College and Career Readiness Anchor Standards for

Reading, which has set the expectation that students be able to:

 Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

 Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas.

The CCSS contributed to a major shift in education for the states that adopted the standards however, it did not provide educators with a “how to” on implementing them. At the outset of the CCSS, educators had the freedom to decide how to enact the standards in the classroom. Consequently, two of the authors, Coleman and

Pimentel (2012), published criteria to implement the standards in grades 3-12. The criteria focused on text selection, questions and tasks, academic vocabulary, and writing (p. 2). In the criteria, Coleman and Pimentel also emphasized close reading.

Another shift too, was for students in grades 3-5 to read both literary and informational texts equally.

Because of this, there has been a plethora of books with multiple close reading approaches for informational and literary texts leaving teachers to decide which approach merits attention. Furthermore, close reading as an instructional approach has been widely used at the secondary and college level not in primary grades. There is then limited research as to the effectiveness of this instructional approach in the earlier grades.

This chapter presents multiple research-based approaches for the close reading of informational and literary texts in primary and intermediate grades. It begins by examining the research on the importance of informational and literary texts in the classroom. Then, it discusses the findings in studies using close reading as an instructional approach. Finally, it explores the approaches by Beers and Probst

(2013), Cummins (2015), Lehman and Roberts (2014), and finally, Beck and Sandora

(2016). Within the description of each approach, there will be an exploration of the role of read-alouds, explicit instruction, authentic learning opportunities, discourse, and vocabulary.

Reading Comprehension: The Big Picture

Educators often deal with students that are unable to interpret, answer questions, or summarize a text. At times when students are asked to recall, retell or summarize what they just read they will look at the teacher blankly or pause for an extended period. The teacher will engage in a waiting game deciding whether to prompt, give the student more time, or give up for the moment. In moments like these, teachers must decide how to support students when there is a comprehension

10 break. Allington (2013) explained that reading comprehension could be improved with effective teaching (p. 133). He elaborated and said that often students were blamed when their comprehension faltered when instead the instruction provided should be to blame (p. 134).

But what should teachers do? Shanahan (2017) recently blogged about what reading was and he stated, “Reading is the ability to make sense of the ideas expressed in a text; the ability to negotiate the linguistic and conceptual barriers or affordances of a text” (para. 11). He said that rather than teaching students how to answer certain types of questions they needed to be taught how to face these barriers.

One of the things students should be taught was to recognize when there was a comprehension break. Similarly, Cummins (2013b) explained that students sometimes were unsure what to do when their comprehension broke down (p. 69). In

2013, the National Assessment of Educational Progress (NAEP) reported that only

35% of fourth graders and 36% of eighth graders were at or above proficient levels in reading comprehension (National Center for Education Statistics, 2015). In 2015 not much changed, only 36% of fourth graders and 34% of eighth graders scored at or above proficient. This data illustrated the need for students to learn comprehension strategies. This brings us back to teaching students self-monitoring. According to

Cummins (2013b) students should be made aware of the term “self-monitoring” and they should be taught explicitly what to do when their comprehension breaks by asking themselves if the information is familiar, new, confusing, or how to problem solve (p. 71). Allington’s (2013) ideas corresponded with those of Cummins (2013b)

11 in that reading involves active thinking where students needed explicit instruction and must be taught what proficient readers do (p. 134).

The Push for Informational Texts

Another critical issue in the realm of education is the role of informational texts. For the purpose of this chapter, it is necessary to first define an informational text: It is described as a nonfiction text with the purpose to inform the reader. The

CCSS (2010) framework placed informational texts in the forefront. In the introduction of this document it was stipulated that the CCSS were based on the framework of the NAEP where it was expected for students to read 50% literary and

50% informational texts in grade 4, 45% literary and 55% informational texts by grade 8, and 30% literary and 70% informational texts by grade 12 (NGA & CCSSO,

2010). Students should read informational texts increasingly throughout the years in order to be ready for college and careers. This was grounded on the findings of their research where the authors of the CCSS concluded that students were unable to comprehend complex informational texts because they were unable to answer questions about these texts (NGA & CCSSO, 2010).

What Research Says About Informational Texts

There have been studies that examined the role of informational texts in the classroom and they found that students interacted with informational texts less than with literary texts. In a study, Duke (2004) found that students were exposed to informational texts a total of only 3.6 minutes per day. For students that came from a lower socio-economic background it was even less time. Duke identified a study in

12 which it was found that less than 10% of the books in classroom libraries were informational texts.

According to Duke (2004) students struggled with comprehension of informational texts. Therefore, they should be taught strategies to meet this need. One way suggested was to integrate informational texts in the classroom through read alouds. In a read aloud, students became familiar with the characteristics and conventions of informational texts. In her research, Duke identified four strategies to support comprehension of informational texts: access to informational books, increased time with instructional activities with this type of text, explicit teaching of comprehension strategies, and use of informational texts in an authentic and purposeful manner (p. 40). Explicit teaching of comprehension strategies coincided with Allington’s (2013) notion that struggling readers must receive “explicit demonstrations of the comprehension strategies that literate people use when they read” (p. 134). Additionally, students should have multiple opportunities to practice them. Duke suggested monitoring for understanding, applying relevant prior knowledge, learning differences between text types, learning about text structure, summarizing, inferring, and adding writing activities (p. 41). She also suggested readers should be exposed to authentic and purposeful learning with informational texts. Educators must be cognizant of the role of informational texts in the era of the

CCSS and what research has revealed.

In another study, using assessment-driven instruction with informational texts

Cummins and Stallmeyer-Gerard (2011) discussed the importance of synthesizing

13 information from an informational text rather than simply recalling facts. At the beginning of the school year, the students in the study did not synthesize the information from the informational texts. Student responses lacked elaboration and detail and did not identify the main idea. According to the study, student responses were initially focused on one part of the text rather than the whole. After the initial assessments, Cummins and Stallmeyer-Gerard (2011) found that students needed to be taught how to synthesize key ideas and articulate them in written responses. Their study revealed that informational texts required more support than narrative texts as well as well-defined instruction. The researchers used different approaches to scaffold students' learning such as explicit instruction, think-aloud mini lessons, and interactive read alouds and found that students’ comprehension improved (Cummins

& Stallmeyer-Gerard, 2011, p. 394).

Educators must be cognizant of the valuable research around informational text and reading comprehension as a whole. A recurring theme within the research is that students, especially struggling readers, must be taught explicitly. The findings from Allington (2013), Duke (2004) as well as Cummins and Stallmeyer-Gerard

(2011) coincided in the need to explicitly teach comprehension strategies. Another critical issue was the lack of representation of informational texts in the classroom.

Educators must enrich their libraries and their teaching with informational texts. The

CCSS set a new goal where students must increasingly read more complex informational texts.

Furthermore, it is not enough to incorporate more informational texts to instruction through read alouds, guided small group, independent reading or to add more informational books to classroom libraries and assign written tasks (Fisher &

Frey, 2014b, p. 222). Fisher and Frey claimed that in order to meet the demands of the Common Core State Standards (CCSS) students must also read closely.

The Case for Close Reading

Close reading as an instructional approach became a widely discussed topic.

While it was mostly present at the high school and college levels, in recent years with the implementation of the CCSS a shift occurred that transcended to the elementary level. Students in primary grades are now to read complex literary and informational texts analytically with the guidance of the teacher and independently. Beck and

Sandora (2016) defined close reading as the “keen attention to the fine details of language and structure for the purpose of appreciating an author’s craft and figuring out how broader-level meanings are developed” (p. 5).

Fisher and Frey (2014b) defined close reading as "a careful and purposeful rereading of a complex text" (p. 223). The researchers stated close reading would build reading strength. In close reading, there was an initial read for both primary and secondary students but students must reread to gain a deeper understanding. Another component of close reading was annotation. The researchers suggested displaying text using a document camera and using sticky notes among other things. In this process, students underlined the central or main idea, circled confusing words or phrases, and wrote notes in the margin (Fisher & Frey, 2014b, p. 223). The

15 researchers claimed that when students did this they were thinking about the important information, monitoring understanding, and summarizing and synthesizing information from the informational text (Fisher & Frey, 2014b, p. 224). Another component of close reading was a repeated reading. The researchers stated that in primary grades it could be the teacher or students doing a repeated reading of a section. In the upper grades teacher could also guide students in the third reading to support comprehension. Fisher and Frey (2014b) suggested text-based discussions where students were talking about the text. They advised teachers to select texts that lent themselves to a conversation. They also stated that teachers must teach students how to carry out conversations about a text using text-dependent questions as a starting point. These conversations would begin at the literal level then move on to structural meaning and logical inferences about the text (Fisher & Frey, 2014b, p.

225). The final step in close reading according to the researchers should be a response to text by doing further research, presenting ideas, discussing, or writing a response.

The researchers stated teachers should make adjustments accordingly, based on student needs. According to Fisher and Frey (2012) however, there is not sufficient research on the implementation of close reading at the elementary level (p. 179).

Fisher and Frey (2014a) conducted a study with struggling middle school readers using close reading as an intervention to determine if academic achievement would improve. The features within their implementation of close reading included short, complex passages, repeated readings, annotation, text-dependent questions, and discussion (p. 368-369). The complexity of the texts were determined by the CCSS

16 criterion. They explained some of the speculated benefits of the features. For example, repeated reading with a different purpose would improve fluency and comprehension and discussion would improve comprehension (p. 369). They used close reading as an instructional approach in an after school program where teachers conducted lessons and participated in regular professional development. The classes met three times a week for 90 minutes. Students in the close reading classrooms were absent less than those in the control group perhaps suggesting engagement.

Furthermore, they found “18 of the 48 students in the close reading experiment made a gain of more than one level, including 6 students who performed at the proficient level” whereas in the control group only 9 students improved more than one level

(Fisher & Frey, 2014a, p. 374). The results suggested a positive correlation between close reading and test scores.

In another study, Hasty and Fain (2014) focused on the role of teachers and students in close reading of global and informational texts. Global texts referred to texts that focused on world issues. The study focused on how fourth grade students responded critically to global and informational texts. A second question was how teachers designed engagement to support ELL and urban students to make meaning using close reading. Both teachers and students functioned as designers, the active and purposeful participation in close reading, which helped students make meaning of the texts. The researchers found that students were able to construct meaning of the text read in class by activating prior knowledge. They used what the researchers called "intertextuality" the ability of the students to connect one text to another text

(Hasty & Fain, 2014, p. 14). The teacher critically framed the learning experience for the students. She scaffolded for the students so they could arrive at a new understanding of the text. Teachers also participated in transformed practice. They us+ed what they had learned through professional development to support students in making meaning across texts by employing a funds of knowledge approach. In addition, they determined that critical reading and close reading can coexist but teachers must be the designers while structuring and choosing high interest texts

(Hasty & Fain, 2014, p. 17). Critical reading happened when students took on critical perspectives of social and cultural issues through reading. In this type of reading students revised new and long-held ideas of these social and cultural issues that contributed to cultural awareness. In this study, teachers read aloud, modeled lessons, and participated in professional development. The components of the close reading approach included text-dependent questions, repeated readings, high interest mentor texts, revision of ideas, and scaffolding. A limitation within this study was that there was no evaluation of students’ written work to determine if there was growth.

Boudreaux, Mooney, Lastrapes (2017), conducted a study with at-risk fourth- grade students with science content and they compared close reading as an instructional approach as well as another evidence-based intervention, Collaborative

Strategic Reading (CSR). They selected CSR because at the time of the study there was not sufficient evidence that supported close reading nor an agreed upon protocol for implementation. Additionally, “the researchers chose to make the comparison because at the time of the study, close reading was not an empirically validated

18 intervention for elementary grades students” (p. 28). Their study took into consideration the findings of Fisher and Frey in their observational study of middle- school at-risk students. Their study favored CSR over close reading. However, they did find that students were satisfied and expressed buy-in of the close reading approach. Moreover, in this study the practicing teacher was not an expert in close reading whereas the teachers in the study conducted by Fisher and Frey (2014a) were experts that also participated in routine professional development. They also highlighted some limitations in their study; they considered the length of the study as short. This shows that indeed further studies must be carried out at the elementary level to determine effectiveness of close reading as an instructional approach.

Although there may not be an agreed upon approach for close reading many researchers suggest that close reading should include; interactive read-alouds, shared readings, teacher modeling & think alouds, repeated readings, annotations, discussion, independent reading and writing, and the consideration of text complexity

(Fisher & Frey, 2012, p. 180).

Text Complexity

When considering close reading, teachers must also think about the complexity of the text. Why is this important? Well, according to CCSS Appendix A the most significant factor in student test scores was their ability to answer questions related to complex texts (NGA & CCSSO, 2010, p. 2). Although the standards set out qualitative and quantitative measures for teachers to gauge text complexity, it is a challenge. First, one must ask what is text complexity? As explained by Cummins

(2015), text complexity is the “coordination and relationship of a text’s many parts including the reader and the reader’s purpose or task” (p. 9). In a primary classroom, a picture book may be considered complex by analyzing its levels of meaning for example by asking questions like “do the text and the illustrations tell the same story?

How are the text and the illustrations connected? Do the illustrations provide additional clues to enrich the meaning of the text? (Sierschynski, Louie & Pughe,

2014, p. 289).

What if Students Do Not Get it?

Even in a carefully planned close reading lesson, things may take a turn for the worse. What if students are not getting it, what should teachers do? Fisher and

Frey (2014c) interviewed 12 teachers considered leaders in close reading in their areas. They collected field notes and transcribed the 24 lessons they observed in these teachers’ classrooms. One of the questions they sought to answer was, How do you support students during close reading? They determined that teachers must have a contingency plan when this happens. They identified four scaffolds that teachers used in close reading; “repeated reading, collaborative conversations, annotations, and text-dependent questions” (p. 279). They explained that repeated readings contributed to improved fluency and comprehension. The text-dependent questions helped guide students’ focus because they had a purpose in mind. Discussion was important because it gave way to “construction of knowledge” and this supported argumentation skills (p. 280). Annotating a text allowed students to support their arguments and discussion about a text because they could return to it and revise their thinking.

Another reason why annotations played an important role in close reading was that it allowed students to monitor their understanding, slow down, and pay attention to their reading. Despite the scaffolds, Fisher and Frey (2014c) discussed the need for contingency plans. They identified five plans that teachers used in their observations

“re-establishing purpose, analyzing questions to identify likely answer locations, prompting and cueing, modeling and analyzing annotations” (p. 282).

Similarly, Cummins (2013b) claimed that intermediate and middle school students went through a mindless encounter with texts. She stated that if students engaged in close reading as stated in the CCSS, students needed to learn when to repair comprehension breaks and self-monitor when they read. She claimed there should be inner dialogue where students examine how details help clarify the main idea (Cummins, 2013b, p. 70). Teachers must teach students the term "self-monitor."

They must define the term for students and explain what students should do when this happens. Cummins (2013b) suggested the coding method to be used with informational texts as a means to self-monitor. An asterisk represented information the reader already knew, an addition symbol represented new information, a question mark for information that was not understood, and a checkmark indicated the reader tried to problem solve (Cummins, 2013b, p. 71). The teacher should model this method repeatedly before allowing students to try it with partners and eventually independently. Teachers must read the text in advance to go through the process of finding the main idea, using sticky notes to code, and pre-writing notes to use when modeling for students. Finally, for students to become better in self-monitoring they

21 should be allowed to read informational texts over time. By doing so, Cummins

(2013b) stated students became more familiar with themes and text structures.

Four Approaches Explained

Three themes emerged in this chapter, a need for more informational texts, effective instruction, and the tenets of close reading. One of the recurring themes found in this chapter was the need to read complex literary and informational texts.

The texts selected must be short passages or short texts such as picture books. Within close reading, students were to grapple with these types of texts. Secondly, effective instruction should include teaching strategies explicitly, modeling through read alouds, and authentic and purposeful learning opportunities. Effective instruction also derived from professional development. Teachers were effective when they received the training necessary.

Another theme that emerged was the tenets of close reading: repeated readings, annotations, text-dependent questions, discourse, and the incorporation of writing. The following close reading approaches were selected because they fall in line with the tenets of close reading.

Beers and Probst (2013) defined close reading as the interaction between the text and the reader where they wanted the reader to “notice those elements of the text that are, for example, surprising or confusing or contradictory, so that then we pause and take note, think carefully, reread, analyze-read closely (p. 37). They designed six signposts to be used with literary texts:

 Contrasts and Contradictions

 Aha Moment

 Tough Questions

 Words of the Wiser

 Again and Again

 Memory Moment

While students identified these signposts during close reading, they were noting the elements of literary texts like character development, internal conflict, theme, and plot. Beers and Probst also noted that while students were doing this kind of work they also engaged in “visualizing, predicting, summarizing, clarifying, questioning, inferring, and making connections” (p. 68-69). The authors also discussed the importance of dialogic talk during close reading. In this type of environment, students were more engaged and actively participating. The conversations were mainly coming from the students and the teacher assumed the role of facilitator.

On the other hand, Cummins (2015) explained in her second book, that close reading happened when a reader “analyzed the text at the word or phrase level and the sentence and paragraph levels” While doing this the readers could “see how important details fit together to support the author’s central idea” (p. 8). Cummins’ close reading approach was in relation to informational texts. In her second book, Cummins

(2015) discussed her approach in which she used author’s purpose, text structure, types of details in narrative and non-narrative texts, and main idea as a focus when close reading. In this book, she also examined the role of text complexity in respect to informational texts and how this contributes to the reader’s experience. This careful

23 consideration of text complexity and informational texts falls in line with what is stipulated in the CCSS. She developed her approach considering the framework in the

CCSS.

Beck and Sandora (2016) take even another approach to close reading informational and literary texts. They defined close reading as the

Purposeful examination of text through multiple reads, and follow up analytic

analyses, that encourages readers to penetrate the text so that they become

conscious of how authors use language to create works that are loved for

decades, if not centuries. (p. 55)

They determined that in order for students to be able to read closely they must first understand the text. Students should have surface level comprehension because without this they would be unable to uncover the meanings within the text. They coined the phrase “gist before grist” where gist must come before the grist otherwise close reading would not be possible. One way that they approached “gist” was by developing queries. These queries were questions that the teacher posed to the students while reading the text in the first read. They were open, text-dependent questions that took place throughout the reading. Queries supported students in synthesizing information therefore arriving at “gist” comprehension. The authors explored the content and language of informational and literary texts. For example, descriptive language, author’s craft, theories and evidence, and context clues. They determined that this level of work was necessary if students in the United States were to move forward and improve reading comprehension.

Lastly, Lehman and Roberts (2014) described close reading as “something we should teach students to do” (p. 4). They determined that it should be “clear, engaging, transferable, and responsive instruction” which lead to “students’ own thoughtful reading” (p. 4). They used the same protocol across the different lenses.

They began first by reading using a lens, where the focus determined the types of details to be collected. In the second step, the details collected using the lens was used to identify a pattern and determine why these details fit together. Finally, in the third step a new understanding was derived from patterns detected in step two. In the final step, the new understanding was based on evidence collected. In this, process students read informational and literary texts with different lenses in mind:

 Text Evidence

 Word Choice

 Structure

 Point of View and Argument

 Reading Across Texts

In this protocol, students read the first time to come to an initial understanding of the text and in the second read students were to identify types of patterns, which led to a new understanding. Hasty and Fain (2014) found in their study that students engaged in critical thinking when they revised their initial ideas using this approach (p.14).

With this approach, students first collected evidence and then developed an understanding or theory, which differed from Cummins (2015) approach, where students were first given a theory and then were set to collect evidence. Lehman and

Roberts (2014) also emphasized the use of sentence frames to scaffold students’ thinking.

Some of these approaches are geared toward literary texts, informational texts, or both. Cummins’ (2015) approach is specific to informational texts. While Beers and Probst (2013), Beck and Sandora (2014), as well as Lehman and Roberts (2014) are aimed at both types of texts. Some of their procedures and purposes overlap. For example, when reading about literary texts the close reading approaches described uncover theme, conflict, character development and so on. All of the approaches were guided by the use of shorter texts, repeated readings with multiple purposes in mind, annotation, text-dependent questions, writing and discourse.

Summary

As stipulated earlier in the chapter, reading comprehension must increase nationally based on the results from the NAEP. Furthermore, the CCSS set guidelines for teachers to incorporate close reading of both informational and literary texts, which can support comprehension. One of the problems was that students did not have access or interact with informational texts. In order for students to improve, comprehension of all types of texts they must be available and students should be taught the nuances of all types of texts. Teachers should explicitly teach comprehension strategies and use informational texts for authentic purposes (Duke,

2004). Cummins (2013b) also stated that children should be taught to self-monitor while examining details in a text and looking for the main idea. In addition to using read alouds, guided small group instruction and independent reading time, students

26 should also learn to critically analyze texts and do close readings (Fisher & Frey,

2014b). Many researchers in the field of education have attributed tremendous benefits to the close reading of texts. Beers and Probst (2013) for example, stated that close reading gave way for dialogic talk and improved comprehension. It should be said that there was a need for further research as to the effectiveness of close reading in the elementary setting. Nevertheless, if guided by the findings of Fisher and Frey close reading suggested promising results (2014a).

The plan for Chapter III is straightforward. It will unpack the multiple components within the handbook Close Reading Approaches for Teachers in Grades

3-5. It extrapolates what has been learned from research and professionals in the field into the creation of a tool to be used by educators, administrators, and other stakeholders.

CHAPTER III

DESCRIPTION OF THE PROJECT

In education, there is constant change and thus teachers must be prepared to embrace the changes and foster student learning. With the advent of the CCSS, there has been an emphasis on close reading in the classroom. Close reading has taken place primarily at the secondary and college levels but in recent years because of the implementation of the CCSS, it is now a requirement in the primary grades. Close reading includes important components such as multiple reads, discussion, attention to the text that moves the reader towards analysis, and writing. If students are able to engage in close reading effectively, it could lead to promising results. The desired impact of this project was to create a user-friendly tool that teachers could reference when planning close reading lessons and to move students toward analysis of complex texts, discourse, and write responses based on text evidence and critical thinking.

The handbook, Close Reading Approaches for Teachers in Grades 3-5 located in the Appendix was created for teachers to implement multiple close reading approaches with literary and informational texts. Teachers would be able to follow replicable steps in planning, implementing, and assessing growth using close reading.

This handbook was designed for teachers to use in tandem with their existing program or as a standalone lesson with small group instruction. The handbook introduced multiple approaches to close reading with informational and literary texts

28 using the approaches by Cummins, Beck and Sandora, Lehman and Roberts, and

Beers and Probst. Close Reading Approaches for Teachers in Grades 3-5 has five sections dedicated to close reading approaches, vocabulary, lessons, resources and tools, and recommendations.

The first section of Close Reading Approaches for Teachers in Grades 3-5 explored various close reading approaches by multiple authors. It began with close reading approaches used with literary texts. The focus of these approaches are the analysis of literary elements like character development, internal conflict, theme, and word choice. The close reading approaches for literary texts were by Lehman and

Roberts, and Beers and Probst. It began with the close reading focus and then the procedure used to implement the lesson. It was followed by Beck and Sandora’s, and

Cummins’ approaches for close reading informational texts. For each author there are three close reading purposes explained and followed by the mode of implementation.

The next section of the handbook delved into the role of vocabulary before, during and after close reading. There was a brief exploration of vocabulary; in-depth vocabulary instruction was beyond the scope of this handbook. The section discussed student-friendly definitions, fly-by vocabulary and imported vocabulary. A section for vocabulary was included because vocabulary was extremely important for students to comprehend and express ideas about a text both orally and in writing.

In the following section, there were a plethora of lessons using all the close reading approaches described beginning with those dedicated to literary texts. The lesson was presented in an easy to follow template that identified the purpose, close

29 reading approach, grade level, text to be used, materials, vocabulary, and sample student work. Each close reading lesson was organized the same way thus allowing for a user-friendly format that could be easily accessed by the teacher. The lesson template was designed so that teachers could identify at a glance what they could need for the close reading lesson. Under the vocabulary section teachers would find the terms to be taught and the method for teaching them.

Part IV of the handbook was dedicated to resources and tools that teachers would use to plan, implement, and assess growth using close reading as a method of instruction. It began with a list of literary and informational texts to be used during instruction followed by a lesson template teachers could use to plan their own close reading lessons. It also included a unit planner where teachers could identify the standards, learning goals, close reading approach, and assessment at a glance. An important component in close reading especially at the beginning when the teacher was modeling was the use of anchor charts. These charts were used as a visual reminder for students as to what the purpose of the lesson was and the procedure to follow during the close reading lesson. These anchor charts should be copied on chart paper and posted for all students to see. Additionally, scaffolds should be used to support all students but especially language learners. That was why in this section there were multiple frames to support students in writing about their reading. Equally important was the role of discourse during a close reading lesson. Therefore, charts with sentence frames were included to support students in framing thoughtful conversations.

Another resource included was sample class work created with students. This was followed by the anchor standards for ELA and the standards that could be covered during a close reading lesson for grades third through fifth. A useful resource was one that would allow teachers to quickly identify a close reading approach appropriate for informational or literary texts. The table included was a visual where teachers quickly could find the close reading approaches appropriate for different types of texts. Finally, an important resource included was a sample unit that was actually used to teach in a fourth grade classroom. It included every step in the planning process using the approach by Lehman and Roberts for text evidence and determining theme. Teachers could see in this unit the type of work that took place in planning as well as the type of work students produced during every step of the

Lehman and Roberts protocol.

Part V of the Close Reading Approaches for Teachers in Grades 3-5 handbook was dedicated to teacher recommendations. It included an explanation as to how to plan for a unit or standalone lessons. Since the sample unit included in the previous section was taught in, a dual immersion classroom with a high percentage of

English Language Learners the final section discussed English Language

Development. Recently, the California Department of Education launched new

English Language Development Standards. These standards included integrated and designated ELD time. During a close reading lesson, teachers could incorporate integrated ELD and use close reading during designated ELD time.

Ultimately, Close Reading Approaches for Teachers in Grades 3-5 was created to support teachers in planning and integrating close reading as an instructional approach in the intermediate grades in order to meet the goals set in the Common

Core State Standards. Chapter IV explores the implementation of the multiple components of Close Reading Approaches for Teachers in Grades 3-5 and discusses further recommendations.

CHAPTER IV

IMPLEMENTATION OF THE PROJECT

Close Reading Approaches for Teachers in Grades 3-5 was designed to support teachers in implementing close reading in the classroom. Teachers in the upper elementary grades could use the handbook as part of their existing units of study if following a workshop model or another ELA program. The purpose of this handbook was to include multiple close reading approaches by various authors when reading informational and literary texts. It is comprised of five parts believed to be of utmost importance for teachers beginning with or those familiar with close reading as an instructional approach. Because of the purposeful planning that teachers must undertake when designing a close reading lesson, this handbook guided teachers step- by-step. It included a sample unit as well as individual lessons covering all of the approaches described. There was an exploration of the role of the read aloud, vocabulary, discourse, and written responses to texts.

This handbook could be used as part of an in-service where teachers in the cohort could partake in a hands-on training in which the grade level teacher or leader of the cohort can function as an instructor guiding teachers in the systematic process.

Teachers in these grades would find that it was beneficial to do the type of work that they would do with their students. The in-service would span across multiple meetings during Professional Learning Communities or as a summer workshop. One way to approach the training would be to follow the components of the handbook in

33 order. First, examining the multiple close reading methods followed by a discussion on the role of vocabulary and continuing with the implementation of the sample lessons. The resources and tools would be used and discussed during the close reading lesson. The sample unit using the Lehman and Roberts’s procedure for text evidence could then be implemented in the classroom by the teachers. It would be of great value for teachers to come together once they finished the unit to discuss their findings and extrapolate their findings to the rest of the school site.

It is recommended that the teacher lead for the cohort begin the in-service by discussing the changes brought about with the Common Core State Standards in respect to close reading. It should be followed by a discussion of close reading. The following questions can be used to initiate the conversation:

 What is close reading?

 What do the CCSS say about close reading?

 What components are integrated within a close reading lesson?

 How are we meeting this goal with our existing program?

 What is our definition of close reading?

After exploring these questions, the instructor must emphasize that in order for close reading to take place readers must come to an initial understanding of the text to be analyzed. As Beck and Sandora (2016) suggest, there should be gist before grist.

Readers should grasp the meaning of the text before engaging in an analysis of it. The teacher would guide students during a read-aloud, which is the suggested method for introducing close reading.

Once this purposeful conversation took place the teacher should begin by identifying the four authors that would be covered. It should be clear which approaches will be used for literary texts and which will be used for informational texts. It is also important to note that there were various other approaches by other professionals in the field. Additionally, explain that this in-service will cover some but not all the close reading lenses the authors use. The authors propose additional lenses for close reading that can be looked into in the future but for now the focus will be the ones presented in the handbook. Continue by describing the three lenses used by each author and the method of instruction used for each one. It would be helpful to show the steps in the protocol for each author on chart paper. This can function as a visual during the description of each but also for the close reading lesson the instructor would teach.

It is at the discretion of the instructor to decide if the in-service will cover all of the approaches in the handbook or if they want to begin by choosing one for literary texts and one for informational texts. This decision should be made with consideration to time constraints. Perhaps it is something that teachers can work on throughout the year in the cohort and in this way; all of the approaches could be explored.

Before beginning, the close reading lesson the instructor must draw attention to the role of vocabulary within a close reading lesson. It should be explained that vocabulary should be considered when planning a close reading lesson. This should be followed by a description of student-friendly definitions, fly-by and imported

35 vocabulary. At this point, the instructor would highlight when these would be used during the lesson. For example, fly-by definitions would be given during the initial reading of the text where the goal is to gain initial comprehension.

The instructor should use the resources and tools and share them with the cohort at appropriate times. A copy of the close reading lesson as well as a blank copy of the lesson template should be distributed to the participants. Each section of the lesson should be explained. The materials required should be ready and posted in the case of the anchor charts for the protocol, discourse frames, and sentence frames for writing. In consideration of English Language Learners, a content and language objective should be posted. The instructor should lead the close reading lesson as if teaching a group of students and the participants should do the work at every step of the protocol. Once all of the steps of the lesson have taken place, teachers should engage a collaborative discussion on the process. The instructor should introduce the

CCSS as well as the ELD standards that the lesson covered. Teachers should reflect on the process in writing and then discuss as a group what added to their knowledge about close reading and what questions they still have.

This process should take place for each of the lessons to be taught depending on the length of the in-service.

At the culmination of the in-service, the instructor should share with the participants the resources included in this handbook. For example, the lesson template, unit planner template, text list, table for identifying which approaches may be used for literary and informational texts, sentence frames for writing, discourse

36 frames, and copies of the close reading approaches. The instructor should facilitate a conversation about what the participants have learned about close reading as an instructional approach. Followed by an examination of their current program and discussion on how to best incorporate close reading. This handbook would not meet its purpose if teachers were not to implement close reading in their classrooms.

Therefore, the instructor should share the sample close reading unit so that teachers may adapt those lessons for their grade. The group should follow-up in meetings throughout the first trimester to examine their progress, noticings, challenges, and most importantly student growth in response to close reading.

Close Reading Approaches for Teachers in Grades 3-5 is not intended to be limited to just the intermediate grades. This work may be adapted for second grade and middle school. The knowledge and experience gained in the in-service and in the classroom may be extrapolated to the rest of the school site. The instructor as well as the participants could share their knowledge and experiences in an in-service for all grades in a K-8 school. This would be beneficial for all to engage in because even teachers in the early grades could understand how they could support the work that students should do in the intermediate grades. They could also examine how the standards are vertically and horizontally aligned.

This chapter discussed the implementation of Close Reading Approaches for

Teachers in Grades 3-5. Close reading includes multiple reads, attention to vocabulary, discourse, and writing. Although, extensive research has not taken place in the primary grades in regards to close reading, it could have a promising future

37 because students engage in close attention to a text while reading, speaking and writing and making claims using evidence derived from the text.

Chapter V summarizes the work undertaken in this project discussing the components within close reading as an instructional approach and finalizes with concluding remarks.

CHAPTER V

SUMMARY, RECOMMENDATIONS, AND CONCLUSIONS

Summary

Education is an ever-changing profession where educators and stakeholders must evolve concurrently. A shift in education has taken place with the adoption of the Common Core State Standards in many states in the United States in recent years.

The goal set forth in these documents is for students to be ready for college, to be active learners and educated members of society capable of analyzing and thinking critically. One of the anchor standards in the CCSS for grades K-12 is to read closely when paying attention to a text and drawing inferences from it. Therefore, educators, especially those in primary and intermediate grades must prepare themselves to use close reading as an instructional approach. This was an instructional approach common at the secondary and college levels but not in the primary grades.

Close reading is the keen attention to details within a text, the interaction between the reader and the text, the purposeful rereading of a text, that leads to a deeper understanding. If students are to engage in this type of reading, they are on a path to meet the goals set forth in the CCSS. Close reading involves attending to the details within the text that allow students to support their thinking through discourse and in writing. Students have the opportunity to develop language skills in this process. They learn to support evidence-based arguments.

Many districts and school sites have already adopted curriculum to meet the new standards. However, it is still important for teachers to understand the implications within the CCSS. Educators should unpack the standards and determine whether the standalone curriculum will suffice in meeting the goals stipulated in the

CCSS document. The handbook Close Reading Approaches for Teachers in Grades

3-5 was created for this reason. The handbook describes multiple close reading approaches by various professionals in the field of education. Its components will serve as guide in implementing close reading in the intermediate grades using literary and informational texts. Close Reading Approaches for Teachers in Grades 3-5 was designed to be used by teachers in the classroom and/or as an in-service training at a school site. It may be adapted for other grades as well.

Recommendations

This handbook was designed with the intermediate grades in mind from the text selection to the resources included. However, it may be adapted to be used in other grades. Teachers may make adjustments based on the standards for their grades.

It is important to remember that all students in grades K-12 must meet the reading anchor standards for close reading. The ultimate goal stipulated within these standards is for students to be college and career ready. It is also important to note that the standards align themselves vertically. Therefore, all teachers in all grades can use this as a guide.

In considering a dual immersion setting, teachers may also adapt the handbook to meet their needs. They may select texts appropriate for the grade and the

40 language. For example, Cosechando esperanza by Kathleen Krull could be used to determine author’s purpose, main idea, and text structure as close reading lenses.

Articles in Spanish found in the website Newsela could also be used to design purposeful close reading lessons.

It is recommended that Close Reading Approaches for Teachers in Grades 3-5 be used as an in-service training that may take place throughout the year with a focus in grades 3-5 or over the summer as professional development. It is equally important for educators to engage in collaborative discussion where teachers discuss the effectiveness of their instruction and student growth. As they engage in these conversations data should be collected to analyze student progress and determine how they may provide supports for students or how to improve instruction using close reading. Teachers should also come together in designing their own close reading lessons.

Conclusions

The role of educators is to prepare students to become successful in their educational careers as well as to be active and knowledgeable members of society.

Students must be adept to discern information presented to them in multiple platforms. Our world is continuously changing and becoming increasingly connected.

Students must compete in a global economy and to do so they must learn to be critical thinkers. They must possess the tools necessary to be successful in college and in their future careers. The goal of the CCSS is precisely to prepare students for college and careers. One of the goals stipulated within the anchor standards is for students in

41 grades K-12 to read texts closely. Students who are able to analyze a text and determine author’s purpose, text structure and use the text structure to take notes and determine main idea and importance within their notes is of utmost value. If students are equipped to independently analyze a text and pay attention to the intricacies within its construction and connection between words, phrases and details they will be ready for college.

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APPENDIX

APPENDIX A

CLOSE READING APPROACHES FOR

TEACHERS IN GRADES 3-5

Table of Contents Introduction Part I: Close Reading Approaches  Approaches for Literary Texts  Approaches for Informational Texts Part II: Vocabulary Part III: Lessons  Text List Table  Lessons with Literary Texts  Lessons with Informational Texts Part IV: Resources and Tools  List of Texts Used  Spanish Literature  Lesson Idea Template  Lesson Template  Unit Planner Template  Anchor Charts  Sentence Frames  Discourse Stems  Sample Class Work  Standards Correlation  Table  Sample Unit Part V: Recommendations  Planning  ELD Considerations

Introduction

The purpose of this handbook is to guide teachers in planning and implementing close reading lessons with literary and informational texts. The handbook is divided into five sections: Close Reading Approaches, Vocabulary, Lessons,

Resources and Tools, and Recommendations. Teachers will find multiple resources that can be used as a guide while planning lessons. The resources can be reproduced and adapted to use in the classroom.

Part I: Close Reading Approaches

There are multiple close reading approaches by different authors. While some authors focus on literary or narrative texts, others focus on informational texts and some on both. In this part of the handbook, some multiple close reading approaches can be used in the intermediate grades. There is an exploration of some of the approaches by the authors.

Approaches for Literary Texts

Lehman and Roberts

 Text Evidence o In this, approach students collect evidence using the three-step protocol. They begin by selecting a lens to collect evidence. After that, they look for a pattern/s. Finally, the students use the evidence collected and patterns identified to come to a new interpretation of the text read.  Word Choice o In this approach, students also follow the three-step protocol. The purpose is to collect words that reveal something about the text or the author’s craft.  Reading Across Texts o This approach is used once students have read multiple books because they select some of these to compare. There are multiple lenses to use for the comparison such as characters and themes, among others. In this approach, students also follow the three-step protocol.

Implementation

 Teacher displays anchor chart with three-step protocol for lesson.  The text must be read first for initial understanding. Students jot down their thinking about the characters in the story, if this is the focus. It is based on the intended focus for the close reading lesson that follows.  Teacher tells students what lens they are using for close reading.  Students will follow the three-step protocol.  Teacher will read text as students collect text evidence or words depending on lens chosen.  Students move to step two where they identify types of patterns. They group text evidence or words based on a

pattern they identify. They must explain why and how the words or text evidence fit together.  In step three, they use the patterns and the lens they used to discuss and write about a new understanding about the text.

Beers and Probst

 Contrasts and Contradictions o This signpost is used to read closely to understand multiple literary elements like character development, internal conflict, and theme. In this approach, students learn to identify when the character is acting in ways that are out of character.  Words of the Wiser o This signpost is used to read closely to understand literary elements like theme and internal conflict. In this approach, students learn to detect when another character in the story gives advice to the main character.  Again and Again o This signpost is used to identify literary elements like symbolism, theme, character development, and plot. Students learn to notice when there are recurring things throughout the text.

Implementation

 Display anchor chart with signpost and explanation and discuss with class.  Distribute text to students and explain the purpose of the lesson.  Read a section of the text and stop when you find the first example of a signpost. Use anchor chart and guiding question to think-aloud. See Anchor Chart section.  Continue reading and stop when another example of

signpost is found. Ask students to turn and talk to determine why this is another example of the signpost.  Continue reading giving students more independence in finding the signposts.  At the end of the passage, discuss the signpost and the examples found. Remind students how they can use this in their own reading.

Approaches for Informational Texts

Beck and Sandora

 Language o Through close reading Beck & Sandora, focus the students’ attention on the use authors make of language. They focus on the author’s use of figurative language. In this approach, the teacher begins by explaining the technique. For example, personification. Then they model finding an example of personification in the text. The teacher discusses the role figurative language plays in the text, how it supports the author’s purpose. After discussing the technique with the class or group, the teacher then sets students up to find another example of personification in the text. A discussion on how this technique enhances the author’s style would ensue.  Vocabulary o When students read closely for vocabulary, they are trying to use context clues to determine the meaning of words. A paragraph from a text may be used to focus on the desired vocabulary. First, the teacher guides students in returning to a text previously read. The teacher tells students the purpose of the lesson, which is to look closely at the terms selected. The teacher guides students by asking questions that guide students in using context clues to determine meaning.  Summarizing o Close reading for summarization is a process, in which students first identify the main idea, then find relevant details that support the main idea, and finally put it all together to summarize the text. The teacher begins by reading the text aloud to students. Students are then asked to identify the main idea. The authors suggest asking questions like “what did the author talk about throughout the entire text?” Students then write the main idea in

their notebook or paper and continue to identify supporting details with a partner. Finally, they use the main idea statement and put it together with the supporting details to construct a one-paragraph summary.

Implementation

Language  The teacher first discusses the purpose of the lesson. Identifying the technique, they are learning about (e.g. personification, simile, metaphor etc.)  The text is read aloud and the teacher stops when she identifies an example of the use of figurative language.  The teacher thinks aloud explaining the use of figurative language.  Discuss why the author would use this element.  Students work with a partner and read on to find other examples of the use of figurative language.  As a class come together and discuss how the use of figurative language supports the author’s message.  Students write in response to a prompt such as: “What did you learn about (type of figurative language) and the role this played in the text?” Vocabulary: Word Meaning from Context  Identify the purpose of the lesson and the text or selection to be read. Distribute copies to all students.  Focus students’ attention to the vocabulary words and have them underline.  Model using context clues to determine meaning. Guide a question and answer about the term with questions like What does the word mean? Questions should be prepared in advance.  Explain how the use of clues in and around the word helped determine meaning.  Students will read a part of the text to determine the meaning of a predetermined word.  Come together and discuss meaning of word. Summarizing

 Begin by identifying the purpose for the lesson. The purpose is to identify the main idea to then summarize the text.  Read text aloud.  Ask students to think about what could be the main idea. Use questions like What did the author talk about throughout the entire text? What was the topic you learned about? What idea do all the important details support?  Students write down what they believe to be the main idea in a sentence.  Students share with a partner and then some with the class.  Ensure students come to an accurate response collectively.  Students then work with a partner to reread to collect details that support the main idea.  List answers on chart paper for the class to see.  Review details collected and connect to discussion about the main idea.  Students write a one-paragraph summary using the main idea statement and the details collected.  Students may share with a partner and then with the class.

Cummins

 Author’s Purpose o When reading closely for author’s purpose the reader is to identify why the author wrote the text. For example, to instruct, recount, explain, describe, or persuade. Cummins explains there are other purposes for writing as well but these are the main ones she identifies. The teacher may begin the first lesson by writing the purpose for the lesson. For example, on an anchor chart the teacher would write the author’s purpose for the text to be read and then instruct students to read to find evidence that supports that. Another approach is to begin reading a text and discuss with students what was the author’s purpose and then proceed to support their thinking with text evidence.  Text Structure o In this close reading approach, students will identify how the text is organized. The common text structures used are enumerative, sequence/chronology/narrative, comparison, causal relationships, and problem-solution. The main idea is conveyed through the text structure. The text must be read once for understanding. The second read is for the purpose of uncovering text structure and guiding students in a discussion as this is revealed. During this process, the students and teacher read each section and take notes that relate to the structure. Students use text structure as a guide to take notes. At the end of the lesson, students are to respond in writing how the structure helped them understand the text.  Main Idea o In this, close reading approach students read to collect evidence that supports the main or central idea. The teacher must define the vocabulary word that will be used to identify the main idea (e.g. persistence, perseverance). The teacher then displays the anchor chart with the close reading

purpose for the lesson. The purpose should be stated as a question using the vocabulary term. Students then follow along with a copy of the text while collecting text evidence that supports the main idea.

Implementation

Author’s Purpose  State the lesson objective. Students will identify the author’s purpose and use text evidence to support their thinking.  Use anchor chart to display explanations for the five identified purposes.  Read the text aloud to students.  Initiate a discussion to uncover the author’s purpose by asking questions like Why do you think the author wanted to write this? What was the author’s purpose in writing this text? What makes you think so?  Note what students are saying on chart paper for all to see.  Ask students to write a paragraph identifying the author’s purpose and using text evidence to support their thinking.  End lesson by discussing how identifying the author’s purpose helped talking and writing about the text. Note: An alternative to teaching author’s purpose is for the teacher to identify the purpose before reading on chart paper. The students then read to find evidence that supports the author’s purpose. Text Structure  Lead students in a first reading to learn the content.  In the second read, identify the objective for the lesson. Students will explain the text structure and by doing so they will gain deeper understanding.  Lead a discussion by asking questions like What do you notice about the structure of the text? How did the author organize the information in the text?  Model a think aloud on noticings about text structure.  Take notes on chart paper. Use a note-taking format that

resembles the text structure.  Ask students to work in partnerships and to read the next section. They must take notes  Reconvene the class. Lead a discussion around the overarching text structure. Students contribute to the discussion using their notes. Use the following questions to end the discussion how did the text structure help you understand the content? How could this experience with text structure help you read other texts? Main Idea  Identify the goal for the lesson. Students will find text evidence that supports the main or central idea of the text.  Introduce the text to be used and lead a brief discussion about it.  Talk about the vocabulary word used in the main idea statement and define it using a student-friendly explanation. This should be on chart paper.  Read the close reading purpose for the lesson stated as a question from chart paper.  Model close reading looking for evidence that supports the central idea of the text.  Allow students to contribute to the ongoing collection of evidence on chart paper as it is read.  Release responsibility and allow students to read a section of the text with the purpose in mind.  Ask students to respond to purpose questions in writing using the evidence collected.

Part II: Vocabulary

Vocabulary plays a fundamental role in reading for multiple reasons. As Beck and Sandora (2016) said, students must first have gist comprehension before analyzing the text.

Vocabulary can be addressed in a first read because it supports students’ understanding of a text. It can also be addressed during the close reading process. According to Beck and

Sandora in order for students to be able to acquire more vocabulary, they need to read more challenging texts (p. 56).

Cummins discusses the role of general academic vocabulary and says, “Students must understand an abundance of these words to work effectively with informational texts-that is, to comprehend the content and ideas and to communicate their learning (p. 25). This shows that vocabulary is fundamentally important. Students must know words to understand what they read and they are to learn new words from their reading.

Teachers must then find effective ways of teaching vocabulary.

This part of the handbook will explain some ways in which to integrate vocabulary through close reading. However, it will not delve into vocabulary teaching as a whole because that is beyond the scope of this handbook.

One way to teach vocabulary during close reading is by providing “student friendly” explanations. Beck, McKeown, and

Kucan (2013) describe student friendly explanations as ones that must “(1) capture the essence of the word and how it is typically used and (2) explain the meaning in everyday language (p.

45).” An example sentence is presented to students using the vocabulary word. These words are taught in context. These

“student friendly” explanations also support second language learners (Graves, 2016, p. 94).

When students explain their thinking, about a character, they may describe the way the character behaves saying things like “he doesn't give up” and in this instance, it would be appropriate to import a word. Graves (2016) describes imported words as “words that enhance a reader’s understanding, appreciation, or learning from a text but are not included in it”

(p. 45). For example, if students are reading the picture book

Harvesting Hope (Krull, 2003) they may think that the agent,

Cesar Chavez, does not give up in spite up the obstacles he faced. In this instance, the teacher could give students the word perseverance and explain that a person who perseveres continues on in spite of the obstacles they face. These words

61 would be significant when reading closely for theme. For example, the word perseverance could be imported when studying an informational unit on agents that demonstrate perseverance such as Cesar Chavez, Nelson Mandela, Ghandi, and Martin Luther King Jr.

This handbook also addresses teaching vocabulary with a

“fly-by” approach. These terms do not require extensive explanation but rather a quick on the spot definition. These words may be unfamiliar to students. For example, in Each

Kindness (2013) by Jacqueline Woodson the author used the word “ragged”. This word may be addressed as a fly-by because it helps the reader understand how Maya is perceived in the book. However, it does not require further discussion. The

“fly-by” is essentially Graves’ (2016) method of vocabulary instruction. He discusses using a Brief Explanation as a method of teaching vocabulary in which the teacher is “providing Brief

Explanations of words that have clear-cut definitions” (p. 337).

This is done in the first read before close reading. In the first read students are to arrive at initial comprehension of the text or “gist” as Beck (2016) would say.

Part III: Lessons Texts and Close Reading Focus

During close reading students are to read complex literary and informational texts multiples times for different purposes. The following table allows the teacher to view the text and multiple close reading focuses at a glance. Lessons that include a text that was used more than once will have a symbol ()next to the text title.

Text Close Reading Focus

Activists Helping Transform  Author’s Purpose Fear of Owls into Love by  Main Idea Newsela staff Bats by Gail Gibbons  Summarizing “Colors of the Wind”  Word Choice featuring Judy Kuhn Each Kindness by  Text Evidence Jacqueline Woodson  Words of the Wiser Everyday Mysteries: The  Text Structure Difference between a Butterfly and a Moth by Newsela staff Eye: How it Works by David  Author’s Purpose Macaulay Feathers: Not Just for Flying  Author’s Purpose by Melissa Stewart  Text Structure  Main Idea Freedom Summer by  Text Evidence Deborah Wiles Fox by Margaret Wild and  Word Choice Ron Brooks Gandhi: A March to the Sea  Text Evidence by Alice B. McGinty

Harvesting Hope: The Story  Text Evidence of Cesar Chavez by Kathleen Krull How to Make Slime by Lori  Author’s Purpose Shores  Text Structure Inventors and Scientists:  Summarizing Jane Goodall by Cynthia by Newsela staff I Want My Hat Back by Jon  Again & Again Klassen Martin’s Big Words by  Text Evidence Doreen Rappaport Mr. Tiger Goes Wild by Peter  Contrasts & Contradictions Brown Oh Rats! The Story of Rats  Vocabulary: Word and People by Robert Marrin Meaning from Context A Place for Bats by Melissa  Vocabulary: Word Stewart Meaning from Context Power and Pollution: The  Summarizing Advantages and Disadvantages of Fossil Fuels by Newsela staff Separate is Never Equal:  Words of the Wiser Sylvia Mendez and her  Text Structure Family’s Fight for  Vocabulary: Word Desegregation by Duncan Meaning from Context Tonatiuh Stelalluna by Janell Cannon  Contrasts & Contradictions The Other Side by  Text Evidence Jacqueline Woodson  Again & Again The Tree Lady by H. Joseph  Author’s Purpose Hopkins  Text Structure  Main Idea Tiger Rising by Kate  Words of the Wiser DiCamillo  Again & Again Trapped! A Whale’s Rescue  Descriptive Language by Robert Burleigh Wonder by R.J. Palacio  Contrasts & Contradictions

Years of Dust: The Story of  Word Choice

64 the Dust Bowl by Albert  Text Structure Marrin  Language  Personification

Close Reading of Literary Texts

Lesson 1

Purpose The purpose for close reading is to collect Overview of text evidence using a lens for what characters say, do, and think. The rationale what will be for selection of this text is to develop ideas taught about the characters. Using character traits and descriptions students will develop theories about characters and support them using evidence uncovered during close reading.

Approach Text Evidence Close reading focus

Grade Level 4th grade

Text  Freedom Summer by Deborah Wiles Title and type  Narrative  600L of text to be used in lesson

Materials  Text Evidence Chart by Lehman and Additional Roberts  Sentence Frames Chart by Lehman materials to and Roberts conduct  Discourse sentence frames lesson

Vocabulary  Budge (fly-by) will be addressed during Words to be reading. I selected this word because it important for students to understand taught during the stance that the boys are taking. or after  Spout (fly-by) will be addressed during instruction reading. The rationale for this word is that I believe several students would

not know the meaning.  Resistance (imported) this is a word that is central to what is happening in a part of the text. SFE: When someone resists something, they do not want to accept it or that thing. Sentence: The students resisted the new school policy to wear uniforms.  Discrimination (imported) this word is also central to what is the problem throughout the text. SFE: When people are discriminated against, then they are not treated fairly like everyone else. Sentence: African Americans were discriminated against because they were not allowed to swim in the same pools as whites. Sample Collection of evidence

Student Work Example of John Henry Joe  swim in creek  says John what students  says he will be Henry is his may produce a fireman best friend  wants to be first  J.H. mom to opening of works for his pool mom  cries with angry  Shoot tears marbles with  says white folks J.H. don't want  swim in creek people of color  John Henry in their pool isn't allowed in pool  Says J.H.’s skin is color of browned butter

Notes Students should engage in a discussion and

67 written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 2

Purpose The close reading strategy in this lesson is Overview of collecting text evidence by using a lens for what characters say, do, and think. Students what will be will identify which details fit together and how taught they fit together. Finally, they develop a new understanding about the characters. Students then revise their initial ideas. They use a prompt to help them get started. The prompts are "Phrases for Reflecting on Text Evidence and Meaning."

By collecting text evidence about the characters students will be able to develop ideas about the characters in the texts and use evidence to support their thinking. They see how characters have multiple traits (characters are complicated) and what motivates them.

Approach Text Evidence Close reading focus

Grade Level 4th grade

Text  The Other Side by Jacqueline Woodson Title and type   Narrative of text to be  490L used in lesson

Materials  Text Evidence Chart by Lehman and Additional Roberts  Phrases for Reflecting on Text Evidence materials to and Meaning chart conduct  Discourse sentence frames lesson

Vocabulary  Perception (imported) SFE: Your Words to be perception of something is how you think about it. Sentence: The student’s taught during perception of the teacher is that she or after gives too much homework. Rationale: instruction Will be addressed after reading. This word is also important to import because it is the way that the characters on both sides see one another. The author shows that both sides perceive one another as different when in reality they are so much alike. Student Collection of evidence

Work Example of Clover Annie  stares at Annie  plays in the what students over the fence rain may produce  don't know if  sits on fence would've said  asked Clover yes or no to for her name playing with  smile at Annie Clover  things on other  one day the side of fence fence will get seem far knocked  says girl seems down sad  plays with  looked for Clover Annie on rainy days  hand in the air  feels brave

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 3

Purpose The purpose of this lesson is to find text Overview of evidence using a lens for what characters say, do, and think. The rationale for choosing this what will be text is because there is a lesson that the main taught character learns. Students will develop an understanding about the main character and support it with text evidence. This is an appropriate text to learn about character traits and to show how characters are complex.

Approach Text Evidence Close reading focus

Grade Level 4th Grade

Text  Each Kindness by Jacqueline Woodson Title and type   Narrative of text to be  530L used in lesson

Materials  Text Evidence Chart by Lehman and Additional Roberts  Sentence Frames Chart by Lehman and materials to Roberts conduct  Discourse sentence frames lesson

Vocabulary  Second hand store (fly-by) addressed Words to be during reading. Students may not know what this means and it is important to taught during establish what this is so they understand or after the description of Maya. instruction  Ragged (fly-by) Addressed during reading. This word should be discussed because it may be unknown. It is also

important because it describes Maya.  Kindness (fly by) will be addressed during reading. This word is central to the theme of the story.  Prejudice (imported) SFE: When someone is prejudiced, they unreasonably dislike someone. Sentence: The girls were prejudiced against Maya because she wore clothes from a secondhand store. Rationale: This word is necessary for discussing the conflict in the story and may be used to discuss theme. Student Collection of evidence Work Maya Chloe Example of  wears ragged  stares at Maya clothes and her what students  Maya looks appearance may produce down  looks away  whispered her from Maya name  says her best  plays by friends were herself Kendra &  Maya talks to Sophie Chloe  doesn't want to play with Maya  says Maya isn't her friend  laugh at Maya’s clothes

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 4

Purpose The purpose for close reading is for Overview of students to notice the words selected by the authors to evoke strong feelings or what will be images. The words they choose are those taught that they think might have been chosen to serve a specific purpose.

Approach Word Choice Close reading focus

Grade Level 4th grade

Text  Fox by Margaret Wild and Ron Title and type of Brooks  Narrative text to be used  670L in lesson

Materials  Word Choice Chart by Lehman and Additional Roberts  Sentence Frames Chart by Lehman materials to and Roberts conduct lesson  Discourse sentence frames

Vocabulary  Charred (fly-by) Addressed during Words to be reading. Some language learners may not know this word. It is taught during or important to know this word to after instruction understand the setting.  Rejoice (fly-by) Addressed during reading. The rationale for selecting this word is because some language learners may not know the meaning. In addition, it is essential to understanding the character’s change.  Exults (fly-by) Addressed during

reading. This word describes the character and likely would be unknown to students.  Despair (fly-by) Addressed during reading. This word is likely an unknown word and gives insight into one of the characters. Sample On the first read, students may say something about the characters. They may

Student Work completely omit the tone or mood of the Example of what story. Little attention would be placed on students may imagery. produce On the second read, when they read a section they may notice words like…

 Charred  Hot ash  Clamped  Shadow  Melting  Blackness  Gentle mouth They may notice that “charred, hot ash, shadow, melting, and blackness” fit together because they evoke a negative feeling, a dark image, and feeling hopeless.

They can use a sentence frame and say something like, these words fit together because they sound negative like there is no hope.

Maybe Margaret Wild used these words to show how at the beginning of the story, Magpie, did not have any hope. To show how bad things were.

Notes Students should engage in a discussion and written component during the close

74 reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 5

Purpose The purpose for close reading is for students to notice the words selected by the authors to Overview evoke strong feelings or images. The words they choose are those that they think might have of what will been chosen to serve a specific purpose. be taught

Approach Word Choice Close reading focus Grade 5th grade Level

Text  “Colors of the Wind” song  Online video Title and https://www.youtube.com/watch?v=O9M vdMqKvpU type of text to be used in lesson

Materials  Word Choice Chart by Lehman and Roberts Additional  Sentence Frames Chart by Lehman and Roberts materials to  Discourse sentence frames conduct lesson Vocabula Teacher should read the lyrics before and identify words that may be unfamiliar to the ry students and necessary for understanding. These Words to should be addressed in the first “read.” be taught during or after

76 instruction Sample Students may select words like: Student  Ignorant  Savage Work  Cannot see Example of  Don't know what  Dead students  Claim  Life may  Spirit produce They may say some words fit together like ignorant, savage, dead, claim, cannot see, don't know, this set of words invoke a negative feeling. This is in contrast to the words life and spirit, which have a more positive feeling.

The author used these words to show a contrast in the way people see the world. People judge what they do not know. I think this because the author used words like ignorant, savage, dead, claim to show how people viewed the native Americans.

Notes Teacher may closely read using a video to use lens for word choice. The printed copy of lyrics can then be given to students to gather more evidence.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 6

Purpose The purpose for close reading is for students Overview of to notice the words selected by the authors to evoke strong feelings, images, or main what will be ideas. The words they choose are those taught that they think might have been chosen to serve a specific purpose.

Approach Word Choice Close reading focus

Grade Level 5th grade

Text  Years of Dust: The Story of The Dust Title and type of Bowl by Albert Marrin pg. 56   Informational narrative text to be used  1040L in lesson

Materials  Word Choice Chart by Lehman and Additional Roberts  Sentence Frames Chart by Lehman materials to and Roberts conduct lesson  Discourse sentence frames

Vocabulary In the first read, the teacher should identify Words to be words that may be unfamiliar to the students and necessary for understanding. taught during or after instruction Sample Students may select the following words  Heat Student Work  Dryness Example of  Outbreak what students  Plague may produce  Biblical scale  Covered everything  Ate everything

 Voracious  Gnawed  Jaws Some words fit together like outbreak, plague, biblical scale, ate everything; this set of words makes me feel hopeless like the grasshoppers were so powerful.

Some words fit together like and jaws because they describe the abilities of the grasshoppers.

The grasshopper plague caused a lot of damage when they ate everything in sight.

Notes Read first paragraph but omit the last sentence based on content.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 7

Purpose The purpose of this lesson is to read across Overview of texts. It is a culminating lesson after the texts have been read multiple times. Students will what will be return to their notebooks to look at evidence taught gathered from the past close reading lessons on these books.

The lens to read across the text set is comparing characters. The lens used to find patterns in the texts is text evidence. Lehman and Roberts suggest choosing one text and allowing students to choose other texts to compare. The other text is selected based on similar characters, ideas, or lessons. Students can develop new ideas about the texts in seeing how characters are complex, the messages the texts send, and analyze the relationships between the characters or ideas in texts.

Approach Text Evidence Close reading focus

Grade Level 4th Grade

Text  The Other Side by Jacqueline Woodson Title and type   Freedom Summer by Deborah Wiles of text to be used in lesson

Materials  Text Evidence Chart by Lehman and Additional Roberts  Sentence Frames Chart by Lehman and materials to Roberts conduct  Discourse sentence frames lesson  Flash Draft Frame

Vocabulary Vocabulary has been addressed in previous Words to be lessons. taught during or after instruction Student Collection of evidence Work The Other Side Freedom Summer Example of Annie John Henry  Climbs fence  Swims better what students  Stares at than anyone may produce other side  Doesn't swim in  Asked if she town pool could play  Not allowed to  Looked sad swim in pool  Sat on fence  Skin is color  Got wet browned butter  Acted like she  Smells like pine didn't care needles  Dances in  Wants to be puddles firemen  Laughs  Doesn't go into  Asked for store Clover’s  Says he will name swim in pool  Smiled  Wants to be  Fence is first in pool made for  His voice sitting on shakes  Says  Says white folks somebody will don't want knock down colored people fence in people  Eyes have angry tears  Wants to do everything like Joe  goes into store

 will use his own money to buy pop

Notes The teacher may encourage students to use additional texts with characters. The teacher may incorporate a literary essay component.

This lesson is set to compare characters however; there can also be an exploration into social issues that are present in all texts. They deal with prejudice and segregation.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 8

Purpose The purpose for close reading is for students Overview of to notice character development. The main character, August, evolves what will be throughout the book and acts in ways that taught are out of character, ways that do not fit his pattern. The close read would take place after the book has been read. The teacher can focus on sections of the book where this is evident.

Approach Contrasts and Contradictions Close reading focus

Grade Level 5th grade

Text  Wonder by R.J. Palacio Title and type of  Narrative  790L text to be used in lesson

Materials  Contrasts and Contradictions anchor Additional chart  Discourse sentence frames materials to conduct lesson

Vocabulary Any vocabulary would be addressed Words to be during the read aloud. However, vocabulary is accessible. taught during or after instruction Sample Students should notice that August Pullman begins as a boy who acts immature and at Student Work times chooses to retreat to his old ways. Example of However, he does things that show that he what students is growing up. Like cutting his ponytail or

83 may produce going to camp. He learns to embrace who he is and his uniqueness.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 9

Purpose The close reading purpose is for students to Overview of notice character development and internal conflict for the main character, Stellaluna. what will be They should notice when the character is taught acting in ways that seem to be contradicting.

Approach Contrasts and Contradictions Close reading focus

Grade Level 3rd grade

Text  Stelalluna by Janell Cannon Title and type of  Narrative  550L text to be used in lesson

Materials  Contrasts and Contradictions anchor Additional chart  Discourse sentence frames materials to conduct lesson

Vocabulary  Swooped (fly-by) will be addressed Words to be during reading. Students may be unfamiliar with this word. taught during or  Limp (fly-by) will be addressed during after instruction reading. I selected this word because students may be unfamiliar with it.  Clutched (fly-by) will be addressed during reading. I selected this word because students may be unfamiliar with it.  Clambered (fly-by) will be addressed during reading. I selected this word because it may be unfamiliar. It also

describes Stellaluna.  Survival (imported) SFE: When you talk about the survival of something, then you mean they stay alive in spite of the difficult circumstances. Sentence: The bats echolocation helps with its survival because it can hunt for food. Rationale: This word should be addressed at the end of the read. It is selected because it may be used to discuss Stellaluna’s abilities, main idea, and theme.

This is a sample of some words that may be addressed in the first read.

Sample  Climbed into nest and ate grasshopper

Student Work  Stellaluna learned to be like birds Example of  Stayed awake during the day what students  Slept during the night may produce  Ate bugs  Slept in nest  Does not hang by her feet

Notes Beginning with a picture book to introduce this concept makes this accessible for students. Eventually, students may note contrasts and contradictions in novels.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 10

Purpose The close reading purpose is for students to Overview of notice the contrasts and contradictions in the character’s actions. This will lead to a what will be new understanding about the character. taught Students will notice character development and internal conflict.

Approach Contrasts and Contradictions Close reading focus

Grade Level 4th grade

Text  Mr. Tiger Goes Wild by Peter Brown Title and type of  Narrative  AD440L text to be used in lesson

Materials  Contrasts and Contradictions anchor Additional chart  Discourse sentence frames materials to conduct lesson

Vocabulary  Society (imported) SFE: A society is Words to be the people who live together in a region as an organized group. taught during or Sentence: In our society, many after instruction people consume a lot of fast food. Rationale: This word will be addressed at the end of reading during discussion. This word may be imported during discussion to explain the theme or main idea.  Norms (imported) SFE: Norms are the ways in which people are expected to behave in a society that are considered normal. Sentence: The

norm at school is for students to throw away the trash in the cafeteria once they are done eating. Rationale: This word will be addressed at the end of reading during discussion. This word may be imported during discussion to explain the theme or main idea.

Sample  Mr. Tiger is wearing clothes.  The animals are not behaving like

Student Work wild animals. Example of  Mr. Tiger is the only one in what students orange/color. may produce  Mr. Tiger is drinking from a mug.  Mr. Tiger walks on all fours.  Mr. Tiger is not acting proper anymore.  Mr. Tiger takes off his clothes.  Mr. Tiger returns to the city.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 11

Purpose The purpose for close reading is for students Overview of to identify the signpost. They must then infer the meaning of the life lesson as it pertains to what will be the character and to life in general. taught

Approach Words of the Wiser Close reading focus

Grade Level 3rd grade

Text  Each Kindness by Jacqueline Woodson Title and type   Narrative of text to be  530L used in lesson

Materials  Words of the Wiser anchor chart Additional  Discourse sentence frames materials to conduct lesson

Vocabulary  Second hand store (fly-by) addressed Words to be during reading. Students may not know what this means and it is taught during important to establish what this is so or after they understand the description of instruction Maya.  Ragged (fly-by) Addressed during reading. This word should be discussed because it may be unknown. It is also important because it describes Maya.  Kindness (fly by) will be addressed during reading. This word is central to the theme of the story.  Prejudice (imported) SFE When someone is prejudiced, they

unreasonably dislike someone. Sentence The girls were prejudiced against Maya because she wore clothes from a secondhand store. Rationale: This word is necessary for discussing the conflict in the story and may be used to discuss theme. Sample Students will note the signpost, “This is what kindness does, Ms. Albert said. Each little

Student Work thing we do goes out, like a ripple, into the Example of world.” Teacher should incorporate writing what students into this lesson. Students should respond may produce using a frame such as The author is trying to teach me that in life…

The author is trying to teach me that in life we should make good choices and treat others with kindness because sometimes you cannot take that back. For example, Chloe realized too late that she did not treat Maya well. When she realized this, it was too late.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 12

Purpose The purpose for close reading is for students Overview of to identify a theme in the story by noting what another character in the story is what will be saying, words of the wiser. The author usually taught does this as a way to clue in the reader to determine the theme in the story when the character provides wisdom.

Approach Words of the Wiser Close reading focus

Grade Level 5th grade

Text  Separate is Never Equal: Sylvia Title and type of Mendez and her Family’s Fight for text to be used Desegregation by Duncan Tonatiuh  in lesson  Narrative  AD870L

Materials  Words of the Wiser anchor chart Additional  Discourse sentence frames materials to conduct lesson

Vocabulary  Perseverance (imported) SFE: When Words to be you persevere with something, you continue doing it even when it is taught during difficult and you do not give up. or after Sentence: Martin Luther King instruction persevered in his fight for equal rights and did not give up, even when his life was in danger. Rationale: This word is imported because it is essential for discussing the theme and main idea of the text. To be discussed

after reading.  Inferior (fly-by) this word should be addressed during reading. It is essential for understanding the problem in the story.  Integrate (fly-by) this word should be addressed during reading. It is essential for understanding the underlying problem and theme in the story.  Segregation (fly-by) this word should be addressed during reading. This word captures the conflict in the story.  Degrading (fly-by) this word should be addressed during reading. This word is essential to understanding the way Mexicans were treated. Sample Students will note the signpost on pages 3 and 34. Students should notice that the Student Work older character provides the younger Example of character with advice. They should note the what students following: may produce “Sylvia,” said her mother. “¿No sabes que por eso luchamos?” “Don’t you know that is why we fought?”

“So, remember,” said Sylvia’s mother, “we fought to make sure you could attend a good school and have equal opportunities.”

Students should ask themselves, “What’s the life lesson, and how might it affect the character?” Students may say something like…

Sylvia’s mother is telling her this so that she does not give up on going to school.

Learning about what her family had to go through to have her go to a regular school might change Sylvia’s feelings. The author is trying to teach me that in life people should not give up when things get tough.

Notes Vocabulary should be addressed in the first read. It is at a higher level and is essential for students to understand the theme in the story. Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 13

Purpose The purpose for close reading is for students Overview of to identify a theme in the story by noting what another character in the story is what will be saying, words of the wiser. The author taught usually does this as a way to clue in the reader to determine the theme in the story when the character provides wisdom.

Approach Words of the Wiser Close reading focus

Grade Level 4th Grade

Text  Tiger Rising by Kate DiCamillo  Title and type of  Narrative  590L text to be used in lesson

Materials  Words of the Wiser anchor chart Additional  Discourse sentence frames  Chapter 10, of Tiger Rising materials to conduct lesson

Vocabulary This book can be read as a read aloud. Words to be Vocabulary can be addressed during the first read in order for students to get to the taught during or gist. However, vocabulary is accessible. after instruction

Student Work “Sadness,” said Willie Mae, closing her eyes Example of and nodding her head. “You keeping all that sadness down low, in your legs. You not what students letting it get up to your heart, where it may produce belongs. You got to let that sadness rise up.” pg. 37

Students will discuss what this advice from Willie Mae means to Rob.

Rob has been sad because his mom died. He also has a rash in his legs. In addition, he keeps talking about how he puts his feelings and things he does not want to deal with in a suitcase. Maybe what Willie Mae is saying is that he needs to talk about his feelings. Maybe what she means is that the rash is his feelings trying to come out. Maybe in life you have cannot hold things back and you have to talk about how you are feeling because it will be better for you.

Students can discuss what the following advice means for Sistine Bailey.

“This is it: Ain’t nobody going to come and rescue you,” said Willie May. She opened the car door and sat down behind the wheel. “You got to rescue yourself. You understand what I mean?” pg. 81-82

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 14

Purpose The purpose for close reading is for students Overview of to identify the image, phrase, or reference that repeats throughout. They must then what will be infer the meaning as it pertains to the taught character and to life in general.

Approach Again and Again Close reading focus

Grade Level 4th Grade

Text  Tiger Rising by Kate DiCamillo  Title and type of  Narrative  590L text to be used in lesson

Materials  Again and Again anchor chart Additional  Discourse sentence frames materials to conduct lesson

Vocabulary Vocabulary is accessible for students. Words to be taught during or after instruction Sample Students will notice that the author repeatedly uses the image of a suitcase Student Work as a way for the main character, Rob, Example of to repress his feelings about the loss of what students his mother among other things. may produce I think the author used this image to show that keeping your feelings locked

inside is hurtful. People should talk about how they are feeling. For example, Rob did not say his mother’s name until the end of the story. He locked it away in his suitcase.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 15

Purpose The purpose for close reading is for students Overview of to identify the image, phrase, or reference that repeats throughout the text. They must what will be then infer the meaning that will lead to an taught understanding about theme and conflict, or it may foreshadow something that is to come.

Approach Again and Again Close reading focus

Grade Level 4th Grade

Text  The Other Side by Jacqueline Title and type of Woodson   Narrative text to be used  AD300L in lesson

Materials  Again and Again anchor chart Additional  Discourse sentence frames  Copy of the text for each student materials to conduct lesson

Vocabulary  Segregation (imported) SFE: When Words to be you segregate two groups of people, you keep them apart from each taught during or other intentionally in an unfair after instruction manner. Sentence: African Americans were not allowed to go to the same schools as whites because they were segregated. Rationale: This word is essential for understanding the complexities of the time and to discuss main idea or theme. The story does not outright discuss the division that existed. In addition, a word can

be used in other texts. Addressed at the end of reading.  Perception (imported) SFE: Your perception of something is how you think about it. Sentence: The students’ perception of the teacher is that she gives too much homework. Rationale: This word can help students understand how people on both sides of the fence viewed one another, as different. However, the characters realize they are very much alike.

Student Work Students will notice recurring phrases or Example of images and ask themselves, “Why Does this keep showing up again and again?” what students may produce A recurring image, phrase or object:  Fence  “The other side” The fence represents the division among the blacks and whites during this time. It also represents the segregation that people experienced during this historical period. It can also mean that the characters, Annie and Clover, both overcame that physical and mental barrier by sitting and playing on the fence. It can show us that they were both valiant to do so.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

Lesson 16

Approach Again and Again Close reading focus

Grade Level 3rd Grade

Text  I Want My Hat Back by Jon Klassen Title and type of  Narrative  230L text to be used in lesson

Materials  Again and Again anchor chart Additional  Discourse sentence frames  Copy of the text for each student materials to conduct lesson

Vocabulary Vocabulary is accessible for students. Words to be taught during or after instruction

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 “Thank you”

Students may infer that the bear ate the rabbit. They may discuss theme and say that it is not right for the bear to take the rabbit’s life over a material thing. They may think he is not justified. They may also discuss the change in the character. At the beginning of the story, the bear says “thank you” which leads the reader to believe he is a polite bear. However, then we infer that he ate the rabbit.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Close Reading of Informational Texts

Lesson 1

Purpose In this close reading lesson, students will Overview of determine the author’s purpose using text evidence to support their thinking. In the first what will be lesson, the teacher should read aloud and taught guide students to come to an initial understanding of the story. In the first read, address the vocabulary.

Approach Students will read closely to determine if the Close reading author’s purpose is any of the following:  To instruct

focus  To recount  To explain  To describe  To persuade

Grade Level 4th Grade

Text  The Tree Lady by H. Joseph Hopkins  Title and type of  Narrative informational  760L text to be used in lesson

Materials  Author’s purpose chart Additional  Chart paper with the five author’s purposes and a student friendly materials to explanation for each conduct lesson  Chart paper and markers

Vocabulary  Discouraged (fly-by) Addressed Words to be during reading. This word is essential to understanding the main idea in the taught during or next lesson. Students need to after instruction understand how studying science was not the norm for women. This contributes to the main idea that

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Kate Sessions was perseverant and going against the social norms of the time.

Student Work The purpose is to recount because… Example of  It recounts how she changed San Diego. what students  It talks about Kate Sessions’ life and it may produce was in the past.  The author is telling the life of Kate Sessions and how she planted trees.  Recount because it talked about their life and how she became what she did; a teacher, graduated university,, owned a nursery

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 2

Purpose In this close reading lesson, students will Overview of determine the author’s purpose using text evidence to support their thinking. In the first what will be read, the teacher should read aloud and taught guide students to come to an initial understanding of the story. In the first read, address the vocabulary.

Approach Students will read closely to determine if the Close reading author’s purpose is any of the following:  To instruct

focus  To recount  To explain  To describe  To persuade

Grade Level 3rd Grade

Text  Feathers Not Just for Flying by Melissa Title and type of Stewart   Narrative informational text to be used  910L in lesson

Materials  Author’s purpose chart Additional  Chart paper with the five author’s purposes and a student friendly materials to explanation for each conduct lesson  Chart paper and markers

Vocabulary  Soaring (fly-by) Addressed during Words to be reading. Students can come to an understanding using the illustrations. taught during or This word can be used in other after instruction subjects and so it is a word that should be defined to expand children’s vocabulary.  Predators (fly-by) Addressed during reading. It is an essential word

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because students will encounter it in science. The illustrations may support understanding.  Camouflage (fly-by) Addressed during reading. This word will be useful for science content. Also important in understanding the description of the bird.  Glide (fly-by) Addressed during reading. This word is useful for students because it will expand their vocabulary. It will help the reader understand the characteristics of the swan. SFE: When a bird glides, it moves smoothly and quietly on the surface.

Student Work The purpose is to describe the types of Example of feathers birds have and how they function.  Describes how birds use their wings what students  Describes feathers as soft/hard-- may produce physical attributes  Describes the texture of feathers and their use  The role they play in a bird's body  How birds use their wings in the text it says “texture keeps them warm feathers help protect them”

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 3

Approach Students will read closely to determine if the Close reading author’s purpose is any of the following:  To instruct

focus  To recount  To explain  To describe  To persuade

Grade Level 4th Grade

Text  Activists Helping Transform Fear of Title and type Owls into Love By Los Angeles Times, adapted by Newsela staff  of text to be  Informational used in lesson  700L

Materials  Author’s purpose chart Additional  Chart paper with the five author’s purposes and a student friendly materials to explanation for each conduct lesson  Chart paper and markers

Vocabulary  Misconception (imported) SFE: When Words to be someone has a misconception, they have a mistaken opinion about taught during something. Sentence: There is a or after misconception about bats because instruction people fear them when in reality they are gentle animals. Rationale: This word should be addressed at the end of the reading. This word is essential because it will help students express

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the main idea.

Student Work The author’s purpose is to persuade the Example of reader. He wants the reader to believe that owls are not dangerous. In addition, owls what students can help humans by eating rats that eat may produce human food.

Sample of student statements during discussion:  Trying to change what people think about owls  Convince you why owls are not dangerous  Hopes to change ideas that people have that are not true  Author wants me to believe that owls are good and they solve the rat problem

Notes In the first read, address vocabulary.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 4

Approach Students will read closely to determine if the Close reading author’s purpose is any of the following:  To instruct

focus  To recount  To explain  To describe  To persuade

Grade Level 4th Grade

Text  Eye: How it Works by David Macaulay Title and type of  Informational  AD640L text to be used in lesson

Materials  Author’s purpose chart Additional  Chart paper with the five author’s purposes and a student friendly materials to explanation for each conduct lesson  Chart paper and markers

Vocabulary  Function (imported) SFE: The function Words to be of something or someone is the useful thing it does. Sentence: A car’s taught during or function is to transport people to after instruction places. Rationale: This word would be essential to discuss the author’s purpose and to discuss the main idea in another read. This word should be addressed at the end or during reading.

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Student Work The purpose is to explain because… Example of  The purpose is to explain because it explains how the different parts of the what students eye work. may produce  It explains what tears do to help the eye keep them moist.  Explains why there are two eyes.  It explains how the eyes send information to the brain.  The author's purpose is to explain the function of each part of the eye. The author’s purpose in the book Eye: How it Works by David Macaulay is to explain how the eyes function. For example, it explains how the iris controls the pupil to let in the right amount of light. It also explains how eyelashes stop germs from entering the eye.

Notes In the first read, address the vocabulary.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 5

Purpose In this close reading lesson, students will Overview of determine the author’s purpose using text evidence to support their thinking. In the what will be first lesson, the teacher should read aloud taught and guide students to come to an initial understanding of the story.

Approach Students will read closely to determine if the Close reading author’s purpose is any of the following:  To instruct

focus  To recount  To explain  To describe  To persuade

Grade Level 3rd Grade

Text  How to Make Slime by Lori Shores  Title and type of  Informational  IG460L text to be used in lesson

Materials  Author’s purpose chart Additional  Chart paper with the five author’s purposes and a student friendly materials to explanation for each conduct lesson  Chart paper and markers

Vocabulary Vocabulary is accessible for students. Words to be taught during or after instruction

Student Work The purpose is to instruct because… Example of  The author’s purpose is to instruct because it gives you systematic what students instructions on how to make slime. may produce

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 The author’s purpose is to instruct. For example, the first step is to get the materials, then add water to a dish, and add food coloring. In How to Make Slime by Lori Shores, the author’s purpose is to instruct the reader on how to make slime. The author provides specific steps for the reader.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 6

Purpose The purpose of this lesson is to read closely to Overview of identify the text structure. what will be taught

Approach Text structure Close reading  Enumerative  Sequence

focus  Chronology/narrative  Comparison  Causal relationships  Problem-solution

Grade Level 5th grade

Text  Separate is Never Equal: Sylvia Title and type Mendez and her Family’s Fight for Desegregation by Duncan Tonatiuh  of text to be  Informational narrative used in lesson  Lexile AD 870

Materials  Text Structure Chart Additional  Chart paper with the five author’s purposes and a student friendly materials to explanation for each conduct lesson  Chart paper and markers

Vocabulary Vocabulary should be addressed in first Words to be read. taught during or after instruction

Student Work Text structure is Problem-Solution. The Example of students should note that the problem in the story is that Sylvia and other kids like her were what students not treated fairly in schools. Her father filed

112 may produce suit in the court until changes were made in the school system.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 7

Purpose The purpose for the lesson is to closely read Overview of to determine the text structure. The teacher models taking notes as a form of identifying what will be text structure. taught

Approach Text structure Close reading  Enumerative  Sequence

focus  chronology/narrative  Comparison  Causal relationships  Problem-solution

Grade Level 4th Grade

Text  The Tree Lady by H. Joseph Hopkins  Title and type  Narrative informational  760L of text to be used in lesson

Materials  Text structure chart with the common Additional text structures defined in student friendly terms. materials to  Chart paper and markers conduct lesson

Vocabulary Addressed in previous lessons. Words to be taught during or after instruction

Student Work The text structure is chronology/narrative.

Example of The author uses a narrative text structure. He what students started by telling the reader about Kate’s life may produce as a child and love for trees. He moves the

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story forward by recounting when she went to school and was the only girl, how she was the first woman to graduate from college, and when she moved to San Diego. The author organized the story in sequence by told it as a story.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 8

Purpose The purpose for the lesson is to closely read Overview of to determine the text structure. The teacher models taking notes as a form of identifying what will be text structure. taught

Approach Students will read closely to identify the text Close reading structure as any of the following:  Enumerative

focus  Sequence  chronology/narrative  Comparison  Causal relationships  Problem-solution

Grade Level 4th Grade

Text  Feathers Not Just for Flying by Melissa Title and type Stewart   Narrative informational of text to be  910L used in lesson

Materials  Text structure chart with student Additional friendly definitions of the common text structures. materials to  Chart paper and markers. conduct lesson

Vocabulary Addressed in previous lesson. Words to be taught during or after instruction

Student Work The text structure is enumerative because the author begins by talking about the topic, Example of which is feathers. The author organizes the text by talking about the different uses

116 what students feathers have for different birds. It describes may produce each type of bird and the function the feathers have for that bird.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 9

Purpose The purpose for the lesson is to closely read Overview of to determine the text structure. The teacher models taking notes as a form of identifying what will be text structure. taught

Approach Students will read closely to determine text Close reading structure:  Enumerative

focus  Sequence  chronology/narrative  Comparison  Causal relationships  Problem-solution

Grade Level 5th Grade

Text  Years of Dust: The Story of the Dust Title and type of Bowl by Albert Marrin ; Pages 52-61  Informational text to be used  1040L in lesson

Materials  Text structure chart with student Additional friendly definitions of the common text structures. materials to  Chart paper and markers. conduct lesson

Vocabulary Vocabulary should be addressed in a first Words to be read. taught during or after instruction

Student Work The author uses causal relationships to explain why the Dust Bowl occurred. Example of  The author started things off by explaining how a drought in 1930 what students caused crops to wither.

118 may produce  The author advances the topic by explaining that heat was also brought about with the drought. The heat caused heat stroke and 1000s of deaths.  The heat and dryness caused 1000s of grasshoppers to hatch and eat everything.  Farmers removed grasses that were drought resistant, which caused dust storms.

Notes Specific paragraphs in this section should be chosen which illustrate causal relationships.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 10

Purpose The purpose of this lesson is to read closely Overview of to identify the text structure. what will be taught

Approach Text structure Close reading  Enumerative  Sequence

focus  Chronology/narrative  Comparison  Causal relationships  Problem-solution

Grade Level 3rd grade

Text  How to Make Slime by Lori Shores  Title and type of  Informational  Lexile 460 text to be used in lesson

Materials  Text Structure Chart Additional  Chart paper with the five author’s purposes and a student friendly materials to explanation for each conduct lesson  Chart paper and markers

Vocabulary Vocabulary is accessible for students. Words to be taught during or after instruction

Student Work The text structure is sequence because the author describes a series of steps on how to Example of make slime. The author provides systematic instructions for most of the text. what students may produce

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Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 11

Purpose The purpose of this lesson is to read closely to Overview of identify the text structure. what will be taught

Approach Text structure Close reading  Enumerative  Sequence

focus  Chronology/narrative  Comparison  Causal relationships  Problem-solution

Grade Level 4th grade

Text  Everyday Mysteries: The Difference Title and type between a Butterfly and a Moth by Library of Congress, adapted by of text to be Newsela staff used in lesson  Informational  Lexile 710

Materials  Text Structure Chart Additional  Chart paper with the five author’s purposes and a student friendly materials to explanation for each conduct lesson  Chart paper and markers

Vocabulary Words to be taught during or after instruction

Student Work The text structure is comparison because the author describes the similarities and Example of differences between a butterfly and a moth.

122 what students The author describes the physical differences may produce between a butterfly and a moth in relation to the wings, body, behavior, and the pupa stage.  The author describes how moths and butterflies begin as eggs, and then they are born as caterpillars. However, the pupa stage is different because a moth makes a cocoon and a butterfly makes a chrysalis.

Notes A comparison text structure is evident in part of the text at the micro level.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 12

Purpose The purpose of this lesson is to read closely Overview of to identify evidence to support the main idea. what will be taught

Approach Main Idea Close reading focus

Grade Level 4th Grade

Text  The Tree Lady by H. Joseph Hopkins  Title and type  Informational narrative  760L of text to be used in lesson

Materials  Student friendly explanation of the Additional word perseverance on paper to be displayed materials to  Chart paper with the main idea posed conduct lesson as a question  How did Kate Sessions persevere in pursuing her love for trees?  Chart paper and markers

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lesson. To be discussed after reading.

Student Work  Kate hunted for different types of trees from different places in the world Example of  Girls were discouraged to study science and she continued doing it. what students  Travelled to Mexico to find trees. may produce  Kate went to school to learn about trees.  Planted trees with the help of friends.  Graduated from college with a science degree.  Only girl in her class, no other woman had graduated with a degree in science.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 13

Purpose The purpose of this lesson is to read closely Overview of to identify evidence to support the main idea. what will be taught

Approach Main Idea Close reading focus

Grade Level 4th Grade

Text  Activists Helping Transform Fear of Title and type Owls into Love By Los Angeles Times, adapted by Newsela staff  of text to be  Informational used in lesson  700L

Materials  Student friendly explanation of the Additional word misconception on paper to be displayed materials to  Chart paper with the main idea posed conduct lesson as a question  How did activists change people’s misconceptions about owls?  Chart paper and markers

Vocabulary  Misconception (imported) SFE: When Words to be someone has a misconception, they have a mistaken opinion about taught during something. Sentence: There are many or after misconceptions about girls not being instruction able to play sports. Girls are great at sports. Rationale: This word is imported because it is essential for discussing the main idea of the text. To be discussed after reading.

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Student Work Sample main idea summary:

Example of The article “Activists Helping Transform Fear of Owls Into Love,” is about how sometimes what students misconceptions about animals cause may produce people to fear them. For example, in South Africa people believe that owls are bad luck and so they do not like them. People thought that owls were bad luck and they would die. Therefore, EcoSolutions decided to educate people about owls. For example, a project in schools was to teach children how to care for owls. In addition, Mduduzi, an EcoSolutions partner, said he talked to people about the use of owls. They killed rats that ate human food.

I think it is important for people to be informed.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 14

Purpose The purpose of this lesson is to read closely to Overview of gather evidence to support the main idea and to respond in writing. what will be taught

Approach Main Idea Close reading focus

Grade Level 4th Grade

Text  Feathers: Not Just for Flying by Melissa Title and type Stewart   Informational narrative of text to be  910L used in lesson

Materials  Copies of the text Additional  Anchor chart with the purpose for close reading stated as a question materials to  “How do the different functions conduct lesson of a bird’s feathers contribute to its survival?

Vocabulary  Function (imported) to be addressed Words to be at the beginning. SFE: The function of something is the useful thing it does. taught during Sentence: The function of a car is to or after transport people to places. Rationale: instruction  Survival (imported) to be addressed at the beginning. SFE: Survival is the fact of continuing to live or exist in spite of great danger. Sentence: The deer’s monocular vision helps with its survival. Rationale: This word is imported because it is essential for discussing the main idea of the text. To be discussed after reading.

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Student Work Birds have different types of feathers that have a variety of functions that contribute to Example of their survival. what students may produce

Notes This text can be used to meet the science standards. How do animals use internal and external features to survive?

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 15

Purpose The purpose of this lesson is to read closely Overview of with a focus on literal and figurative language. Students notice how the author what will be uses language to carry meaning. taught

Approach Descriptive Language Close reading focus

Grade Level 4th Grade

Text  Trapped! A Whale’s Rescue by Robert Title and type of Burleigh  Informational text to be used  510L in lesson

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to conduct lesson

Vocabulary  Sleek (fly-by) SFE: When hair or fur is Words to be sleek, then it is smooth and shiny. Rationale: Students may be unfamiliar taught during or with this term and it is necessary for after instruction students to imagine the whale’s actions. The word should be addressed during reading.  Spyhop (fly-by) SFE: When a whale spyhops, it vertically pokes its head out of the water. Rationale: Students may be unfamiliar with this term and it is necessary for students to imagine the whale’s actions. The word should be addressed during reading.  Lobtail (fly-by) SFE: When a whale

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lobtails, it slaps its flukes against the surface of the water. Rationale: Students may be unfamiliar with this term and it is necessary for students to imagine the whale’s actions. The word should be addressed during reading.

Student Work In this excerpt, the author uses descriptive language to create a vivid image of the Example of whales in the ocean. Ask students to close their eyes and imagine how the whales what students look. may produce “The huge humpback whale dips and dives. Her sleek black sides shimmering, she spyhops, lobtails, flashes her flukes. Past rocky shores and sandy beaches, from icy Arctic seas to the California coast, she feeds on masses of tiny krill in the food-rich water. Towering waves cascade down her leathery back. She arches and leaps. Boom! She spanks the cold blue with her powerful tail. Bang! Down in the depths, her call echoes.”

 What did you see when you closed your eyes and what ideas did these images give you? The whales in the water dipping, her shiny and leathery back. How she pokes her head out of the water and slaps the water.  When an author uses language that paints a vivid picture, then it is called imagery.  Students read on with a partner and find further examples of imagery.  What did you learn about imagery and the role it played in the text?

Notes Teacher should read story first for gist, initial

131 comprehension. The focus for the second read is close reading.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 16

Purpose The purpose of this lesson is to read closely Overview of with a focus on language. Students notice how the author uses language to carry what will be meaning. taught

Approach Language Close reading focus

Grade Level 5th Grade

Text  Years of Dust: The Story of the Dust Title and type Bowl by Albert Marrin ; p. 9, para. 2 & 3 of text to be  Informational used in lesson  1040L

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to  Chart paper to jot student responses conduct lesson

Vocabulary  Horrid (fly-by) addressed during Words to be reading. Students may not have a clear understanding of what this word taught during means and it is necessary to or after understand the conditions during the instruction Dust Bowl.  Scorching (fly-by) Addressed during reading. Students may be unfamiliar with this word. It is necessary to understand the conditions during the Dust Bowl.

Student Work Sample questions teacher will use to guide Example of students in discussion to identify how the author used language to carry meaning and

133 what students possible student responses: may produce An important idea in this section is that the Great Plains is a place of extreme, violent weather.

 When something is described as violent, what does it mean? Great physical force, intense, severe, harsh, destroys, damages  Students work with a partner to find places where the author describes the weather as violent.  Winds blow constantly  Winds over one hundred miles an hour  High wind wears you down  Brings scorching heat  Numbing cold  Temperatures past one hundred degrees  You found ways and explained how the author described the weather as violent. Write a paragraph to explain how this evidence shaped your thinking about the weather in the Great Plains.

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 17

Purpose The purpose of this lesson is to read closely Overview of with a focus on language. Students notice how the author uses language to carry what will be meaning. taught

Approach Personification Close reading focus

Grade Level 5th Grade

Text  Years of Dust: The Story of the Dust Title and type of Bowl by Albert Marrin ; p. 9, para. 2  Informational text to be used  1040L in lesson

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to  Chart paper to jot student responses conduct lesson

Vocabulary  Torment (fly-by) this word should be Words to be addressed during reading. SFE: When something torments someone, then it taught during or makes him or her suffer a lot mentally. after instruction Rationale: This word may be unfamiliar to students and is necessary to understand a main idea in this excerpt.  Moaning (fly-by) this word should be addressed after reading the excerpt. SFE: If you moan, then you make a low miserable cry. Rationale: This word may be unfamiliar to language learners; in addition, students must know the precise meaning to

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understand why the author used this word to convey meaning.  Howling (fly-by) this word should be addressed after reading the excerpt. SFE: When something or someone howls, then they let out a long, loud, crying sound that is dreary. Rationale: This word may be unfamiliar to language learners; in addition, students must know the precise meaning to understand why the author used this word.

Student Work Sample questions teacher will use to guide Example of students in discussion to identify how the author used personification to carry what students meaning and possible student responses: may produce Read sentence. “[Wind] its moaning, whistling, and howling often tormented the first white settlers, people unused to such sounds.

 What does this sentence mean? The wind made people suffer.  Why didn’t the author simply say the strong winds made people suffer? Why did the author use the words moaning, whistling, and howling in his description? He used those words because it makes the wind sound worse like it was miserable. It made sounds that could be scary and depressing.  The author used words like moaning, whistling, and howling to describe what the wind did. However, the wind cannot actually moan, whistle, or howl. When an author does this, it is called personification. When you give human-like qualities to something that

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is not human.  The author used personification to bring the wind to life. Read excerpt again.  What did you learn about personification and the role it played in the text?

Notes Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 18

Purpose The purpose of this lesson is to read closely Overview of to determine word meaning using context clues. what will be taught

Approach Vocabulary: Word meaning from context Close reading focus

Grade Level 3rd Grade

Text  A Place for Bats by Melissa Stewart Title and type of  Informational  920L text to be used in lesson

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to conduct lesson

Vocabulary Vocabulary will be addressed through close Words to be reading using context clues to determine meaning. taught during or  Fungus; p. 9-10 after instruction  Prey; p. 26  Predators; p. 26

Student Work Sample questions teacher will use to guide Example of students in discussion to uncover meaning for the word fungus and possible student what students responses: may produce  What does fungus mean? A disease affects bats.  What else do we know about the word fungus? It has caused bats to

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die.  What does the next sentence tell us about fungus? Scientists think it might have spread on people’s shoes and clothes. A fungus is something that can spread and cause deadly diseases.

Notes Teacher should read story first for gist, initial comprehension. The focus for the second read is close reading. The teacher leads through prompts with an example and students try a second example independently, as a class, or with partners.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 19

Purpose The purpose of this lesson is to read closely Overview of to determine word meaning using context clues. what will be taught

Approach Vocabulary: Word meaning from context Close reading focus

Grade Level 4th Grade

Text  Oh Rats! The Story of Rats and People Title and type of by Robert Marrin  Informational text to be used  960L in lesson

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to conduct lesson

Vocabulary Vocabulary will be addressed through close Words to be reading using context clues to determine meaning. taught during or  Gnawing; p. 7, para. 2-3 after instruction  Ancestors; p. 8

Student Work Sample questions teacher will use to Example of prompt students in discussion to uncover meaning for the word gnawing and what students possible student responses: may produce  What does the word gnawing describe? It describes rats.  What does the next sentence tell us? Rats have incisors, which are teeth.  What are they used for? They are

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used for cutting or gnawing.  What else do we know about the word gnawing? Rodents wear down their incisors when they gnaw on hard things.  How do you wear things down? You can wear something down when you use it a lot.  What does the word gnawing mean? When rats gnaw on things, they are cutting through things by doing it a lot, or repeatedly using their sharp teeth. So gnawing means to cut through something by doing it repeatedly.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 20

Purpose The purpose of this lesson is to read closely Overview of to determine word meaning using context clues. what will be taught

Approach Vocabulary: Word meaning from context Close reading focus

Grade Level 5th Grade

Text  Separate is Never Equal: Sylvia Title and type of Mendez and her Family’s Fight for Desegregation by Duncan Tonatiuh text to be used  in lesson  Informational  AD870L

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to conduct lesson

Vocabulary Vocabulary will be addressed through close Words to be reading using context clues to determine meaning. taught during or  Segregate; p. 29 after instruction  Inferior; p. 29

Student Work Sample questions teacher will use to Example of prompt students in discussion to uncover meaning for the word segregate and what students possible student responses: may produce  What is happening here? Children are separated into different schools.  How is segregation described in this sentence? It is bad.

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 What does the next sentence tell you about the word segregation? People need to live together so they understand each other.  What else do we know? Children should go to the same schools.  What does this tell us? Maybe kids could not go to the same schools.  What does the word segregate mean? When places are segregated, they do not allow all people to go the same places and it is bad because they need to get to know each other.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 21

Purpose The purpose of this lesson is to read closely Overview of to learn content through summarization. Students identify the main idea in a text, what will be they gather evidence to support the main taught idea, and they then finalize the process by putting it all together into a summary.

Approach Summarizing Close reading focus

Grade Level 3rd Grade

Text  Bats by Gail Gibbons Title and type of  Informational  630L text to be used in lesson

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to  Chart paper to jot student answers conduct lesson

Vocabulary  Function (imported) SFE: The function Words to be of something is the useful thing it does. Sentence: The function of a car taught during or is to transport people to places. after instruction Rationale: This word will support the main idea statement. To be addressed at the beginning when discussing what the text is mostly about.  Survival (imported) SFE: Survival is the fact of continuing to live or exist in spite of great danger. Sentence: The deer’s monocular vision helps with its survival. Rationale: This word will

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support the main idea statement. To be addressed at the beginning when discussing what the text is mostly about.

Student Work Main idea:  A main idea is that bats have a Example of variety of physical features with diverse functions that support their what students survival. may produce Evidence that supports main idea:  Large wings, small bodies, and lightweight bones.  They have a membrane that stretches between the bones  Move fingers separately which helps with speed and direction.  Use toe claws to hang and move around.  Can slow down heartbeat during hibernation.  Bats use their senses to survive echolocation to hunt for food.  Female bats use their tail membrane and wings to cradle their pups. Summary: Bats have a variety of physical features with diverse functions that support their survival. For example, they have large wings, small bodies, and lightweight bones. They have a membrane between the bones and the tail that helps cradle their pups. They can move their fingers separately, which helps them with speed and direction. In addition, they use their toe claws to hang and move around. They use echolocation, a sound that they send out and bounces off insects, to hunt.

Notes Teacher should read story first for gist, initial comprehension. The focus for the second

145 read is close reading.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 22

Approach Summarizing Close reading focus

Grade Level 4th Grade

Text  Inventors and Scientists: Jane Goodall Title and type of by Cynthia Stokes Brown, adapted by Newsela staff text to be used  Informational in lesson  750L

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to  Chart paper to jot student answers conduct lesson

Vocabulary  Social behavior (fly-by) SFE: Social Words to be behavior is the way in which animals act and communicate with one taught during or another. Rationale: This word is after instruction essential for understanding the scope of Jane Goodall’s work in the Chimpanzee preserve.  Curiosity (imported) SFE: When someone is curious, then they have a desire to know about something. Sentence: I was curious about bats and so I read many books to learn more about them. Rationale: This

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word should be imported if discussing theme or the agent’s character traits.

 Tenacious (imported) SFE: When someone is tenacious, then they do not give up easily. Sentence: Jane Goodall was very tenacious and worked hard to learn more about chimpanzees. Rationale: This word should be imported if used in the main idea statement or to describe the agent.  Innovator (imported) SFE: When someone is an innovator, then they bring new ideas and change the way people think. Sentence: Jane Goodall was an innovator in the field of physical anthropology because she learned new things about chimpanzees that were unknown. Rationale: This word should be imported if discussing theme or the agent’s character traits.

Student Work Main idea: Example of  A main idea in the text is that Jane Goodall was tenacious in following what students her passion. may produce  A main idea in the text is that Jane Goodall was an innovator of science because she learned many things about chimpanzees that were unknown.  This article is about Jane Goodall’s journey and the way in which she changed the way people thought about chimpanzees. Evidence that supports main idea:  Jane Goodall observed animals as a child.  Could not go to college.

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 Worked to save money to travel to Kenya.  Met Louis Leakey, a fossil hunter.  Jane Goodall is hired to observe chimps.  She observed chimps use tools.  She observed chimps hunt, kill, and eat small monkeys.  Chimps behaved like humans because they acted scared, jealous, and angry.  She observed their relationship between mothers and their children.  Jane Goodall founded an institute to protect chimps.  She created a program to help animals and the environment. Summary: This article is about Jane Goodall’s journey and the way in which she changed people’s views about chimpanzees. She began observing animals as a child. When she could not go to college, she worked to save money to go to Kenya where she met Louis Leakey, a fossil hunter. He hired her to observe chimpanzees. Jane Goodall learned that chimpanzees used tools, hunted, killed, and ate small monkeys. She also learned that their behavior was similar to that of humans because they acted scared, jealous, and angry.

Notes Teacher should read story first for gist, initial comprehension. The focus for the second read is close reading.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Lesson 23

Approach Summarizing Close reading focus

Grade Level 5th Grade

Text  Power and Pollution: The Advantages Title and type of and Disadvantages of Fossil Fuels by By Encyclopedia Britannica, adapted text to be used by Newsela staff in lesson  Informational  850L

Materials  Copies of the text Additional  Purpose for close reading stated on chart paper. materials to  Chart paper to jot student answers conduct lesson

Vocabulary  Fossils (fly-by) SFE: A fossil is what is left Words to be behind from a prehistoric animal or plant. Rationale: This word is essential taught during or for understanding where fossil fuels after instruction derive from. To be taught during reading.  Peat (fly-by) SFE: Peat is decaying plant material, which is found under the ground in some cool, wet regions. Rationale: This term will likely be unfamiliar to students. To be addressed during reading.

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 Decaying (fly-by) When a plant or animal decays, it is slowly broken down as it rots. Rationale: This word will support an understanding of the word peat. It may be a word that students will see again in other texts and throughout the years in earth science. Addressed briefly during reading.  Coke (fly-by) Rationale: Students may confuse this word with others. This word can be addressed with a brief explanation using context clues.  Affect (imported) SFE: When something affects something or someone, then it causes them to change. Sentence: Consuming too much sugar will affect someone’s health negatively. Rationale: This word is necessary for understanding the main idea. To be discussed at the end of the reading.

Student Work Main idea:  A main idea in the text is fossil fuels Example of are used for many things but they may affect people and the what students environment. may produce Evidence that supports main idea:  Most of the world’s energy supplies come from fossil fuels.  ⅓ of U.S. electricity source is coal.  Oil is used to make liquid fossil fuels like gasoline, jet fuel, and kerosene.  Natural gas is used for heating, cooking, and to generate electricity.  Petroleum and coal release harmful gases.  Smog makes it hard for people to breathe.  Carbon Dioxide increases the Earth’s

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temperature.  Climate change affects people, animals, plants, land. Summary: Fossil fuels are nonrenewable resources that can be used for many things but they can affect the environment. They are used to create energy. For example, in the U.S. one third of the electricity comes from coal. Oil is uses to make gasoline, jet fuel, and kerosene. Another fossil fuel is natural gas. It is used for heating, cooking, and to generate electricity. However, they can affect the environment. For example, petroleum and coal release harmful gases that make it hard for people to breathe. In addition, fossil fuels release carbon dioxide, which increases the Earth’s temperature. Climate change can affect people, animals, plants, and the land.

Notes Although the Lexile is considered a fourth grade level, the level of complexity in vocabulary and ideas makes it appropriate for fifth grade.

Teacher should read story first for gist, initial comprehension. The focus for the second read is close reading.

This lesson may be used in conjunction with NGSS standard 4ESS3-1 Earth and Human Activity.

Students should engage in a discussion and written component during the close reading lesson. Discourse and sentence frames are included in Part IV Resources and Tools.

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Part IV: Resources and Tools

List of Texts Used

 Activists Helping Transform Fear of Owls into Love By Los Angeles Times, adapted by Newsela staff

 Bats by Gail Gibbons

 “Colors of the Wind” featuring Judy Kuhn; produced by Stephen Schwartz & Alan Menken

 Each Kindness by Jacqueline Woodson

 Everyday Mysteries: The Difference between a Butterfly and a Moth by Library of Congress, adapted by Newsela staff  Eye: How it Works by David Macaulay

 Feathers: Not Just for Flying by Melissa Stewart

 Freedom Summer by Deborah Wiles

 Fox by Margaret Wild and Ron Brooks

 Gandhi: A March to the Sea by Alice B. McGinty

 Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull

 How to Make Slime by Lori Shores

 Inventors and Scientists: Jane Goodall by Cynthia Stokes Brown, adapted by Newsela staff  I Want My Hat Back by Jon Klassen

 Martin’s Big Words by Doreen Rappaport

 Mr. Tiger Goes Wild by Peter Brown

 Nelson Mandela by Kadir Nelson

 Oh Rats! The Story of Rats and People by Robert Marrin

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 A Place for Bats by Melissa Stewart

 Power and Pollution: The Advantages and Disadvantages of Fossil Fuels by By Encyclopedia Britannica, adapted by Newsela staff

 Separate is Never Equal: Sylvia Mendez and her Family’s Fight for Desegregation by Duncan Tonatiuh

 Stelalluna by Janell Cannon

 The Other Side by Jacqueline Woodson

 Tiger Rising by Kate DiCamillo

 Trapped! A Whale’s Rescue by Robert Burleigh

 Tree Lady by H. Joseph Hopkins

 Wonder by R.J. Palacio

 Years of Dust: The Story of the Dust Bowl by Albert Marrin Spanish Literature

 Ada Magnífica Científica by Andrea Beaty  Animales Extremos by Nicola Davies  Cajas de Cartón by Francisco Jiménez  Cosechando Esperanza by Kathleen Krull  Crisantemo by Kevin Henkes  El Árbol Generoso by Shel Silverstein  El Maestro No Ha Venido by Marcela Arévalo and Natalia Gurovich  Frida by Jonah Winter  Gracias a Winn Dixie by Kate DiCamillo  Helio con Hache by Susana Gómez Redondo  Iván. La Increíble Historia del Gorila del Centro Comercial by Katherine Applegate

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 La Idea Más Maravillosa by Ashley Spires  La Rebelión del Tigre by Kate DiCamillo  La Lección de Augusto by R.J. Palacio  Los Animales Más Mortales by Melissa Stewart  Me Llamo Yoon by Helen Recorvits  Ocultos by Xulio Gutiérrez  Ojos by Xulio Gutiérrez  Pastel Para Enemigos by Derek Munson  Stelaluna (Spanish edition) by Jannell Cannon  Tu Fantástico y Elástico Cerebro: Estíralo y Moldéalo by JoAnn Deak  Un Caso Grave de Rayas by David Shannon  Wilma Sin Límites by Kathleen Krull

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Lesson Idea Sheet

Vocabulary Topic  Words students may not know  What is this text mostly and are necessary for about? understanding  Main ideas?  When will I teach vocabulary?

Notes Close Reading  What approaches can I use?  What is my focus?

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Lesson Template

Purpose Overview of what will be taught

Approach Close reading focus

Grade Level

Text Title and type of text to be used in lesson

Materials Additional materials to conduct lesson

Vocabulary Words to be taught during or after instruction

Student Work Example of what students may produce

Notes

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Unit Planner

Standards Learning Goals Which standards are my focus? What should the students be able to do by the end of unit?

Close Reading Assessment Which approaches will I use to How will I know they got it?

read closely?

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Anchor Charts

Text Evidence in Narratives

Types of lenses  What characters/people: say/think/do  Characters’ expressions, gestures, and appearance  Relationships  Setting descriptions  Time period  Recurring objects

Types of patterns  Which details fit together?  How do they fit together?

Types of  Character’s/people’s: understanding o Feelings o Traits o Relationships o Motivations o Comparisons to others  Whole text: o Issues o symbols/metaphors/motifs o Themes o Lessons Lehman, C., & Roberts, K. (2014). Falling in love with close reading: lessons for analyzing texts--and life. Portsmouth, NH: Heinemann.

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Word Choice

Types of lenses Choose words that seem particularly selected by the author, such as:  Words that evoke: o Strong emotions o Strong images o A clear idea  Words that reveal style: o Informal tone o Formal tone o A clear voice  Particular kinds of words: o Nouns verbs o Adjectives o adverbs

Types of patterns  Which words fit together?  How do they fit together?

Types of An author’s: understandings  Tone  Purpose  Relationship to the subject/theme Text’s  Central ideas  Issues  Lessons  symbols/metaphors/motifs  Themes Lehman, C., & Roberts, K. (2014). Falling in love with close reading: lessons for analyzing texts--and life. Portsmouth, NH: Heinemann.

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Reading across Texts

Types of lenses Lens #1: Choose a comparison:  Characters or subjects  Themes or central ideas  Settings  Authors  Genres Lens #2: Then choose your texts:  What other text fits with this chosen comparison?

Types of patterns Decide how to compare:  Text evidence  Word choice  Structure  Point of view

Types of Have new ideas about: understandings  The lens you looked through  The author’s choices  The messages these texts send  See characters or subjects as more complex  Analyze kinds of relationships between characters or ideas in texts  Theme or central idea Lehman, C., & Roberts, K. (2014). Falling in love with close reading: lessons for analyzing texts--and life. Portsmouth, NH: Heinemann.

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Signpost Anchor Charts

Contrasts and Contradictions STOP and Notice and Note When you are reading and a character says or does something that is opposite (contradicts) what he has been saying or doing all along.

You should stop and ask yourself?

“Why is the character doing that?

The answers could help you make a prediction or make an inference about the plot and conflict.

Again and Again STOP and Notice and Note When you’re reading and you notice a word, phrase, object, or situation mentioned over and over,

You should stop and ask yourself:

“Why does this keep showing up again and again?”

The answers will tell you about the theme and conflict, or they might foreshadow what will happen later.

Words of the Wiser STOP and Notice and Note When you’re reading and a character (who’s probably older and lots wiser) takes the main character aside and gives serious advice,

You should stop and ask yourself:

“What’s the life lesson, and how might it affect the character?”

Whatever the lesson is, you have probably found a theme for the story. Beers, G. K., & Probst, R. E. (2013). Notice & note: strategies for close reading. Portsmouth, NH: Heinemann.

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Sentence Frames

Phrases for Reflecting on Text Evidence and Meaning  The reason why the character ______is because ______.  It seems like this character tends to ______.  My thinking about this character has changed because ______.  These characters are really different because ______.  One issue I am noticing in this book is ______.  I think the author is trying to teach me ______.  I think this because the author wrote ______. Lehman, C., & Roberts, K. (2014). Falling in love with close reading: lessons for analyzing texts--and life. Portsmouth, NH: Heinemann.

Flash Draft Frame for Comparing Texts

In the books titled ______by ______and ______by ______there are similarities and differences. Something they have in common is ______. But some differences are that ______. This makes me think ______.

Flash Draft Frame for Writing about Theme

Sometimes in life ______. This is true in the book ______by ______. For example, ______. Also, ______. In the story, it says ______.

Flash Draft Frame for Writing about Characters

______shows ______. The character does this by ______. This shows that ______. For example, ______. This is important because ______.

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Discourse

Fisher and Frey (2008) say that discourse involves

“explanation, elaboration, evaluation, argument, and questioning (p. 22).” This may take place in a purposefully planned close reading lesson. During and after close reading students engage in productive conversations relating to the text.

An important scaffold that provides direction and structure for students is sentence frames. These especially support English

Language Learners. Sentence frames aid students in conducting purposeful conversations. However, it is even more important for all students to engage in these conversations. Academic talk may take place when students work in groups. According to

Fisher and Frey, “this is often best accomplished through productive group work structures that allow students extensive responsive opportunities in the company of a small group of peers (p. 18).” Students can engage in partner or group work when discussing a text read closely.

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Frames for Classroom Discussion

 I agree with______because…  I want to add on to what ______said…  I disagree with ______because…  I have more evidence to support what ______said…  I think… for example…  To add to what ______said…  In the text, it says…  On page _____, it says…

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Accountable Talk

Remember to... Sounds like . . .

Ask questions when you don’t Can you tell me more? understand a topic. Would you say that again?

Can you give me another example so I can understand?

Give a reason why your idea is This reminds me of... because… a good one. I believe this is true because

Ask for evidence when I’m not sure that’s right. Can you tell something sounds incorrect. me why you think it is true?

Can you show me a place in the book that illustrates that idea?

Give evidence to support your Read a passage from the book that statements. illustrates your idea.

Bring another information source to support your idea.

Use ideas from others to add I agree with... because to your own. ______’s idea reminds me of . . Fisher, D., Frey, N., & Rothenberg, C., (2008). Content-area conversations: how to plan discussion-based lessons for diverse language learners. Retrieved from https://ebookcentral.proquest.com

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Samples of Class Work

Figure 3.1 Anchor chart showing step one and two of the Lehman and Roberts protocol for close reading for text evidence. Text used is Harvesting Hope by Kathleen Krull.

Figure 3.2 Example of the written component after the three-step process of close reading using theme for The Other Side.

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Figure 3.3 Author’s purpose chart completed as a class after reading Feathers: Not Just for Flying by Melissa Stewart.

Figure 3.4 Author’s purpose anchor chart for The Tree Lady by H. Joseph Hopkins

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Standards Correlation

K-12 CCSS Reading Anchor Standards

ELA- Read closely to determine what the text

LITERACY.CCRA.R.1 says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ELA- Determine central ideas or themes of a text

LITERACY.CCRA.R.2 and analyze their development; summarize the key supporting details and ideas.

ELA- Analyze how and why individuals, events,

LITERACY.CCRA.R.3 or ideas develop and interact over the course of a text.

ELA- Analyze how two or more texts address

LITERACY.CCRA.R.9 similar themes or topics in order to build knowledge or to compare the approaches the authors take.

3rd Grade CCSS

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

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RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons

4th Grade CCSS

ELA.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELA.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

ELA.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

ELA.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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5th Grade CCSS

ELA.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

ELA.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

ELA.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

ELA.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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Close Reading Approach Table

Beers & Lehman Beck & Cummins Probst & Roberts Sandora

Author’s X Purpose

Word Choice X

Vocabulary X

Text X X Evidence

Theme X X X

Text X Structure

Character X X Development

Gist X X

Summarizing X

Main Idea X X

Word X Meaning

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Sample Unit

The following unit is an example of a complete close reading unit using the Lehman and Roberts approach. It includes the three steps in the close reading protocol as well as samples of representative student work at each step. The unit includes three lessons using three narrative texts. This unit could be extended by integrating a fourth lesson to compare and contrast the themes in the unit. Teachers should teach these across seven days because the teacher must first do an initial reading of the text and address vocabulary during the initial reading. A suggestion is to avoid using multiple close reading lessons in a week but rather integrate into an existing program once or twice a week. One day in the week the teacher may read the text to come to gist comprehension, address vocabulary, and jot down quickly students’ thinking about the characters in the book. The next day the class can read closely to collect text evidence and go through the next steps in the protocol ending with a written component and a class discussion.

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Unit This will be a culmination of the work students would be doing throughout the year in identifying Focus characters’ traits, motivations, and feelings. A written component can be supported through opinion writing. The agents in these stories are individuals that make changes in society. They cover topics like nonviolence, equal rights, discrimination, leadership, courage, and perseverance. The themes in these stories include:

 Sometimes a person can overcome injustices in society  Sometimes a person can be brave enough to change society  Courage allows people to attempt to change things in society even when it may be dangerous.  Perseverance allows people to overcome obstacles in society even when it is difficult.  Courage allows people to overcome adversity for the good of many even when it is dangerous.  Courage is necessary to make changes in society though it can be difficult and dangerous.

Goals The learning goals in this third grade unit are: Learning  Answer questions in a text  Identify a central message goals for  Describe characters’ traits, motivations, and students feelings.  Engage in collaborative discussion  Write opinion piece about text

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Lesson 1

Purpose The close reading approach with this text is Overview of Lehman and Roberts where students collect text evidence to come to a new what will be understanding of the text. Students would taught collect evidence on what the character says and does. This approach will support standards in third grade such as asking and answering questions in a text, identifying a central message, and describing characters’ traits, motivations, and feelings.

Approach Text evidence Close reading focus

Grade Level 3rd Grade

Text  Martin’s Big Words by Doreen Title and type Rappaport  Narrative of text to be  610L used in lesson

Materials  Text Evidence Chart by Lehman and Additional Roberts  Sentence Frames Chart by Lehman and materials to Roberts conduct  Discourse sentence frames lesson

Vocabulary  Segregation (imported) SFE: When you Words to be segregate two groups of people, you keep them apart from each other taught during intentionally in an unfair manner. or after Sentence: African Americans were not instruction allowed to go to the same schools as whites because they were segregated. Rationale: I selected this word because

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it encompasses the reason why M.L.K Jr. fought for what he did. In addition, it will be a word that will be used in other texts in class and in this unit. To be discussed during reading.  Protest (fly-by) this word may be unfamiliar to students. This word is not only important in this text but also in the following text in the unit. To be discussed during reading.  Perseverance (imported) SFE: When you persevere with something, you continue doing it even when it is difficult and you do not give up. Sentence: Martin Luther King persevered in his fight for equal rights and did not give up, even when his life was in danger. Rationale: This word is imported because it is essential for discussing theme in this text and in the other texts in this unit. To be discussed after reading.  Pacifist (imported) SFE: When you are a pacifist, you believe that war and violence are wrong. Sentence: MLK was a pacifist because he reminded black Americans to use their words and not violence to fight for equal rights. Rationale: This word is imported because it is a trait that describes the agents’ approach to obstacles in this unit. To be discussed after reading. Student First read and initial understanding

Work Example of Martin Luther King Jr. helped African Americans fight for their rights. what students Martin Luther King Jr. is helpful and kind. may produce

Types of Lenses: What the character says and

176 does Says:  everyone can be great  says“love” when others say “hate”  “Hate cannot drive out hate. Only love can do that.”  together  peace  live together  waited for years for our rights  love is key to problems in world  if he stops, movement will not stop  black boys and girls will join hands with white boys and girls

Does:  sees WHITE ONLY signs  feels bad when he reads signs  sings at church  Goes to church  reads bible  studies Mahatma Gandhi  studies Indian nation = won freedom without firing a gun  walks in rain, cold, and heat with African American in Montgomery  keeps marching  convinces protesters not to fight  doesn’t stop when threatened & house is bombed  shares his dream  fights with words  helped garbage collectors  walks, sings, and prays

Types of patterns

M.L.K Jr. uses his words instead of violence to help people. Martin Luther King Jr. does not believe in fighting to get what he wants.

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These details fit together because they show that M.L.K Jr. believed in nonviolence. These details fit together because it shows that M.L.K Jr. was a pacifist.

M.L.K. Jr. continues fighting because he cares about people. M.L.K Jr. continues helping African Americans showing courage and determination. M.L.K. Jr. is not afraid of threats.

New Understanding

People’s traits  compassionate  determined  perseverance  persistence  courageous  fearless  leadership

My thinking about Martin Luther King Jr. has changed because I thought he just liked helping people and that he was kind, but now I am seeing that he is also courageous and he shows perseverance. The reason why Martin Luther King Jr. demonstrates courage and perseverance is that he continued fighting with his words even when his life was threatened. In addition, he continued fighting even though his house was bombed. The reason why he did all of this is because he believed that everyone should be treated fairly and equally.

Text theme

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I think the author is trying to teach me that perseverance allows people to overcome obstacles in life even when it is difficult and dangerous. I think this because the author wrote that Martin Luther King Jr. continued fighting for the end of segregation even when his house and his brother’s house were bombed. Another reason why I think that the author is trying to teach me this is because his life was threatened and he continued. He also continued marching even when it was hot, cold, and rainy.

 Sometimes a person can overcome injustices in society.  Sometimes a person can be brave enough to change society.  Courage allows people to try to change things in society even when it may be dangerous.  Courage allows people to overcome adversity for the good of many even when it is dangerous.  Courage is necessary to make changes in society though it can be difficult and dangerous.

Notes This unit reflects the close reading approach from Lehman & Roberts. The three steps in the protocol are represented. The color-coding reflects how students would categorize text evidence.

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Lesson 2

Purpose The close reading approach with this text is Overview of Lehman and Roberts where students collect text evidence to come to a new what will be understanding of the text. Students would taught collect evidence on what the character says, does and thinks. This approach will support standards in third grade such as asking and answering questions in a text, identifying a central message, and describing characters’ traits, motivations, and feelings.

Approach Text Evidence Close reading focus Grade 3rd Grade Level

Text  Gandhi: A March to the Sea by Alice B. Title and type McGinty  Narrative of text to be  880L used in lesson

Materials  Text Evidence Chart by Lehman and Additional Roberts  Sentence Frames Chart by Lehman and materials to Roberts conduct  Discourse sentence frames lesson

Vocabulary  Untouchables (context) Rationale: This Words to be word is chosen because it is essential to understanding Gandhi’s humane taught during qualities by extending his hand to the or after individuals that were shunned by instruction everyone else in India. To be discussed

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during reading.  Persistent (imported) SFE: When you are persistent with something, then you continue doing it even if it is difficult or people oppose you. Sentence: Gandhi was determined to change the laws in India; he persisted even when he knew the British could send him to jail. Rationale: This word would be addressed at the end of the reading during discussion in the final step of close reading because at this point we would discuss the agent’s character traits.  Taxes (context) Rationale: This word would be addressed during reading because students do not need an in depth explanation of the term. Students can use their background knowledge to understand the word. Student First read and initial understanding

Work Example of Gandhi helps people. Gandhi leads people in a march to protest what against the British. students may Gandhi fought for freedom. produce Types of Lenses: What the character says and does Says  sell salt  Muslims, Hindus, and Untouchables different but same  need to work as one for freedom Does  steps toward salty sea  takes lead  sits high  speaks out soft but clear  taught villagers spin yarn  marches by villagers

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 stops with Untouchables  takes water from Untouchables’ well  washes himself with water from Untouchables’  gazes warmly  writes letters  prays with Muslims, Christians, Hindus and Untouchables  bathes in sea  picks up salty sand

Types of patterns

These details fit together because it shows that Gandhi does not mind being close to the Untouchables. These details fit together because it shows that Gandhi does not care what people think. These details fit together because it shows that Gandhi thinks all people are the same.

These details fit together because they show that Gandhi was courageous. These details fit together because they show how Gandhi acted like a leader.

New Understanding

My thinking about Gandhi has changed because I thought he just wanted to help people and fight for freedom, but now I am seeing that he also did what no other Indians did, he got close to the Untouchables. This shows that Gandhi really thought that all people were equal. He did not care to break the rules or social norms. I think this because the author wrote that Gandhi said that Muslims, Hindus, and Christians are the same. He also stopped to wash himself using water

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from the Untouchables’ well.

I think the author is trying to teach me that one person can make a difference in the lives of many. I think this because Gandhi helped changed the laws in India. For example, Indians were not allowed to take salt from the sea but Gandhi led a march and picked up salt from the sea.

Notes This unit reflects the close re ading approach from Lehman & Roberts. The three steps in the protocol are represented. The color-coding reflects how students would categorize text evidence.

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Lesson 3

Purpose The close reading approach for this text is Overview of Lehman and Roberts. This approach supports the work that students will do in third grade. what will be Students must identify character traits, taught motivations and struggles. They must also write opinion pieces where they support their point of view on a text and engage in collaborative discussion.

Approach Text evidence Close reading focus Grade 3rd Grade Level

Text  Harvesting Hope: The Story of Cesar Title and Chavez by Kathleen Krull  Narrative type of text  880L to be used in lesson

Materials  Text Evidence Chart by Lehman and Additional Roberts  Sentence Frames Chart by Lehman and materials to Roberts conduct  Discourse sentence frames lesson

Vocabulary  Strike (Fly-by) Rationale: This word is Words to be central to the actions taken by the agent and necessary for students to taught understand the text. The meaning of this during or word may be grasped from the text. The after book also provides an illustration that instruction would support understanding.

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 Perseverance (imported) SFE: When you persevere with something, you continue doing it even when it is difficult and you do not give up. Sentence: Martin Luther King persevered in his fight for equal rights and did not give up, even when his life was in danger. Rationale: This word will be imported. It is important because it is a trait that describes the character and I foresee students describing the character as a person that does not give up.  Migrant (Fly-by) Rationale: I selected this word because it describes the journey that farmworkers like Cesar Chavez take. It would also be relevant in today’s world and in during social studies. The meaning of this word can also be grasped from the story. It is also important to understand the word when it comes up in the story to provide clarity for students.

Student Initial Understanding Cesar Chavez works hard for freedom. Work Cesar Chavez is a good man because he did Example of everything for the people. what Cesar Chavez is a compassionate person. students may Types of Lenses: What the character says, produce does, and thinks Says

 I’m the organizer  truth is better weapon than violence  nonviolence  takes more guts  battle is not over  have courage  have humility Does

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 runs home first day of school  works in farms  Spoke Spanish in class  dropped out after 8th grade  pays attention to outsiders  fights for change  talks to workers  organized meeting  sits quietly  forces himself to talk  learned to be a fighter  organized strike  organized march  Cesar leads  signed contract for farm workers Thinks  working on someone else’s farm felt like slavery  hated school because of conflicts  liked learning  felt disturbed because farm workers weren’t treated like humans  thinks there’s hope Types of Patterns These details fit together because they show that Cesar did not like problems. Cesar does things that are out of his comfort zone. Cesar takes action. Cesar does things that show leadership.

New Understanding

The reason why the character shows perseverance is that he did things that were difficult and dangerous. I think this because the author wrote that Cesar Chavez organized meetings, strikes, and marches when the police and grape companies tried to stop him with punches and bullets.

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Another example that shows he persevered is that he did not give up when he marched 300 miles from Delano to Sacramento.

My thinking about Cesar Chavez has changed because I thought he was a shy person, but now I am seeing that he is courageous and shows leadership. I think this because the author wrote about the many things that Cesar Chavez did. For example, he organized meetings, strikes, marches because he wanted to fight for change. I think the author is trying to teach me that one person can change the lives of many people.

Notes This unit reflects the close reading approach from Lehman & Roberts. The three steps in the protocol are represented. The color-coding reflects how students would categorize text evidence.

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Part V: Recommendations

Planning

Planning close reading lessons require significant preparation. However, it will yield many benefits to students and the teacher. It is important for the teacher to select appropriate texts. The selection of the text must be deliberate and should allow students to grapple. The teacher must first go through the work that the students will be expected to do. It is equally important to carefully select the vocabulary that will be taught in the lesson. If planning a thematic unit it would be beneficial to consider what words to import as they may be used to discuss theme or main idea. Close reading can be integrated into an existing program. Close reading should supplement what the teacher is already doing. Considerations should also be made in allowing students to do close reading independently after the teacher has modeled several lessons. The ultimate goal is for students to learn how to read texts closely to engage deeply with a text so they can do this kind of work independently. For them to be able to do this there should be repeated practice.

The materials should be ready before teaching the lesson;

188 anchor charts, copies of text, and definitions of vocabulary words to be addressed. The teacher should also anticipate questions that may arise from the students.

ELD Considerations

Many of the English Language Development standards can be integrated through a close reading lesson. Designated and Integrated ELD time can be met through close reading lessons. Students engage in reading, discussion of a text, and writing. They will acquire new vocabulary as well as content knowledge. To support students it is important to include sentence frames such as the ones included in this handbook. It is also important to allow students to talk with a partner. This gives students an opportunity to interact with English language models. Students will be able to practice orally explaining and reasoning. According to the site ¡Colorín Colorado! ELL students should be taught vocabulary explicitly. Therefore, it is important for teachers to carefully select vocabulary to be taught using student friendly explanations.

When planning close reading lessons it is important to consider a language objective. This is especially important for ELL

189 students and it supports the ELD standards. Fisher and Frey (2011) explain how “teachers have met with great success by focusing explicit attention on establishing content, language, and social goals at the beginning of the lesson (p. 15).”

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