K-5 Text Blueprints for the Development of Close Read Lessons

Development of blueprints facilitated by Jeanette Atkinson & Julie Johnson, Instructional Specialists, Monroe I BOCES

Blueprint Developers: East Rochester Central Schools Penfield Central Schools Williamson Central Schools Diocese of Rochester

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 1 We would like to thank the following teachers for sharing their time, wisdom, creativity and energy in the publication of this resource.

Blueprint Authors: East Rochester Public Schools: Second Grade Cristina Kowal Third Grade Kimberly Mason Hillary Stoffel

Penfield Public Schools Kindergarten Heather Buechner Tracey DeBruyn Nichole Heinsler Nancy Logghe (library media specialist) Jackie Suchanek

First Grade Jeanne Crowther (reading specialist) Joann Ihrig Melissa Lewis Patricia McNamara Christine Sheehan

Second Grade Beth Catalfo Connie Harrison Jennifer Mattes (reading specialist) Tara McManus Kim Minier (reading specialist) Nancy Ryan Kaitlyn Wager Kim Walczyk Blueprint Authors Continued: Third Grade Lisa Allen Terri Ercole Sue Hodge Laura Swanson Jessica Tortorici Lee Ann Townsend (reading specialist)

Fourth Grade Jessica Hoffend Julie Knapp Denise Lemcke Cathy Stephens

Fifth Grade Ashley Bryant Sue Chauncey Katya Damaske James Hermon Mary McClellan

Diocese of Rochester Ashley Zaborowski, St. Lawrence School

Williamson Central Schools Third Grade Jane Brown Stacey Newmyer

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 3 Introduction to this Resource Book

Why close read? A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)

So we close read because it: 1) develops DEEP levels of comprehension (scuba diving as opposed to snorkeling) 2) develops those “good reader” behaviors that capture the metacognitive practices of strategic reading, which in turn help learners reach those deep levels of comprehension (i.e. making inferences, asking questions as you read, monitoring own comprehension, visualizing, making connections, etc.)

The reading skills that are practiced, honed, and developed through close reading of texts provide the process and thinking framework necessary for readers to transfer skills across texts and content areas. Strategic reading behaviors are not just employed during ELA or reading time, but are called upon any time learners approach a text.

What is close reading? The Partnership for Assessment of Readiness for College and Careers (PARCC) supplies clarification useful for teaching with Common Core standards in mind:

Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7) Simply put, close reading is like the peeling of an onion. It’s the unpacking of layers of text to develop deep levels of comprehension of that text.

Close reading is an instructional strategy by which students learn to access complex text, but it is much more than that. It’s a way of teaching learners to think through texts, thereby providing a thinking framework and a process that students apply across texts, therefore, becoming a habit of mind as a way for students to approach any text in any content area from the get go.

One of the keys to getting learners to this point is having a deep understanding of texts ourselves as teachers. We need to know texts well enough to successfully help learners deeply understand texts and facilitate meaningful levels of discourse and engagement with and around texts.

That means focusing on:  What the text says (key ideas and details)  How the text works (craft and structure)  What the text means (integration of ideas and knowledge)

Once there, we as educators can create meaningful learning experiences with texts that transfer to new experiences with new texts.

What’s the purpose of this book? The beauty of close reading allows for texts to be read and then reread for a variety of purposes. Therefore, the unpacking of texts for close reading experiences can be a labor intensive process. The authors of the blueprints in this book got together in order to combat the time it takes to unpack texts. Collectively we are stronger than working in isolation.

The collaborative nature of the process in which this resource was created not only cut down on the time involved in unpacking texts but also capitalized on the various perspectives that individual readers of a text bring to a particular text, thereby maximizing everything a text offers. Sometimes we don’t immediately see on our own what others see in a text.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 5 With that said, this resource was put together for us and our colleagues to use when developing close read lessons. The blueprints provide everything a text offers a reader. They not only identify what a text offers specific to elements of author’s craft, text features and content but pinpoint where in the text you would find those elements, features and significant content. In this way the blueprints serve as a springboard from which meaningful, strategic and transferable learning experiences regarding reading can be developed.

How is this book organized? This book is organized into five different sections (Helpful Reference Tools, Text Blueprints, Design Templates, Evaluation Tools, and Feedback). The contents of each section are described below.

Helpful Reference Tools This section can be used to help build understanding of elements of author’s craft and text features among colleagues. This section contains a categorical list of text features, a glossary of elements of author’s craft and genres, and a bank of text-dependent questions. All of these tools can be used to aid in the development of close read lessons.

Text Blueprints This section contains text blueprints and some lesson plans specific to and organized by grade level. These blueprints and lesson plans are in first draft form and therefore should be taken as such; they are not perfect but provide a tremendously good start!

Design Templates The templates in this section can be used for developing blueprints and lesson plans. These can be duplicated and completed by hand or can be accessed from the electronic version of this book that was e-mailed to each teacher listed on the blueprint authors’ page. Evaluation Tools This section includes recommended step by step processes for developing close read lessons. There are checklists for evaluating the quality of close read lessons as well as checklists specific to evaluating the overall quality of text dependent questions utilized in a close read lesson. Teachers can use the tools to ensure inclusion of all parts of a text blueprint or close read lesson, as well as using them as guiding documents in a collaborative review of one another’s work.

Feedback Lastly, the book ends with an opportunity to provide feedback on how you used the materials in the book as well as express what you found valuable and areas for which you would like more information or clarification.

What is a text blueprint? A text blueprint outlines everything a text has to offer a reader regarding craft, structure, how a text works and content. It is the unpacking of a text; it’s the buffet of the text from which you build a meal (lesson).

In addition, a gist for the text is provided in the blueprints in this book as well as recommendations for what purpose(s) teachers could have students engaged with reading and re-reading this text closely.

Teachers can take a blueprint of a text and develop learning experiences for his/her class pertaining to not only the concepts and skills currently being taught but also the particular learning profiles of learners in his/her class.

See the next page for a list of Text Blueprints for each grade level.

We hope you and your students benefit from the work we have started and that our collective experience around this work will continue to grow over time.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 7 List of text Blueprints in this Book: Kindergarten Blueprints Text Author and/or Illustrator Bunny Money Rosemary Wells Forest Has a Song (“First Flight” p. 17) Amy Ludwig Vanderwater Howard B. Wigglebottom Learns to Howard Binkow Listen

First Grade Blueprints Text Author and/or Illustrator Diary of A Worm Doreen Cronin Night of the Veggie Monster George McClements A Pet for Petunia Paul Schmid

Second Grade Blueprints Text Author and/or Illustrator Fireflies Julie Brinckloe The Little House Virginia Lee Burton Velma Gratch and the Way Cool Alan Madison and Kevin Hawkes Butterfly Officer Buckle and Gloria Peggy Rathmann School in my Community Scholastic News The Brenstain Bears and the Golden Rule Stan and Jan Berenstain The Empty Pot Demi

Third Grade Blueprints Text Author and/or Illustrator Come on Rain! Karen Hess Deadliest Animals Melissa Stewart I Wanna Iguana Karen Kaufmann Orloff, Illustrator- David Catrow I am too Absolutely small for School Lauren Child (lesson 1 and after dialogue lesson) Rain School James Rumford Fourth Grade Blueprints Text Author and/or Illustrator “The Americans Who Risked Rush H. Limbaugh Jr. Everything” “Peacemaker Story” From Haudenosaunee Guide for Educators Shiloh Phyllis Reynolds Naylor Natural Wonders of the World Jane Sellman The Gettysburg Address Jennifer McStotts

Fifth Grade Blueprints Text Author and/or Illustrator Eleven Sandra Cisneros

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 9 Helpful Reference Tools

Text Features Literary Works Book Parts Readers’ Tools: Physical Layout of Print-help readers Illustrations- Title Table of Contents Text understand expand meaning Epigraph Glossary Paragraphing author’s intent of the text Author’s Pronunciation Stanzas Spacing Photos Background Page Guide Spacing Punctuation Drawings Dedication Page Labels Justification Repetitive Words Magnification Book Jacket Headings Dialogue/Unassign Font Captions Back of Book Subheadings ed Dialogue Size Labels Prologue Sidebars Color Epilogue Legends Style Chapter titles Bold Italics Use of caps Symbols between paragraphs

Informational Text (Some information found at DataDeb.Wordpress.com) Readers’ Tools Print Organizationa Organizational Graphic/Visual Illustrations: Title Spacing l Aids- help Structure Aids- Drawings Table of Punctuation readers find Question/Answer represent Magnification Contents Repetitive important Compare/Contrast information in Index Words information Cause/Effect some specific Glossary Font Headings Description way Preface Size Subheadings Sequence Diagrams Pronunciation Color Sidebars Problem/Solution Flow diagram guide Style Legends Sketches Appendix Bold Call-outs Comparisons Labels Italics Bullets Graphs Headings Use of Labels Figures Subheadings caps Captions Maps Sidebars Charts/tables Legends Cross-sections Spacing Overlays Time-lines Magnification Photos

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 11 Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 12 Glossary of Author’s Craft Elements & Genres Please visit http://best-book-lists.wikispaces.com/COMPREHENSION+%26+LITERARY+DEVICES for mentor texts that support each element.

Sites used to gather definitions: www.answers.com www.literarydevices.net www.literary-devices.com http://best-book-lists.wikispaces.com/COMPREHENSION+%26+LITERARY+DEVICES

ALLEGORY: The use of symbolic fictional characters, actions, and generalizations to portray a truth about human existence. ALLITERATION: The repetition of an initial consonant sound, like “rough and ready” and “slowly slipping,” to establish mood. ALLUSION: A mention of, or brief reference, to a person or thing not otherwise part of the story; example: a parent might remind a lying child of the boy who cried “wolf.” AMBIGUITY: Alternative reactions to the same piece of language; same expression conveys more than one meaning simultaneously. ANALOGY: A comparison between two things in specific way that are otherwise not alike. ANECDOTE: A brief, often amusing, retelling of an event. ANTAGONIST: A character who opposes another through opposition, hostility, or dislike. APHORISM: A brief statement expressing some general truth, bringing a new twist to an old saying. It means the same as “maxim” or “proverb.” ARCHAIC Language used in the past; antiquated. LANGUAGE: ASSONANCE: A close juxtaposition of similar vowel sounds; a repetition of vowel sounds without repetition of consonant sounds. Sometimes used as an alternative to rhyming in free verse.

ATMOSPHERE: The prevailing mood or feeling developed through descriptions of setting and details about how things look, sound, feel, taste, and smell in order to create an emotional climate that establishes a reader’s expectations and attitudes. AUTHOR”S Something an author is trying to convince the reader of, something CLAIM: that may not have been proven true.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 13 BALLAD: A simple, narrative song or rhythmic verse suitable for singing. BIAS: Author's bias states the author's opinion on the subject or uses text supporting their point of view. It is often difficult to tell when an author is using bias on a subject unless you know more about the subject than just that author's writing CARICATURE: Use of exaggeration or distortion (physical characteristic, eccentricity, personality trait, or exaggerated act) to make a figure appear comic or ridiculous. CAUSE and An event, circumstance, or condition that brings about or helps bring EFFECT: about an effect or consequences. CENTRAL IDEA: The central idea is the central, unifying element of the story, which ties together all of the other elements of fiction used by the author to tell the story. The central idea can be best described as the dominant impression or the universal, generic truth found in the story. CHARACTER: An individual distinguished by complex and unique traits. CHARACTERS' The portrayal of a characters' feelings, traits, and motives through FEELINGS: the action in a story. CIRCULAR Through a series of events in a story, the ending leads back to the STORY beginning event. CLIFF HANGAR: An ending that leaves the reader in suspense COMEDY: An amusing or humorous treatment of characters and events. COMPARE and The illustration of likenesses or differences between or among CONTRAST: objects, persons, or situations CONFLICT: It is a literary device used for expressing a resistance the protagonist of the story finds in achieving his aims or dreams. The conflict is a discord that can have external aggressors or can even arise from within the self. It can occur when the subject is battling his inner discord, at odds with his surroundings or it may be pitted against others in the story. CONNECTING: Reader relates to or is reminded of their own personal experiences, prior knowledge, and/or issues. CONNOTATION: Connotations are the associations people make with words that go beyond the literal or dictionary definition. Many words have connotations that create emotions or feelings in the reader. CONSONANCE: A repetition of consonant sounds. CUMULATIVE A story that builds upon itself, layer by layer. TALE:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 14 DIALECT: The language used by the people of a specific area, class, district or any other group of people. The term dialect involves the spelling, sounds, grammar and pronunciation used by a particular group of people and it distinguishes them from other people around them. Dialect is a very powerful and common way of characterization, which elaborates the geographic and social background of any character. DIALOGUE: A written conversation between two or more characters. DICTION/WORD Refers to the words selected for use in any oral, written, or literary CHOICE: expression. DRAWING To reach a final decision or agreement or predict an outcome based on CONCLUSIONS: the observance and understanding of previous logical events. ENDINGS: Can be open or closed. An open ending is an ending to a story or novel where not all of the details are wrapped up and leave the reader wondering how it will end. A closed ending to a story or novel is an ending where all of the details are wrapped up and leaves the reader knowing how it ends. EPILOGUE: Epilogues are an inherent part of any story or poem and are essential to the structure of any written form. The epilogue is an important literary tool that acts as the afterword once the last chapter is over. The purpose of an epilogue is to add a little insight to some interesting developments that happen once the major plot is over. Epilogues often act as a teaser trailer to any possible sequels that might be created later. Sometimes the epilogue is used to add a little bit about the life or future of the main characters after the story itself has unfolded and wrapped up. Epilogues can be written in a number of ways: sometimes the same narrative style as adopted in the story is continued while at other times one of the characters might take up the narrative or speak one to one with the audience. EPISTOLARY: A series of letters which collectively tell a story. EXAGGERATION To enlarge or overstate beyond the bounds of truth. TALES: FABLES: A story in which animals speak and act like human beings in order to illustrate a truth. FIGURATIVE Language used to express one thing while meaning another. LANGUAGE: FLASH Sudden jump forward in time from chronologically narrated events to FORWARD: a later time in which the story usually progresses to its conclusion.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 15 FLASHBACK: A scene that presents an event that occurred before the time of the story, often presented through a dream sequence, dialog, or a recollection. Interruption of present action to insert an episode that took place at an earlier time for the purpose of giving the reader information to make the present situation understandable or account for a character’s current motivation.

FORESHADOWING Clues to alert the reader about events that will occur later in the : narrative; serves to build suspense.

FREE VERSE: A verse that is irregular in rhyming and rhythm. HUMOR: Designed to be comical or amusing. HYPERBOLE: Obvious and extravagant exaggeration to achieve a certain effect; not meant to be taken literally. IDIOM: A combination of words that is a figure of speech with the figurative meaning being different from the literal meaning. A dialect or jargon belonging to a group of people with common interests or in a certain geographical region. IMAGERY: Descriptions that help form mental pictures. Vivid language conveys sensations that provide mental pictures summoned up by terms and expressions that appeal to the senses so that the reader sees, hears, smells, feels, and tastes much of what the characters experience. INFERENCE: A device that allows for reasonable conclusions drawn by the reader about characters or events based upon certain limited clues or facts presented in the story by the author. Inference allows readers to make their own discoveries and predictions without direct comment from the author. INTERNAL RHYME: Two or more words rhyme within a single line. IRONY: A discrepancy: the contrast between what is expected or what appears to be and what actually exists; it implies the opposite of what is said, including verbal irony (saying one thing and meaning the opposite), situational irony (events turn out the opposite of what is expected to happen or what seems appropriate under the circumstances), and dramatic irony (the reader perceives something that the characters in the story don’t see or know, in picture books this may often be shown in illustrations). JARGON: A hybrid language or dialect simplified in vocabulary and grammar used for communication between peoples of different speech; a strange, outlandish dialect; a terminology of a special group of Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 16 skilled people.

LEADS: The lead (beginning or introduction) establishes the direction your writing will take. A good lead grabs your reader's attention and refuses to let go. In other words, it hooks the reader. MAIN IDEA: The most important or central thought of a paragraph or larger section of text, which tells the reader what the text is about. METAPHOR: An implied comparison between two unlike things; metaphors do not use the words like or as to make the comparison. MOOD: A predominant emotion or state of mind--the general atmosphere created by the words-- which is the expressed prevailing attitude that the reader gets. MULTIPLE Words which have the same sound or spelling, but different MEANING WORDS: meanings (also known as homophone or homonym).

MYTH: A traditional story displayed around historical events that serves to explain a practice, belief, or natural phenomenon. Often the origins of the story have been lost. NARRATION: A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. Sometimes he or she may only observe the events as a third-person narrator and gives his or her verdict. ONOMATOPOEIA: Words that either imitate or suggest the meaning of the sound they represent. PARADOX: A statement that reveals a kind of unlikely truth, although it seems at first self-contradictory and untrue. PARALLEL STORY: More than one story being told at the same time which gives the appearance of being parts of a larger story. PARODY: A humorous or satirical imitation of another story. PERSONIFICATION A figure of speech that assigns human qualities, actions, : characteristics, or personality to an animal, an object, a natural force, or an idea. PERSUASIVE: Also known as an argument, persuasive writing is used to convince the reader of a writer’s argument/s which might relate to debatable issues. Should include facts to support the argument. PHOTO ESSAY: A collection of photographs which tell a story through their collective portrayal. POETIC JUSTICE: An outcome to a situation in which vice is punished and virtue is rewarded, usually in a manner appropriate to the situation.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 17 POINT OF VIEW- The perspective from which the story is seen and told; in first FIRST PERSON: person, the view and thoughts are solely through one character telling the story; can only reveal what the character sees and is told by others. POINT OF VIEW- The perspective from which the story is seen and told; omniscient OMNISCIENT: is the ability to see into minds and record thoughts of characters and make comments about either one or several of them so that the reader may know more of the situation than does any single character in the story. POINT OF VIEW- The perspective from which the story is seen and told; third THIRD PERSON: person is the central observer of the story who limits interpretation to what is seen or heard without additional comment about character motive or thoughts; thus limiting the knowledge available to the reader. PREDICTING: A device that provides clues to alert the reader about events that will occur later in the narrative. It serves to build suspense.---also see Foreshadowing PROBLEM and Problem is an obstacle that a character must fix, overcome, or SOLUTION: solve. It gives the story a plot and helps it move along. There may be just one main problem or one main problem and additional small problems. We find out about the character as he tries to deal with, work through, and overcome/solve the problem. PROLOGUE: A prologue can be understood to be a sort of introduction to a story that usually sets the tone for the story and acts as a bit of a backgrounder or a “sneak peek” into the story. Prologues are typically a narrative ‘spoken’ by one of the characters and not from the part of the author. PUN: The humorous use of a word to suggest a different meaning. QUESTIONING: To better understand the story and the author, a good reader will ask questions as before, during, and after reading the text. REPETITION: Repetition is a literary device that repeats the same words or phrases a few times to make an idea clearer. RESOLUTION: The point at which the chief dramatic complication is worked out. RHYTHM: By using a pattern of stressed and unstressed syllables, rhythm can exert a powerful pull on the reader. It is most noticeable in poetry. SATIRE: The act of criticizing or ridiculing weaknesses, characteristics, and wrongdoings of humans (clothing, fads, political problems,

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 18 etc.), groups, and institutions; a device for exaggerating faults for the purpose of showing how absurd they are. Satire can be in a tone of scorn, amusement, or contempt to get across the point. SARCASM: A literary and rhetorical device that is meant to mock with often satirical or ironic remarks with a purpose to amuse and hurt someone or some section of society simultaneously. SEQUENCE OF Demonstrates a clear order of happenings which build on earlier EVENTS: happenings. SETTING: The time, place, physical details, environment, atmosphere, and circumstances in which characters live. SIMILE: Explicit comparison from one unlike thing to another that shares some common recognizable similarity; this device uses the words like, as, such as, and than to set them off. SLANG: An informal, nonstandard vocabulary. STEREOTYPE: A standardized mental picture that represents an oversimplified opinion, attitude, or judgment. SUSPENSE: An uncertain excitement about a decision or an outcome. SURPRISE: An unexpected element in a text. SYMBOLISM: A meaning or expression used to represent or reveal a truth.

SYNTAX: Syntax in literature refers to the actual way in which words and sentences are placed together in the writing. Usually in the English language the syntax should follow a pattern of subject- verb-object agreement but sometimes authors play around with this to achieve a lyrical, rhythmic, rhetoric or questioning effect. It is not related to the act of choosing specific words or even the meaning of each word or the overall meanings conveyed by the sentences. TALL TALE: A highly exaggerated and incredibly improbable story. TEXTUAL Textual evidence is evidence/support used to support an EVIDENCE: argument/position, and is derived from reading and drawing from other texts. It is provided in the form of quotation, paraphrase, descriptions of theory and also description. Its importance is in the detail, and in paying attention to the detail in words and intent. THEME: The orderly expression of a subject or topic. TIME LAPSE/GAPS: A change in time sequence by skipping ahead or recounting and event that already occurred. TONE: The expression of a mood or emotion from the author's attitude about his characters, setting, situation, details, and/or vocabulary used. Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 19 UNDERSTATEMENT: To present with a restraint or present as less for a greater effect.

VARIANT TALE: A slightly different telling of a known or familiar story. WORD Refers to the words selected for use in any oral, written, or CHOICE/DICTION literary expression. : WORDLESS Stories told through pictures without the use of words. BOOKS:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 20 Text Dependent Question Bank

Examples of Text Dependent Questions by Category

WORD CHOICE How does the author’s word choice deepen your understanding of the story? What word choices does the author use to pull you, the reader, into the issues presented? (for a persuasive article) How does the author’s word choice impact the meaning of the poem (or support the ideas in a poem)? How does the author’s word choice help you understand (insert character’s name) The author uses these words ______and ______. How do these words reinforce (support, reflect, explain, show) ______? Or reinforce other usages? Where in the text does the author use the same words? How does the meaning change in each context or reinforce other usages? Why does the author use these words ______to describe ______? How do they further explain (illuminate, support) a part of the text? What words and phrases does the author use to establish the tone? What words or phrases does the author use to establish the mood? What words or phrases grab your attention? How do these words deepen your understanding of the story? What words or phrases tug at your heart? Why do you think the author used them? What beautiful language does the author use? How does this language help you as a reader? What words (color, size, shape, material, proper names) help the author be specific? What strong verbs do you notice? How do they help you visualize the author’s meaning? How do the author’s words help develop sensory images? Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 21 How does the use of transition words (such as first, last, suddenly, later) help you make sense of the whole piece? What comparisons (simile, metaphor, personification) do you notice in the text? How do they help you understand the text?

FICTION ELEMENTS How does the author help you learn about the setting (time, place, season)? What do you learn from the text? From the illustrations? How does the character react to the setting? How do you know? How does the setting change through the story? How do you know? How does the author develop the setting of the story? How does the story depend on the setting? How do text details about setting and characterization support the plot? What clues from the text help readers to recognize the time period and location? How does the author use symbolism to convey his ideas? Figurative language:  Primary- sometimes authors use words to tell the reader something different from what the words say. Explain one way the author does this.  Intermediate- How does the author’s use of figurative language develop the theme/purpose/setting/characterization? How does the author set up the conflict? An author usually does some research to help him/her write the text. What evidence of research do you find in this text? Can you tell if the story describes a particular culture? How do you know? Would the story be different if set in a different culture/setting? How does the sequence of events develop the story? (scaffolding - Describe the major events of ___, in order.) How does punctuation inside a sentence (give example) facilitate comprehension? How does the organizational structure of the text help to tell the story? What part of the story prepares you for the ending? Why do you think the author included (insert part of text)? What purpose does this section serve in the whole text? How does the flashback help you understand the character more deeply? What clues does the author give you about the historical time period? What clues does the author give you about the mystery? What purpose do the chapter titles serve? How does the dialogue help you understand the interaction between characters? Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 22 How does the dialogue help you understand what the character is like?

FICTION – CHARACTER ANALYSIS What words does the author use to show you what the character is like? How does the author let you know about the (character’s) strengths? Weaknesses? What words and phrases does the author use for each? How does the main character treat other characters? What evidence does the author include? How does this help you understand the characters more deeply? How does the main character change throughout the story? What evidence does the author include to show how the character is changing? How does the author show each character’s feelings? How does this help the story develop? What clues does the author give you that the character is experiencing an internal transformation? Support your answer with text evidence and the paragraph number. What does the author’s word choice (or use of actions) tell you about the character? Or, What do we know about the characters based on the author’s particular choice of words? How does the author use other characters in order to develop the character of (insert specific character’s name)?

AUTHOR’S PURPOSE/STYLE What is the author’s purpose in writing this story? For what purpose does the author switch perspectives in the telling of the story? What does the author mean by this quote ______” What is significant about it in the telling of the story? What can you infer from ______? What inferences or interpretations can you draw from this passage ______(dense text or figurative language)? Why does the author use the literary device of ______(suspense, flashback, symbolism, dialect, dialogue, allusion)? How does this help you as a reader? Why does the author include : ______? What makes it noteworthy? What purpose does this serve in the whole text? What impact do counterclaims have on the argument the text makes? How does the narrator’s point of view impact the story? Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 23 How does the way the author wrote this chapter deepen your understanding of the story?

AUTHOR’S PURPOSE/STYLE (continued) What did the author do that you can bring to understanding another text?How do the sentence structures reflect the author’s style? What images come to mind when you read ______passage? How do those images help you better understand the text and come to new realizations or deeper understandings? What onomatopoeia, interjections, and alliteration does the author use? How does it support you as a reader? NONFICTION TEXT FEATURES What new information did you learn from the captions? How does this support the text? Why did the author use (specific text feature) on this page? How does this help you as a reader? How does the author use ___ (table of contents, index, glossary, labeled diagram, heading, bold/underlined/ italicized words) to help you gain information? What text structure(s) does this author use (question/ answer, problem/solution, description, cause/effect, sequence, compare/contrast)? Why was this a good choice? Discuss different types of information that are presented in the article.  How is this piece of text organized?  How do these sections work together to deepen your understanding of the story or information? How does (insert section) work with the rest of the text to support the author’s purpose? How does each idea work together to provide the reader with a sense of the whole? NONFICTION What is the most important point in this ___ (paragraph, passage, page, piece)? How do you know? What supporting details does the author include to help you learn about ___? What does the author think about ___? What is unanswered or left out of the text? What word choice influences you as a reader?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 24 What word choice does the author use to shed light on his/her bias? What claim is the author making about what the reader will learn? Whose actions do you think the author doesn’t agree with? What makes you say that? Math Specific Bank of Text Dependent Questions

These questions should support the purposeful rereads for which students are engaged.

Reader’s Tools  What clues does the ______(title, caption, glossary, index, objectives, inset vocabulary, sample problems) provide that help me to know what this problem is about? Vocabulary  What words help you understand what this problem is about?  What words connect to something you already know? Print  How does the ______help you identify what the problem is asking?  Why did the writer of the problem use a different font for certain words? How does this help you to solve the problem?  How does understanding how space is used in the problem help you solve the problem? Purposes of Print  What words signify what the directions are in this problem?  Of what do you already know about math do you need to bring to solving this problem? How do you know you need that?  What words, phrases or sentences contain facts you need to solve this problem? How do you know?  How are the words and the ______(graph, table, diagram, etc.) connected in this problem? How does knowing this help you to solve the problem? Problem Presentation  What in the problem tells you how to respond to the question (with numbers, symbols, graphics, written description)?  What words in the problem give you clues about how it is structured (sequential, cause/effect, comparison)? Graphic and Symbolic Notation  What clues does the ______provide about how to solve the problem?  What information in the ______is important to know to help solve the problem?

Overarching Question:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 25  How do purposeful rereads help me to not only solve the problem but in becoming a better reader of math problems?  How did the close read help me solve the problem?  How does close reading in math help me to think more clearly about how I approach or solve math problems? Examples of Text Dependent Questions by Category For Primary Grades

WORD CHOICE How does the author’s word choice help you understand the story? What word choices does the author use to convince you about ______? (for a persuasive article) How does the author’s word choice in the poem help you see/taste/smell/hear/experience what is happening? How does the author’s word choice help you understand (insert character’s name)? The author uses these words ______and ______. How do these words show ______? Where in the text does the author use the same words? Why do you think the author does this? Why does the author use these words ______to describe ______? What words and phrases does the author use to establish the feeling you have when you read this? What words or phrases does the author use to establish the mood? What words or phrases grab your attention? How do these words help you understand of the story? What words or phrases tug at your heart? Why do you think the author used them? What beautiful language does the author use? How does this language help you as a reader? What words (color, size, shape, material, proper names) help the author be specific? What action words do you notice? How do they help you see what is happening in the story? Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 26 What comparisons do you notice in the text? How do they help you understand the text? Sometimes authors use words to tell the reader something different from what the words actually say. WORD CHOICE (continued) Explain one way the author does this. What word choice influences you as a reader of this topic? What word choice does the author use that let us know what his/her opinion is about this topic?

FICTION – CHARACTER ANALYSIS What words does the author use to show you what the character is like? What words does the author use to show the character’s strengths? Weaknesses? How does the main character treat other characters? What part of the story (evidence) tells you this? How does this help you understand the characters more deeply? How does the main character change throughout the story? What part of the story tells you what the character is like at the beginning? What part of the story tells you the character is starting to change? What part of the story tells you what the character is like at the end of the story? How does the author show each character’s feelings? How does this help you understand the whole story? What do we know about the characters from the way the author describes them? What do we know about (insert character’s name) based on how (insert character’s name) treats them? How does the conversation between characters help you understand what is happening?

FICTION ELEMENTS AND STRUCTURE How does the author help you learn about the setting (time, place, season)? How does the character react to the setting? How do you know? How does the setting change through the story? How do you know? How does the story depend on the setting?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 27 What clues from the text help readers to recognize the time this story took place? How does the author let us know about the conflict in the story? What part of the story prepares you for the ending? FICTION ELEMENTS AND STRUCTURE (continued) Why do you think the author included (insert part of text)? How does the author let us know this story is about (insert particular culture)? How does the sequence of events develop the story? (scaffolding - Describe the major events of ___, in order.) How are parts of the story related to each other? How does the author let us know we are at the end of the story? How does the author make this story funny/surprise/scary/mysterious? How do the text and pictures support each other? How do the parts of the story support the title? How do we know this story is (insert particular genre)? What do you learn about the story/character/conflict from the illustrations?

AUTHOR’S PURPOSE/STYLE What is the author’s purpose in writing this story? Why do you think the author uses (insert punctuation type)? How does that help you understand the story? How does the author’s use of (insert font text feature) help you understand the story? What do you the author means by this quote ______” Why does the author include this information: ______? What makes it important to understanding the whole story/main idea? Why do you think the author included ______? What purpose does this serve in the whole story/text?

What (onomatopoeia, interjections, and alliteration) does the author use? How does this help you as a reader?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 28 NONFICTION TEXT FEATURES What new information did you learn from the captions? Why did the author use (specific text feature) on this page? How does this help you as a reader? How does the author use ___ (table of contents, index, glossary, labeled diagram, heading, bold/underlined/ italicized words) to help you understand the information? How does the author tell us about this information? (question/answer, problem/solution, description, sequence, compare/contrast)?

NONFICTION What do you learn from the text? What is the most important point in this (insert particular part)? How do you know? What information does the author include to help you learn about ___? What do you think the author thinks about ___? What questions do you have that haven’t been answered in this text? What is the author trying to convince you about? What actions do you think the author doesn’t agree with? What makes you say that? How does (insert section) work with the rest of the text?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 29 TEXT BLUEPRINTS

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 30 KINDERGARTEN Text Blueprints and Lesson Plans

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 31 Title of Text: Bunny Money by Rosemary Wells Genre: Fiction Grade Level: Kdg. Blueprint Designers: Nichole Heinsler, Tracey DeBruyn, Jackie Suchanek, Heather Buechner, Nancy Logghe

What is the gist of this text (what is the text mostly about)? Ruby and Max headed out to buy a birthday present for Grandma. Along the way they spent money on unexpected and unnecessary things and ended up not having enough money to ride the bus home.

Important Text Features: Page/Line Reference Rebus (images in text) pg. 3, 6, 10, 12, 16, 19 – These pictures show the money being spent throughout the book. Dialogue Example: pg 5 - “Thirsty!” said Max. pg. 12 “Hungry!” said Max. This shows that he expresses his demands in one word phrases. It shows that he is younger. Idiom pg 12 – “Money down the drain, Max,” said Ruby. Money isn’t really going down the drain.

Elements of Author’s Craft: Page/Line Reference Cause/Effect Max buys vampire teeth and ends up covering himself in the oozing cherry syrup. They then have to wash his clothes and spend money at the laundry mat which cut down on the amount of money they had to purchase a gift and pay to ride the bus home. Personification The characters in the book are bunnies. Prediction Students can predict whether or not Ruby and Max will be able to purchase a gift for Grandma. This prediction can be revisited throughout the story.

Content You want Your Students Page/Line Reference to Know: Wants / Needs Throughout the book the characters bring up several wants and needs along their journey to purchase a birthday gift for Grandma.

For what purpose would you recommend using this text? Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 32 The purpose of this text is to teach students about wants and needs. The text does this as it walks through Ruby and Max’s journey as they spend money on wants and needs and what happens as a result.

Title of Text/Chapter Book: Bunny Money by: Rosemary Wells Grade Level: Kdg. Lesson Designers: Nichole Heinsler, Tracey DeBruyn, Jackie Suchanek, Heather Buechner, Nancy Logghe

1) Previewing Text: What organizational, structural, or text presentation features do you notice that help orient you to this text WITHOUT reading it first? Text Features How does this help you as a reader of this text? Title Page (Specifically the picture of the wallet with the  Shows how much money they have to start with. money sticking out of it)  Characters throwing money up in the air. Illustration on front and back cover  Look at the picture on the cover of the book. What does it remind you of? (A dollar bill)

2) Reading for the Gist: What is this text mostly about? Ruby and Max headed out to buy a birthday present for Grandma. Along the way they spent money on unexpected and unnecessary things and ended up not having enough money to ride the bus home.

3) Author’s Craft/Content: What elements of author’s craft are employed by the author of this text? Author’s craft: How does this help you as a reader of this text? Cause/Effect Max buys vampire teeth and ends up covering himself in the oozing cherry syrup. They then have to wash his clothes and spend money at the laundry mat which cut down on the amount of money they had to purchase a gift and pay to ride the bus home. Personification The characters in the book are bunnies. Prediction Students can predict whether or not Ruby and Max will be able to purchase a gift for Grandma. This prediction can be revisited throughout the story. Author’s craft: How does this help you as a reader of this text? Cause/Effect Max buys vampire teeth and ends up covering himself in the blood. They then have to wash his clothes and spend money at the laundry mat which cut down on the amount of money they had to purchase a gift and pay to ride the bus home.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 33 What would you want students to get out of this text? In other words . . . What does this text offer my students as developing What content would I want my students to learn from this readers? text? The rebus pictures help students understand the story and The students will learn the difference between wants and process the money being spent through imagery. needs.

4) Purposeful Rereads: Text Feature/Author’s Craft: What text features or elements of author’s craft used in this text will BEST help students deepen their understanding of this text? Identifying Learning Targets: How does this text help meet the learning targets I have identified? Text-Dependent Questions: What Text- Dependent Questions will help students unpack the features/elements and help them deepen their understanding of text and content? Text Learning Target and CCLS TDQ Feature/Author’s Craft Element 1. Cause / Effect SS.K.9a- A need is something that a person must have for  Pg. 14-15 – Why don’t they have health and survival. While a want is something a person may money to buy something more for like to have. grandma?  Pg 20 – Why did Ruby and Max have SS.K.9c- Scarcity is the condition of not being able to to call grandma to pick them up? have all of the goods and services that a person wants or needs.

RL.K.1 – With prompting and support, ask and answer questions about key details in a text.

SL.K.3 – Ask and answer questions in order to seek help, get information, and clarify something that is not understood.

Text Learning Target and CCLS TDQ Feature/Author’s Craft Element 2. Prediction RL.K.10 – Actively engage in group reading activities with  Ask on page 1 - Do you think that purpose and understanding. Max and Ruby will have enough money to buy something nice for grandma? L.K.2 – Confirm understanding of a text read aloud or Why? information presented orally or through other media by  Ask this question after each

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 34 asking and answering questions about key details or purchase - Is your prediction still the requesting clarification if something is not understood. same? Why or why not?

Text Learning Target and CCLS TDQ Feature/Author’s Craft Element 3. Inference RL.K.1 – With prompting and support, ask and answer  How does the author let us know how questions about key details in a text. Max makes decisions?  How does the author let us know how Ruby makes decisions?  How does the author prove that Max’s quarter is really a lucky quarter? 5) Student Thinking What do I want students to do to make their thinking visible relative to the text?

Check all tools that apply: Text annotation/text coding Note catchers Graphic Organizers Sticky Notes Talk to each other while I listen x Journals Other:

6) Instructional Decisions- Small Group Work

Where do I anticipate some student needing scaffolding to meet success with the learning targets? Students may need support to understand some of the concepts of wants and needs, scarcity, and predictions.

Where do I anticipate some students needing to go beyond the lesson and look even more deeply into the text?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 35 Students will need to look even deeper into the text at the specific situations that are happening on each page. It would be beneficial for students to have paper money to “spend” throughout the story to help them follow along and understand how much money is left as they watch it being spent.

7) Defining Success Criteria How will my students know they have been successful with this work?

How will I define success criteria for the learning targets in this lesson? Students will identify and model good listening behavior in the classroom.

Check all tools that apply: Rubrics Checklists Rating scales Exemplar and anchor papers Student goal setting Modeling x Thinking Aloud Analysis of a Video Other: Title of Text: Forest Has a Song, (“First Flight” pg. 17 Genre: Poetry by Amy Ludwig Vanderwater Grade Level: Kdg. Blueprint Designers: Nichole Heinsler, Tracey DeBruyn, Jackie Suchanek, Heather Buechner, Nancy Logghe

What is the gist of this text (what is the text mostly about)? A baby owl taking his first flight and is encouraged by his mother.

Important Text Features: Page/Line Reference Title Pg. 17 Unassigned Dialogue Pg. 17 Stanzas Pg. 17 Font/ italics Pg. 17 Use of Capitalization Pg. 17

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 36 Punctuation Pg. 17

Elements of Author’s Craft: Page/Line Reference Character’s Feelings Pg. 17 Word Choice Pg. 17 Dialogue Pg. 17 Imagery Pg. 17 Rhythm Pg. 17

Content You want Your Students to Know: Page/Line Reference Understanding and recognizing different types of text

For what purpose would you recommend using this text? The text most directly supports the teaching of dialogue and the use of stanzas and italics to differentiate the dialogue. It also supports the teaching of character’s feelings and their change throughout the text. Title of Text: Forest Has a Song, ( First Flight” pg. 17) by Amy Ludwig Vanderwater Grade Level: Kdg. Lesson Designers: Nichole Heinsler, Tracey DeBruyn, Jackie Suchanek, Heather Buechner, Nancy Logghe

1) Previewing Text: What organizational, structural, or text presentation features do you notice that help orient you to this text WITHOUT reading it first? Text Features How does this help you as a reader of this text? Title It sets the scene for the poem. Unassigned Dialogue It represents that there are characters without using names or specifying who is speaking. Stanzas It shows the progression of the interaction between the mother and baby bird. Font/ italics They represent the two point of view so it is evident who is speaking. Use of Capitalization It emphasizes a certain part to show its importance and distinguishes the use of onomatopoeia. Punctuation It gives the character’s voice and helps to portray the character’s feelings.

2) Reading for the Gist:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 37 What is this text mostly about? A baby owl taking his first flight and is encouraged by his mother.

3) Author’s Craft/Content: What elements of author’s craft are employed by the author of this text? Author’s craft: How does this help you as a reader of this text? Character’s Feelings It allows the reader to make connections to the specific emotions of the birds. Word Choice It creates the characters’ personalities and the relationship between the mother and her child. Dialogue It creates the characters’ personalities and the relationship between the mother and her child. Imagery It forces them to access background knowledge to determine the gist of the poem. Rhythm The set pace at the beginning and pace changes shows that something significant happened.

What would you want students to get out of this text? In other words . . . what does this text offer my students as developing what content would I want my students to learn from this readers? text? Understanding and recognizing different types of text

4) Purposeful Rereads: Text Feature/Author’s Craft: What text features or elements of author’s craft used in this text will BEST help students deepen their understanding of this text? Identifying Learning Targets: How does this text help meet the learning targets I have identified? Text-Dependent Questions: What Text- Dependent Questions will help students unpack the features/elements and help them deepen their understanding of text and content? Text Feature/Author’s Craft Learning Target and CCLS TDQ Element 1. Word Choice/ Imagery  Why does the author say “through all this black?”  What words give clues about the poem’s setting?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 38  What words or phrases grab your attention? How do these words deepen your understanding of the story? Why do you think the author used those words?  Draw the gist.

Text Feature/Author’s Craft Learning Target and CCLS TDQ Element 2. Character’s Feelings/  How does the author show us Dialogue when the mother bird is talking and when the baby bird is talking?  What words in the beginning of the poem tell us how baby bird feels?  What words in the end of the poem tell us how baby bird’s feeling changed?  What does mother bird say to help baby bird?

5) Student Thinking What do I want students to do to make their thinking visible relative to the text?

Check all tools that apply: Text annotation/text coding Note catchers Graphic Organizers Sticky Notes Talk to each other while I listen X Journals Other:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 39 Drawing X

Where do I anticipate some student needing scaffolding to meet success with the learning targets?

How will I define success criteria for the learning targets in this lesson?

Check all tools that apply: Rubrics Checklists Rating scales Exemplar and anchor papers Student goal setting Modeling Thinking Aloud Analysis of a Video Other:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 40 Title of Text: Howard B. Wigglebottom Learns to Listen Genre: Fiction by Howard Binkow Grade Level: Kdg. Blueprint Designers: Nichole Heinsler, Tracey DeBruyn, Jackie Suchanek, Heather Buechner, Nancy Logghe

What is the gist of this text (what is the text mostly about)? Howard B. Wigglebottom has a difficult time listening at school. While thinking about his day in time out, he realizes the importance of listening and following rules.

Important Text Features: Page/Line Reference Bold Print pg. 4,17, 22, 23, 25 Illustrations  Facial expressions go with feelings

Elements of Author’s Craft: Page/Line Reference Repetitive Words “But Howard doesn’t listen” “Howard is really listening.”

Content You want Your Students to Know: Page/Line Reference Qualities of a good listener  pg. 7 “Howard B. Wigglebottom, please sit down, be quiet, and listen!”  Connects well with beginning of the year Second Step lessons.

For what purpose would you recommend using this text? The text most directly supports the teaching of learning to be a good listener. It meets the NYS Standard SS.K.5.b People in authority make rules and laws that provide for the health and safety of all. Title of Text Howard B. Wigglebottom Learns to Listen by Howard Binkow Grade Level: Kdg. Lesson Designers: Nichole Heinsler, Tracey DeBruyn, Jackie Suchanek, Heather Buechner, Nancy Logghe

1) Previewing Text: What organizational, structural, or text presentation features do you notice that help orient you to this text WITHOUT reading it first?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 41 Text Features How does this help you as a reader of this text? Title  It gives you a clue as to what the text is going to be about.  Wigglebottom – What does that mean?  What do you think he is going to learn about listening? Illustration on front and back cover  Look at the picture of Howard B. Wigglebottom on the front and back of the book. What do you notice about him?

2) Reading for the Gist: What is this text mostly about? Howard B. Wigglebottom has a difficult time listening at school. While thinking about his day in time out, he realizes the importance of listening and following rules.

3) Author’s Craft/Content: What elements of author’s craft are employed by the author of this text? Author’s craft: How does this help you as a reader of this text? Repetitive Words - “But Howard doesn’t listen” and “Howard It helps the students understand the gist of the book. It also is really listening.” makes it clear when the character isn’t listening and then changes to be a good listener. Illustrations – Facial Expressions The facial expressions show the feelings and emotions of all the characters in the text. Students will learn not only how Howard feels when he doesn’t listen and when he does, but also how his listening effects others. Text use in Illustrations It helps bring the text to life through sounds and dialogue. Charts The chart in the front of the book is great to discuss that books can be read over and over again. The chart in the back of the book is a great chart to post in a classroom to show the qualities of a good listener.

What would you want students to get out of this text? In other words . . . What does this text offer my students as developing What content would I want my students to learn from this readers? text? The repetitive words give the students an opportunity to The students will learn the qualities of a good listener and participate in reading the text. It will also help them what that looks like throughout the day. understand the gist of the book.

4) Purposeful Rereads:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 42 Text Feature/Author’s Craft: What text features or elements of author’s craft used in this text will BEST help students deepen their understanding of this text? Identifying Learning Targets: How does this text help meet the learning targets I have identified? Text-Dependent Questions: What Text- Dependent Questions will help students unpack the features/elements and help them deepen their understanding of text and content? Text Feature/Author’s Craft Element Learning Target and CCLS TDQ 1. Illustrations SS.K.5 - People in authority make rules  pg 13. - How do you think Howard’s and laws that provide for the health and friend feels because she can’t finish safety of all. what she wants to say?  pg 14-15 – What does it mean to pay RL.K.7 – With prompting and support, attention? What could happen if you describe the relationship between don’t pay attention? illustrations and the story in which they  Pg 18 – How can you tell how Howard appear. feels? Do you remember a time when you felt like Howard? How did it SL.K.2 – Confirm understanding of a make you feel? text read aloud or information  Pg 22-25 – Why is it important to be presented orally or through other media a good listener at home and at by asking and answering questions about school? What is different about key details or requesting clarification if Howard now? something is not understood.  Pg 29 – If you listen better, what might happen to you?

Text Feature/Author’s Craft Learning Target and CCLS TDQ Element 2. Repetitive Text RL.K.10 – Actively engage in group  Why does the author keep repeating reading activities with purpose and the line “But Howard doesn’t listen”? understanding.  Why does the author change the line the “Howard is really listening”? SS.K.5b - People in authority make rules  Why does the author make the text and laws that provide for the health and bold? safety of all. SL.K.2 – Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details or requesting clarification if something is not understood.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 43 5) Student Thinking What do I want students to do to make their thinking visible relative to the text?

Check all tools that apply: Text annotation/text coding Note catchers Graphic Organizers Sticky Notes Talk to each other while I listen x Journals Other:

Where do I anticipate some student needing scaffolding to meet success with the learning targets? Students may need to be directed to look at the specifics in a picture. In this text they will need to focus on the facial expressions on the characters. Students will benefit from making the faces that are shown in the text.

Where do I anticipate some students needing to go beyond the lesson and look even more deeply into the text? Students will need to look even deeper into the text at the specific situations that are happening on each page. This book needs to be revisited throughout the year as a reminder of the importance of being an active listener. This book also pairs nicely with our Second Step Program and can be used to support student learning.

How will I define success criteria for the learning targets in this lesson? Students will identify and model good listening behavior in the classroom.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 44 Check all tools that apply: Rubrics Checklists Rating scales Exemplar and anchor papers Student goal setting x Modeling x Thinking Aloud Analysis of a Video Other:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 45 FIRST GRADE Blueprints

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 46 Title of Text: Diary of a Worm by Doreen Cronin Genre: Fiction Grade Level: First Grade Blueprint Designers: P. McNamara, J. Crowther, J. Ihrig, M. Lewis, C. Sheehan

What is the gist of this text (what is the text mostly about)?

The book includes diary entries from a worm from March 20th through August 1st. Adventures related to an earthworm’s life are included.

Page/Line Reference Important Text Features:

Features of nonfiction embedded in fiction/fantasy

Type of text: journal/diary entries: Throughout

-placement of date

-small moments included- statement and an (often humorous) reflection which included feelings

-Included were: day-to-day activities, future plans (secret service Throughout agent), worm’s comparison with spider, nonfiction worm information, reflection on his own learning (using manners, not making fun of your p. 25,26 sister), reflection on interactions with others (confrontation with p. 3,4,5,6,17, spider), main message (Just because you’re small, doesn’t mean 18 you’re not important.) p. 13,14, 23,24

p. see above

p. 31,32

Speech & thought bubbles pages3,4,5,8,1 2,20,26,27,28

Page/Line

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 47 Important Text Features: Reference

Listing items (3 things I should always remember, 3 things about page 3 being a worm and 3 good things about being a worm, 3 things I don’t page 27, 28 like about being a worm) page 29,30

Labels on pictures within the story page 5,

Heading= date at the top of each entry/across 2 pages Throughout

Labeled photos with captions- in the beginning and end of the books front and back cover

Drawings- cut-away pictures page 31,32

Comic embedded Throughout

Labels and arrows drawn in home diagrams to indicate map of the worm see above home (exaggeration- example arrow pointing directly to grandpa)

Compare and contrast- spider/worm see above

Page/Line Reference Elements of Author’s Craft:

Humor page 3, 4,5,6,7,8,9,10. -never have to take a bath- “Who’s my grubby little boy?” ..and so on -sister looking at reflection- rear and head look the same

Ate my homework

Page/Line Reference Elements of Author’s Craft:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 48 Character’s feelings: page 8,9,

-scares girls after rain page 17,18

-He and spider are in the competition page 5,6

-Worms cannot hang upside down. page 23,24

-hurts sister’s feelings- mom is upset, spider laughs pages 1,2,31,32 -starts and ends with positive feelings about being a worm:

Circular story: story ends the way it started: pages 1,2,31,32 -beginning: Mom says there are 3 things I should always remember: “The earth gives us everything we need. 2. When we dig tunnels, we help take care of the earth.”

-end: “But like Mom always says, the earth never forgets we’re here.”

Page/Line Reference Content You Want Your Students to Know:

Information about worms:

-Diet: Eating the newspaper, garbage, macaroni, homework (paper) page 2,9,10,31,32 -Tunneling to help the earth breathe- importance of worms page 11,12 -Worms come above ground after it rains page -Author compares spider and worm 3,4,5,6,17,

Page/Line Reference Content You Want Your Students to Know:

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 49 -No teeth 18.

-Enemies: fishing bait, hopscotch (people jumping), birds, page 7,8,15,

Learning Target: I can notice three facts about worms after listening to this story.

For what purpose would you recommend using this text?

The text most directly supports the teaching of diary entry (writing content) and earthworm content.(science content)

Title of Text: Night of the Veggie Monster by McClements Genre: Fiction Grade Level: First Grade Blueprint Designers: J. Ihrig, P. McNamara, M. Lewis, J. Crowther, C. Sheehan

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 50

What is the gist of this text (what is the text mostly about)? A boy sits down to dinner and has various reactions to the peas provided at dinner as his parents comment on this night’s “theater.”

Page/Line Important Text Features: Reference Speech bubbles throughout Font: bold print, different sized font every page Perspective of the illustrations and illustrator’s techniques every page Illustrations- child displeasure- example eyes are low- infer characters’ pgs. 1, 12- feelings 24 Language (parents)- “Time for another fun-filled hour.” pgs. 2-6, “A whole three tonight.” 18, 22, 25, 29 Dialogue unassigned- Speaker is not clear from the speech bubble- parental speech is inferred Words formed in the shape of the action on the page 14, 16, 17, 22 Ellipsis- leading up to a dramatic ending 28-29 Spacing of the print throughout

Page/Line Elements of Author’s Craft: Reference Imagery inference- form a mental picture- not 100% stated throughout Foreshadowing- tomorrow is Wednesday page 28 Character’s feelings- portrayal of feelings of the characters through the throughout actions of the character Comedy- amusing or humorous treatment of characters and events throughout Page/Line Elements of Author’s Craft: Reference Theme- the orderly expression of a subject or topic throughout Hyperbole- extravagant exaggeration to achieve an effect throughout Circle book- ends the same way it began page 29

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 51 Page/Line Content You want Your Students to Know: Reference Learning Target: I can notice specific details about the main character’s feelings when eating one pea at Tuesday nights dinner. I know my students are successful when they state words other than happy and sad to describe how the character is feeling. Leads- strong leads- “Something terrible happens every Tuesday night.” page 1 Small moment story structure throughout Word choice- descriptive, adjectives, strong words throughout Author’s message- veggies are not so bad after all, or new foods are not so page 24 bad after all

For what purpose would you recommend using this text? The text most directly supports the teaching of small moment stories

Title of Text: A Pet for Petunia Grade Genre: Realistic by Paul Schmid Level: First Fiction/use for opinion Grade writing Blueprint Designers: J. Ihrig, P. McNamara, M. Lewis, J. Crowther, C. Sheehan

What is the gist of this text (what is the text mostly about)? The little girl is trying to convince her parents to let her get the pet that she wants.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 52 Page/Line Important Text Features: Reference Font Size hyperbole- obvious and extravagant exaggeration to achieve a certain effect; p.8 not meant to be taken literally. (words stretched out, such as “please,” and p.20,21 words getting smaller and smaller.) Repeating Words- “smells” repeated in a poem format when Petunia p.6, encounters the skunk 8,10,16 Dialogue - use of quotation marks: p.17-18 At first dialogue is clearly marked, but as the text progresses, Petunia’s words are affiliated with her picture- no speech bubble. Speech is inferred. Ellipsis “But, but,but……..” p.10,20,26, 29,31 Suspense/surprise- “Petunia follows a path to some trees. And there. On the p.23,28 path. Is a skunk.” Organizational Structure (sequence, problem/solution) Through- out

Page/Line Elements of Author’s Craft: Referenc e Lead: “Petunia likes skunks. No, that’s not exactly right. Petunia LOVES p.1-2 skunks!” Imagery: (Petunia gives a joyful gasp...And with that gasp Petunia smells the p.25-26 worst smell she has ever smelled in her whole entire life. It is not a small smell. It is not even a big smell. It is a STINK!) Page/Line Elements of Author’s Craft: Referenc e Character’s Feelings- Portrayal of characters’ feelings, traits, and motives p.4,5,1619 through the action in a story. ,20,2122, 28

Page/Line Content You want Your Students to Know: Referenc e

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 53 Learning Target: I can look at the pictures and describe how Petunia is feeling about her need for a skunk.l Through- I can look at the author’s word choice and describe how Petunia is feeling out about her need for a skunk. I will know my students are successful when they provide evidence of what they are seeing and explain how Petunia is feeling.

Writing: persuasive writing- claim, evidence

For what purpose would you recommend using this text? The text most directly supports the teaching of persuasive writing.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 54 SECOND GRADE Blueprints

Title of Text: Fireflies by Julie Brinckloe Genre: Fiction Grade Level: Second Grade Blueprint Designers: Jennifer Mattes, Beth Catalfo, Kim Walczyk, Tara McManus, Nancy Ryan, Connie Harrison, Kaitlyn Wager, Kim Minier

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 55 A personal narrative about a boy capturing fireflies, although he enjoys observing them he lets them go and realizes the importance of things being free in nature.

Page/ Important Important Text Evidence /Quotes from Text Line Reference Text Features Pg 1 Punctuation of a comma Illustrations (all pages) Pg 3 Text Format - italic words and an exclamation point - Use of commas and quotation marks to know whom is talking - Pg 4 Quotation Marks - Quotation Marks- First the boy talks, then the Mother and Father both talk together Pg 7 Quotation Marks - “Holes, I remembered, “so they can breathe”… He is going to catch fireflies - Quotation Marks to show the boy talking/ But who is he talking to? Pg 8 Dialogue - “The screen door banged”, “I ran from the Quotation Marks house”, “I wasn’t listening” and the boy is not wearing shoes- it looks like he was in a hurry/ he seems excited - Pg 9 Intent of - - “Fireflies!” is no longer italic/ change in quotation Marks emphasis or meaning?

Page/ Elements of Important Text Evidence /Quotes from Text Line Reference Authors Craft Pg 10 Hyphen Italics

Pg 11 Quotation Marks - “We ran like crazy”… All the kids are excited and barefoot. They love fireflies

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 56 Pg 12 Quotation Marks - “a voice called out above the others”- The voice was louder than all the other voices of children/ it was louder because he was excited - “I caught one!” quotation marks

Pg 13 Quotation Marks

Pg 14 Hyphen “Ten—hundreds”

Pg 19 Quotation Marks Hyphen Pg 24 Italics

Pg 27 Italics

Pg 28 Separation of There is just one sentence by itself at the bottom of Text the page- it could be a very important sentence

Page/ Elements of Important Text Evidence /Quotes from Text Line Reference Authors Craft Front Clues to the - Children on the front cover. Some children have Cover setting jars in their hands - Maybe the children are catching the fireflies? Foreshadowing - It looks like it is night time

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 57 Pg 1 Clues to the time - “On a Summer Evening” tells us that it is during period the summer time - “I looked up from dinner” tells us it is dinner Clues to the time setting Pg 2 Setting: Shows - It was “growing dark” and “My treehouse was a the time of day black shape” show us that it is night time.

Characterization Pg 3 Word Choice - Vocabulary: Flickered Dialogue Pg 4 Figurative - “I forked the meat and corn and potatoes” language - “Please may I go out? The fireflies—“/ Why the pause? Building the excitement for the Clue to suspense fireflies? - He is excited about the fireflies. He looks Characterization excited in the picture and he asked to go outside Dialogue - Quotation Marks- First the boy talks, then the Mother and Father both talk together

Pg 5 - Characterization - “ I ran from the table” – he is eager to get to 9 the fireflies Setting Up Conflict Pg 7 Word Choice - “dulling them” what does this mean?

Internal Dialogue

Pg 10 Rhythm - Blinking on, blinking off….

Page/ Elements of Important Text Evidence /Quotes from Text Line Reference Authors Craft Pg 11 Word Choice - “We ran like crazy”… All the kids are excited and barefoot. They love fireflies - fireflies because of their lights - “grasping” - “cried”- the children are happy not sad

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 58 Pg 12 Inferring - “a voice called out above the others”- The voice was louder than all the other voices of children/ it was louder because he was excited - The voice was louder because the boy caught a firefly

Pg 13 Figurative - “thrust my hand into the jar”- the boy put his Language/Simile hand in the jar fast - The boy is staring at the firefly light Word Choice - “The jar glowed like moonlight”- comparison of what the light seemed to be - “I felt a tremble of joy”

Pg 14 Clues from - “dashed about”, “waving our hands in the air Pictures like nets” - “Ten—hundreds” There is a break or pause in Setting the sentence… maybe it shows a different kind of meaning Figurative - The ground is yellow- maybe from all the Language fireflies

Voice Pg 15 Word Choice - “Thrusting” them into jars

Pg 16- Story Structure - “It’s time to come in , now” is something 17 parents say to kids when they want them to come home (Beginning of the end)

Page/ Elements of Important Text Evidence /Quotes from Text Line Reference Authors Craft

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 59 Pg 18- Story Structure - He keeps telling everyone he caught hundreds of 20 Problem fireflies/ did he really catch that many?

Pg 20 Figurative - “The jar glowed like moonlight” Language

Pg 21- Story Structure - The fireflies looked like they were all at the 23 bottom End - Did the fireflies fall? Are they sleeping? - Some of the fireflies are losing their brightness Conflict - The boy is looking at the fireflies in awe/ he said it was different but why? - The light in the jar is dimming - All the fireflies are at the bottom of the jar - Can they all breathe in there? - The boy is still staring at the fireflies in the jar - The fireflies were no longer producing a bright light - The fireflies were dying because they did not have enough space or air - All of the fireflies are piled up on top of each other - There are a lot of fireflies in the jar

Pg 22 Word Choice - “I tried to swallow but something in my throat would not go down”- the boy seems sad about the fireflies

Pg 23 Figurative - “The light grew dimmer” Language - “Like moonlight underwater”

Page/ Elements of Important Text Evidence /Quotes from Text Line

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 60 Reference Authors Craft Pg 24 Conflict - Italic word- my- the importance that the fireflies were the boy’s fireflies Characterization - The boy put the pillow over his head- maybe to not see the fireflies Voice - The boy looks upset- when you put the pillow over your head you are probably upset - The fireflies do not light up the boy’s room anymore - The fireflies are now darl

Pg 25 Characterization - The boy looks like he loves animals from all his Inferring from stuffed animals picture - The boy is setting the fireflies free because they were no longer glowing Word Choice - The boy tried to set the fireflies free even though he just caught them - The boy loves the fireflies and wants them to be safe/happy - Vocabulary - flung

Pg 26 Resolution to - The fireflies left the jar and are glowing again problem - There are a lot of fireflies- maybe hundreds - “poured out in the night” Word Choice - “Green, then gold, then white as the moon.”

Figurative language

Pg 27 Resolution to - The fireflies like the moon problem - The fireflies are a bright yellow color again - “Like stars dancing” Figurative language

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 61 Rhythm and repetition

Pg 28 Characterization - The boy is crying and smiling at the same time - The boy is happy to see the fireflies happy and Resolution to glowing again problem - There is just one sentence by itself at the Closing of story bottom of the page- to increase meaning.

Spacing of text

Compare and Contrast

Content You want Your Students to Know: Page/Line Reference Theme : If you love something you may have to set it free Character development of emotion Making good choices

For what purpose would you recommend using this text? - The text most directly supports the teaching of RL 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (Narration) - RL 2.4 Describe how word and phrases supply rhythm and meaning in a story, poem, or song.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 62 Title of Text: The Little House by Virginia Lee Burton Genre: Fiction Grade Level: Second Grade Blueprint Designers: Jennifer Mattes, Beth Catalfo, Kim Walczyk, Tara McManus, Nancy Ryan, Connie Harrison, Kaitlyn Wager, Kim Minier

What is the gist of this text (what is the text mostly about)? The journey of a little house as a community changes over time from rural to urban.

Important Text Features: Page/Line Reference  Title Cover & Title Page  Dedication Dedication page  Quotations - “This little house…” Pg 1  Hyphen – great-great-grandchildren  Illustrations – drawn (throughout book)  Comma- Day followed day, Pg 2  Ellipses –from the one before…  Comma – full moon, Pg 4  Semi-colon – to a thin old moon;  Capitalization – Spring Pg 6  Vocabulary – swell, brook  Vocabulary - ripen Pg 8  Vocabulary - frost Pg 10  Ellipses – Year followed year…, away to the city… Pg 12  Vocabulary – horseless carriage, surveyors, surveyed, tar and Pg 14 sand, steam shovel  Ellipses  Ellipses – gasoline stations…, roadside stands … Pg 16  Vocabulary - automobiles  Ellipses Pg 18  Vocabulary – Tenement houses  Quotation marks – “This must be living in the city” Pg 20  Vocabulary – Trolley Cars, Pg 22  Vocabulary – Elevated train Pg 24  Vocabulary – subway, glance Pg 26  Vocabulary – cellars, stories Pg 28  Vocabulary – “She looked shabby” Pg 31  Ellipses  Quotation marks Pg 32  Italics - that  Capitalization – Movers Pg 34 Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 63  Quotations  Quotations Pg 37  Hyphen – great-great-granddaughter  Vocabulary – foundation Pg 38-39  Capitalization of seasons  Repetition – “once again”  Ellipses Pg 40

Elements of Author’s Craft: Page/Line Reference  Text layout – imitates shape of illustration Pg 1  Personification – house referred to as “her” (throughout story) in text and pictures  Word Choice – sold for gold and silver, great- great- grandchildren (referring to past)  Detailed illustrations to support all aspects of text  Atmosphere/Mood – developed through word choice and illustrations to create an emotional climate (throughout the story) Illustration showing time passing, rural community Pg 2 Time lapse shown via word choice and ellipses  Foreshadowing – “ Way off in the distance she could see the Pg 4 lights of the city. She was curious…”  Illustration showing passage of time with moon chart  Repetition – “She watched…” Pg 6 - 12  Predictable pattern pgs 6-12 describing passage of time with seasons  Passage of time using ellipses Pg 12  Passage of time using ellipses Pg 14  Repetition – “pretty soon…”, “then”  Connections to other stories via illustration (Mike Mulligan and Pg 15 his Steam Shovel)  Illustrations begin to show change (man with cane, technology, roads, automobiles)  Ellipses used to list things to be found in picture (pause) Pg 16-17  Repetition in illustration  Illustration represent suburb  Conflict – No one wanted to live in her  Worsening of conflict (climax) Pgs 16 -31  Ellipses used to list things to be found In picture (pause) Pg 18-19  Word choice – sold for gold or silver, apartment houses,

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 64 tenement houses  Illustration use of color to highlight main character  Figurative vs literal language – “ she couldn’t be sold for gold or silver…) refer to beginning of story  Illustration – signifies urban community  Internal dialogue – “This must be living in the city,” thought Pg 20 the little house.  Personification – “apple trees dancing in the moonlight.”  Illustration shows passage of time in urban community Pg 23,25  Ellipses for a pause Pg 28  Climax of problem Pg. 31  Ellipses to show opposition  Word choice – shabby  Cause and effect – “Her paint was craced and dirty…”  Word choice to show a shift in atmosphere/mood – “Then one Pg 32 fine morning in Spring…”  Time lapse with word choice - “Then one fine morning in Spring…”  Voice – “that”  Beginning of resolution to problem   Illustration shows progression of all communities Pg 36-37  Dialogue  Repetition – “once again” Pg 38-39  Illustration – Use of color to influence atmosphere or mood.  Repetition – “never again…” Pg 40  Ellipses to set pace and to create mood.

Content You want Your Students to Know: Page/Line Reference Change over time Communities: urban, suburban, rural

For what purpose would you recommend using this text? The text most directly supports the teaching of  RL 2.3 Describe how characters in a story respond to major events and challenges.  Personification

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 65 Title of Text: Velma Gratch and the Way Cool Butterfly Genre: Fiction by Alan Madison and Kevin Hawkes Grade Level: Second Grade Blueprint Designers: Jennifer Mattes, Beth Catalfo, Kim Walczyk, Tara McManus, Nancy Ryan, Connie Harrison, Kaitlyn Wager, Kim Minier

What is the gist of this text (what is the text mostly about)? Velma wants to be noticed so she does inappropriate things but then a butterfly helps her bloom and be noticed for something good.

Important Text Features: Page/Line Reference  Title Cover and title page  Author  Illustration - Butterflies- on her backpack, on the page Pg 2 multiple times  Illustration supports text throughout story  Word Choice – Sisters names  Layout of the text on the page/ use of space Pg 3  Dash and exclamation point  Layout – spacing between sentences. (captions  Vocabulary –Cooed Pg 4   Vocabulary – Lamented, muddled Pg 5  Layout – spacing between sentences. (captions)  Italics Pg 6  Quotation marks  Dashes – pretzel-twisted, full-blown  Vocabulary - inquired  Text layout for Metamorphosis Pg 8  Italics – metamorphosis  Vocabulary – metamorphosis, chrysalis, volcano  Dash – extra-long word  Quotation marks Pg 9-10  Dashes – metal-more-for-this  Ellipses  Vocabulary - bobbled  Hyphen Pg. 11  Colon  Dash – gossamer-wing  Vocabulary – gossamer-wing, morpho, painted lady

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 66  Vocabulary – coincidence, Mexico Pg 12  Text layout – “conservatory” Pg 13  Dash – extra-long  Vocabulary - conservatory  Dialogue Pg 14  Ellipses  Dash – “can-serve-the-story”  Vocabulary –aquarium, absolutely  Dialogue Pg 15  Vocabulary – bedecked, precisely  Dash – sharp-nosed  Vocabulary – gurgled, migration, variety Pg 18  dialogue  Italics – migration  Hyphen  Text format Pg 19  Vocabulary – alighted  Quotation Pg 20  Ellipses  Vocabulary - yearned  Vocabulary – roosted, delicate, twitching, weightless and Pg 21, 22 wondrous  Pg 23

Elements of Author’s Craft: Page/Line Reference

Content You want Your Students to Know: Page/Line Reference

For what purpose would you recommend using this text? The text most directly supports the teaching of RL 2.3 Describe how characters in a story respond to major events and challenges.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 67 Title of Text: Officer Buckle and Gloria Genre: Fiction by Peggy Rathmann Grade Level: Second Grade Blueprint Designers: Cristina Kowal

What is the gist of this text (what is the text mostly about)? The text is about an officer teaching students important safety tips to follow in school. Also included in this story is the importance of teamwork and friendship with his dog assistant Buckle.

Important Text Features: Page/Line Reference Illustrations Pg. 3 (safety needs to be addressed as a lot of accidents are occurring) Pg. 14, 29 (relationship between characters) Spacing Pgs. 16-17 (text centered between illustrations to support understanding and show the relationship between the two characters) Font Pgs. 26-27 (Font size changes, and is curved to demonstrate the safety hazards that have occurred due to Officer Buckle’s absence at safety presentations)

Elements of Author’s Craft: Page/Line Reference Main idea – the importance of having pg.3, 26-27 (what can happen without safety safety in school, and how it helps keep rules in the classroom) everyone in the school safe pg. 12-14 (letters from students thanking them for safety tips)

Content You want Your Students to Know: Page/Line Reference Students will understand the importance of safety tips in school, and how they assist in a school running smoothly. This story will also assist in the development of classroom and school rules.

For what purpose would you recommend using this text? The text most directly supports the teaching of the importance of safety rules in school. Students can then assist in developing classroom rules.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 68 Title of Text: School in My Community -Scholastic News Genre: Non-fiction Grade Level: Second Grade Blueprint Designers: Cristina Kowal

What is the gist of this text (what is the text mostly about)? Students will learn about what schools look like in the three different types of communities – rural, suburban, and urban.

Important Text Features: Page/Line Reference Headings Pgs. 2-3 Bold Print Pgs. 2-3 Photographs Pgs. 2-3 Captions Pgs. 2-3 Deck – supports main idea with story about a child in a rural Pg. 1 community

Elements of Author’s Craft: Page/Line Reference Main Idea – How do the pictures support your understanding of Entire reading the main idea? Compare and Contrast – Complete with three types of school Pgs. 2-3 communities

Content You want Your Students to Know: Page/Line Reference Students will be able to understand the differences between Entire reading rural, urban, and suburban school communities. They will understand the features at a school in each type of Pgs. 2-3 community.

For what purpose would you recommend using this text? The text most directly supports the teaching of the three types of communities. The article gives an understanding of the traits of schools in each of type of community.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 69 Title of Text: The Berenstain Bears and the Gold Rule Genre: Fiction by Stan & Jan Berenstain Grade Level: Second Grade Blueprint Designers: Kim Mason

What is the gist of this text (what is the text mostly about)? Sister Bear learns to treat others like she would want to be treated by befriending the new student.

Important Text Features: Page/Line Reference Illustrations Pg. 8,13,24 I can notice details in the illustrations that give me information about the character. Spacing Pg. 18, 19

Elements of Author’s Craft: Page/Line Reference Characterization- Character Traits- Pg.8- Queenie was older than Sister and a little Use a character’s actions to reveal snooty… personality Pg. 13- Sister was thinking about going over and  mean, unkind, cruel- bullying introducing herself when Lizzy and Anna came up. behavior Pg. 16- Sister allowed herself to be led away to  kindness, empathy the hopscotch game. She felt a little worried I can notice actions to infer what about Suzy MacWhoozy, though she couldn’t Sister Bear (and Queenie McBear) is exactly say why. like. Pg. 24- Sister Bear grew very quiet. Now that she thought it over, she wasn’t quite so sure- not so sure at all! Words of the Wise- character comes Pg. 3-5- “The golden rule,” Papa explained, “tells right out and tells you a lesson you you to treat other people the way you want to be are learning treated yourself.”

Content You want Your Students to Know: Page/Line Reference Golden Rule- Norms of communities Pg. 3 Character traits

For what purpose would you recommend using this text? The text most directly supports the teaching of character traits (Sister Bear) through actions and dialogue. The main message of the story is to learn and apply the golden rule.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 70 Title of Text: The Empty Pot by Demi Genre: Folktale Grade Level: Second Grade Blueprint Designers: Kim Mason

What is the gist of this text (what is the text mostly about)? The Emperor set out to determine who would succeed him as emperor by testing the children of the land. Only one child, Ping, demonstrated honesty by bringing his empty pot, and he was chosen.

Important Text Features: Page/Line Reference Illustrations Pg. 20 I can notice details in the illustrations to identify events in the Details in story. (story arc) illustration/What does I can notice details in the illustrations that give me information this tell me as a about the character. reader?- chart

Elements of Author’s Craft: Page/Line Reference Characterization Pg. 22  honesty, integrity Pg. 28 I can notice actions to infer what Ping is like.

Content You want Your Students to Know: Page/Line Reference Story arc

For what purpose would you recommend using this text? The text most directly supports the teaching of details in illustrations and character’s actions to see what a character is like.

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 71 THIRD GRADE Blueprints

Title of Text: Come On, Rain! By Karen Hess Grade Level: Third Grade Blueprint Designers: Terri Ercole, Sue Hodge, Lee Ann Townsend, Laura Swanson, Jessica Tortorici, Lisa Allen

This book is about a family in an urban setting waiting for rain to come on a hot, summer day. It describes, in detail, the way that the characters feel about the need for rain.

What does this text offer students? Imagery

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 72 Important Text Features: Most Pervasive elements of Author’s Content You want Your Students to Craft: Know: Physical layout of text: Word choice:  Spacing  Strong verbs  How water impacts the lives and  Font  Onomatopoeia moods of the characters/  Color of text (sky)  Alliteration setting in the text.  Justification  Sensory words  Identify the impact of word choice and physical layout of text on the reader’s experience.

What can students gain as a result of reading this text? Learning Targets Learning targets this text could capture CCLS 1. Identify the impact of word choice RL3.4 (strong verbs, onomatopoeia, alliteration) Literal vs. figurative language 2. Identify the impact of the physical layout of text on the reader’s RL3.7 experience. (spacing, justification, font size and color, use of blank How use of illustrations contribute to what is space) conveyed by the works

Potential Purposeful Potential Text Dependent Questions aligned To Purposeful Reread Rereads What questions can I ask that point students in the right direction to help them gain content Why would I have my knowledge while developing strategic reading behaviors? students reread the text or part of the text? Word choice

“Mamma lifts a listless Why does the author use onomatopoeia? vine….. What examples are found in the text?

What is a verb? Why would authors use verbs? What is the difference between a strong verb and plain old verb?

The author uses the words sagging and sizzling. How do these words show a need for water?

What other verbs or verb phrases show a need for water in this story?

Why do you think the author included the passage “Up and down the block…..drooping lupines.”?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 73 2.  Model thinking aloud about text spacing in relation to whole page Physical layout  Color use of both font and illustration (white space)  How does the organizational structure of the text help to tell the story?

 How does the sequence of events help to tell the story? 3. Additional questions for  Does the story show a particular setting? What words or phrases help you to figure out text the setting? Would the story be different if it took place in a different setting?

Jeanette Atkinson & Julie Johnson. Instructional Specialists. Monroe I BOCES. Unpacking Texts for Close Reading. May 2015. Page 74 Name______Come On, Rain!

Page Figurative Language What It Means Numbe r 3 “I am sizzling like a hot potato.”

4 “…heat wavers off tar patches in the broiling alleyway.”

7 “Her long legs, like two brown string beans.”

8 “She is nearly senseless in the sizzling heat.”

13 “Trees sway under a swollen sky.”

22 “…while the music… shimmies and sparkles and streaks like night lightning.”

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 75 Title of Text: Deadliest Genre: Informational Animals by Melissa Stewart Grade Level: Third Grade Blueprint Designers: Terri Ercole, Sue Hodge, Lee Ann Townsend, Laura Swanson, Jessica Tortorici, Lisa Allen

What is the gist of this text (what is the text mostly about)? This book outlines the characteristics of deadly predators.

Important Text Features: Page/Line Reference Table of Contents 3 Photographs throughout Text boxes throughout Headings and Subheadings throughout Font (colored print, bold print) throughout Pronunciation Guide 9 Index 48 Glossary 46-47 Diagram 32 Figure 33 Captions 21 Top Ten* 30-31

Elements of Author’s Craft: Page/Line Reference Punctuation (dashes vs. hyphens, colons) throughout Text Structure – cause and effect 16, Text Structure – compare and contrast 8-9, 10-13, 16 Text Structure – description throughout Leads 4-7, 32, 36, 42, Leads – Questions 4, 6, 22, 44 Word Choice Table of Contents, 24, 28, 32, Alliteration Table of Contents, 42, 28 Onomatopoeia 40 Conclusion* 45 *These are good pages for classroom discussions about the text. Top Ten – Caption vs. Fact Box. Conclusion – separate chapter vs. added to the last chapter.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 76 Content You want Your Students to Know: Page/Line Reference Students will understand the characteristics of deadly predators throughout

For what purpose would you recommend using this text? The text most directly supports the teaching of using text features to help students efficiently select, navigate through, and abandon informational texts. Students will also use the elements of author’s craft to help them understand the text.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 77 Title of Text: I Wanna Iguana Genre: by Karen Kaufman Orloff and illustrated by David Catrow Realistic Fiction Grade Level: Third Grade Blueprint Designers: Terri Ercole, Sue Hodge, Lee Ann Townsend, Laura Swanson, Jessica Tortorici, Lisa Allen

What is the gist of this text (what is the text mostly about)? Alex tries to convince his mother to let him take his friend’s iguana.

Important Text Features: Page/Line Reference Font (child’s print vs. mother’s print) Throughout Illustrations Throughout Post Script “P.S. Iguanas don’t like spaghetti.” “P.S. What’s a trial basis?” “P.S. If you clean his cage as well as you …” Note paper Throughout

Elements of Author’s Craft: Page/Line Reference Persuasive Style Throughout Closings for each letter throughout Text Structure (Claim and counter-claim throughout – relate to problem/solution structure) Post Script “P.S. Iguanas don’t like spaghetti.” “P.S. What’s a trial basis?” “P.S. If you clean his cage as well as you …” Sentence Fluency (length) “You have a brother.” “Forget the girl. I need a new friend now!” Voice Alex’s sentences are generally longer, Mom’s sentences are more succinct

Character Each note and closing reveals a little about Alex’s personality and his relationship with his mom

Content You want Your Students to Know: Page/Line Reference N/A

For what purpose would you recommend using this text? The text most directly supports the teaching of persuasive writing strategies and considering your audience when selecting arguments.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 78 Title of Text: I am Too Absolutely small Genre: Realistic Fiction for School (lesson 1) by Lauren Child Grade Level: Third Grade Blueprint Designers: H. Stoffel

Learning Target I can notice dialogue, talking, in the story to help me figure out what the Lola is like.

What is the gist of this text (what is the text mostly about)? Lola is unsure about going to school and feels nervous. Her older brother, Charlie, persuades her that she will be “OK.”

Important Text Features: Page/Line Reference Title-what read about, hint about text, Book cover-characters, their names, age difference, appearance dedication page-the author wrote with someone in mind, likely her daughter

Dialogue-more than one character, people talking Print: Bold font-author is emphasizing, tone changes Spacing-tells reader someone else is talking Print layout-text in swirls, Illustrations-understand what characters and setting look like, characters emotions/feelings

Elements of Author’s Craft: Page/Line Reference ***Characterization through dialogue Lola Beginning to End-nervous, scared, hesitant, th/ 2-“still quite small avoidance to content 3-“don’t have time…too busy” Also confused/unsure, 11-“I didn’t know that 4-“I don’t need to learn up to …” Charlie” 9-don’t need to learn letters, “talk 7-“I am not quite on a phone…”

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 79 sure” Elements of Author’s Craft: Page/Line Reference 15-“I don’t know, 12-“I don’t need to read words… Charlie” books in my head” 18-“Why not? Lola 20-“I will NOT EVER eat a school asked, 19-“really” lunch.” Charlie-helpful, caring, kind, persuasive *21-“I do not want to eat at school, alone, all by myself, on my own 23-“but I already have my own friend” not wanting to eat at school

**24-Turning Point Charlie says her invisible friend will be with her too.

25-“Oh, you’re right…I will absolutely have to go, too.” 30-“I was not worried. It was Soren Lorenson who was nervous, not me. I was fine.”

Content You want Your Students to Know: Page/Line Reference Overcome fears -character traits, characterization

For what purpose would you recommend using this text? The text most directly supports the teaching of characterization through dialogue, actions, and illustrations. Could use as a lesson for print layout. I do-model, We do in mini-lesson, I do-Daily 5 with notecatcher (2 column evidence-tells me)

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 80 Title of Text: I am Too Absolutely small for School (after dialogue Genre: lesson) by Lauren Child Realistic Fiction Grade Level: Third Grade Blueprint Designers: H. Stoffel

Learning Target-I can notice actions in the story to help me infer what the Lola is like. What is the gist of this text (what is the text mostly about)? Lola is unsure about going to school and feels nervous. Her older brother, Charlie, persuades her that she will be “OK.”

Important Text Features: Page/Line Reference Title-what read about, hint about text, Book cover-characters, their names, age difference, appearance dedication page-the author wrote with someone in mind, likely her daughter

Dialogue-more than one character, people talking Print: Bold font-author is emphasizing, tone changes Spacing-tells reader someone else is talking *Print layout- Illustrations-understand what characters and setting look like, characters emotions/feelings

Elements of Author’s Craft: Page/Line Reference ***Characterization through actions Lola Beg-End (nervous, scared-through avoiding going to school- 3-chasing butterflies to-content and confident) 4-counts to 10 Charlie -dresses as an alligator 22-stares at Charlie, with worried expression (point out this is also using the illustration to

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 81 Elements of Author’s Craft: Page/Line Reference help you learn about Lola) 23-not wanting to eat at school ______24-starting to smile as Charlie suggests she brings her invisible friend to school with her (illustrations) 26-walking in to school wobbly (word choice) 29-hopping along walking with someone at school

Content You want Your Students to Know: Page/Line Reference Character traits, characterization

For what purpose would you recommend using this text? The text most directly supports the teaching of characterization through dialogue, actions, and illustrations. Could use as a lesson for print layout.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 82 How did the Author Let me Know About Characters?

 The author told me exactly what the character is like-----INSERT SPECIFIC EXAMPLES FROM CLASSROOM TEXTS TO REFER TO

o On page 9, it says, “He was shaking in his boots, nervous and scared.” He is scared and nervous.

 The author described what the character looked like, their appearance-----

 The author revealed the character’s thoughts, motivations, personality-----

 The author used dialogue to tell me about the character (In the text it says, …)-----

 The author used actions to reveal the characters personality-----She tried and tried and eventually rode her bike alone.

 The use of word choice in actions-----

 The author used a nickname

 The author used supporting characters to contrast with the main character

o Protagonist (good guy)

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 83 o Antagonist (bad guy)

o Minor Character (only a small part in text)

o Static Character (in text entire time, but not the main character)

Title of Text: Rain School by James Rumford Genre: Multicultural Grade Level: Third Grade Text, Realistic Fiction Blueprint Designers: Jane Brown & Stacey Newmyer

What is the gist of this text (what is the text mostly about)? Thomas is a student in Chad. They must build their school after the rains each year.

Important Text Features: Page/Line Reference Illustrations revealing setting Cover-title, students without shoes, rain

Dedication pg- street, shops, toys, bike versus car, map (clue?), different language, goat, dress, baby, water jug carried on head

pg 1 & 2-baket of fruit carried on head, goats, bright clothes, hairstyles, busy street

pgs 7 & 8-building mud bricks, two adults, children, mud pile, carrying water in buckets, stick foundation, drinking from a bowl, dry and dusty

pgs 9 & 10-pole structure, ladder, mud bricks, many working children, landscape, pails, dry colors, bright colors

pgs 13 & 14- inside classroom, darker colors, mud desks, open wall, straw roof, smiling faces

pg 20-pointing to location of Chad on map, red color, atlas

pgs 23 & 24-gray colors, rain, wind, puddles, running

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 84 away, dismantled school Map pg 29- Africa, different language, Chad in red, thatch roof Magnification pg 29- Chad in red, population, capital, size of country

Elements of Author’s Craft: Page/Line Reference Setting demonstrated through descriptive language pg 2-country of Chad, dry dirt road

pg 5-schoolyard,no classrooms

pg 6-we will build our school

pg 7- mud bricks and dry them in the sun

pg 10-mud walls and mud desks pg 11-grass and saplings, make a roof

pg 13-cool, smells of earth and fields, wooden stools

pg 23 & 24-big rains, strong winds, grass roof, rain inside, mud walls and desks, soaked, start to slump Cyclical story structure pg 2,22,& 27-big brothers and big sisters are leading the way, last (Thomas is led, then learns to lead) day of school they leave with (Build school, washed away, build school…) knowledge, Thomas will become a big brother, come September school will start over

pg 7,8,23,24,25 & 27-Build a school, rains come, school disappears, they will build their school again

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 85 Content You want Your Students to Know: Page/Line Reference How does geography impact education in Chad? pg 2-country of Chad, dirt road

pg 5- no school house at the schoolyard

pgs 7,8- dry them in the sun, illustration shows building the school structure & buckets of water

pgs 9 & 10 illustration shows building and landscape

pgs 11 & 12- grass and saplings for roof, illustrations demonstrate

pg 13-cool, smells of the earth, smells of the fields ready for planting, wooden stools, illustration shows mud desks, mud floors, straw roof and walls, open walls

pgs 23 & 24- big rains, drops hard and fast, strong winds, grass roof, rain inside, mud walls soaked and start to slump

pgs 25 & 26- school disappears until there is nothing left, illustration shows dirt road, collapsed school, landscape

pg 29-map and magnification How is the setting revealed through the author’s See above pages words and pictures?

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 86 For what purpose would you recommend using this text? Recognize how the author/illustrator reveals the setting through descriptive language and illustration. Examining cyclical text structure.

FOURTH GRADE Blueprints

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 87 Title of Text: “The Americans Who Risked Everything” Genre: http://www.rushlimbaugh.com/pages/static/my_father_s_speech nonfiction by Rush H. Limbaugh, Jr. Grade Level: Fourth Grade Blueprint Designers: Julie Knapp and Denise Lemcke

What is the gist of this text (what is the text mostly about)? This is a speech about how the signers of the Declaration of Independence risked their lives and livelihoods for the principle of freedom.

Important Text Features: Page/Line Reference title Drawings/photographs Subheadings Captions Quotes (italics) Cause/Effect (powerful introduction and conclusion)

Elements of Author’s Craft: Page/Line Reference Drawing conclusions Epilogue Inference Narration Point of View – Third Person Setting Paragraphs 1-6 Theme Tone

Content You want Your Students to Know: Page/Line Reference Purpose of the Declaration of Independence Role of Thomas Jefferson in writing the Declaration of Independence Role of Continental Congress

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 88 For what purpose would you recommend using this text? Use in conjunction with The Revolutionary War by Josh Gregory – Included in Lucy Calkins Grade 4 Writing Units.) Alignment with Social Studies Framework Compelling Question: What does it mean to be free?

The text most directly supports the teaching of understanding the price of freedom during the time of the American Revolution.

Text-dependent questions may include:

1) What motivated the author to write this speech? 2) Why does the author include the quote, “My hand trembles, but my heart does not,” by Stephen Hopkins? 3) How does the way the author organized this speech deepen your understanding of freedom? (Consider how the introduction, body, and conclusion work together.) 4) Why did the author choose to title the speech, “The Americans Who Risked Everything”? 5) What is the theme or underlying message of Rush Limbaugh’s speech? Why do think this?

Based on what you have read and discussed, would you have signed the Declaration of Independence? Cite evidence from the speech and/or The Revolutionary War by Josh Gregory.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 89 Title of Text: “Peacemaker Story” from Haudenosaunee Guide for Genre: Educators Informational Author: National Museum of the American Indian – Education Office Grade Level: Fourth Grade Blueprint Designers: Jessica Hoffend & Cathy Stephens

What is the gist of this text (what is the text mostly about)? The Haudenosaunee Great Law of Peace was the foundation for the democratic U.S. government and Constitution.

Important Text Features: Page/Line Reference Preface/introduction p. 2 Pronunciation guides throughout Title p. 2 Sidebar p. 3 Chart with headings p. 3 Drawings p. 2 Photograph p. 3 Bold & italicized words p. 3 Primarily chronological text structure p. 2-3

Elements of Author’s Craft: Page/Line Reference Narration (tells story of creation of Confederacy) – Literary elements throughout Analogy/symbolism Page 2, paragraph 1, “snakes”

, paragraph 2 “five arrows”

, paragraph 3 “Tree of Peace” Word choice/bias Page 2, paragraph 1 Time lapse Page 3,

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 90 paragraph 2 “Today”

Content You want Your Students to Know: Page/Line Reference SS Framework 4.2.b: Native American groups developed specific throughout patterns of organization and governance to manage their societies. Literary terms: figurative language, symbolism, analogy, metaphor throughout

For what purpose would you recommend using this text? The text most directly supports the teaching of 1. ELA content: Figurative language/symbolism/word choice 2. SS content: Native American government 3. ELA content: Using the chart (text features) to aid understanding

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 91 Title of Text: Shiloh by Phyllis Reynolds Naylor Genre: Realistic Fiction Grade Level: Grades 4-5 Blueprint Designers: Ashley Zaborowski

What is the gist of this chapter book (what is the book mostly about)? Shiloh is about a young boy, Marty, who befriends a dog he names Shiloh. Marty tries to rescue Shiloh from an abusive hunter by hiding and taking care of him, and continuously perseveres to do what he believes to be right and save Shiloh.

For what purpose would you recommend using this chapter book? This chapter book most directly supports the teaching of:  Summarizing  Inferring  Drawing Conclusions  Problem & Solution  Cause & Effect  Theme

Chapter book title: Shiloh Chapter (#/title): Chapter 9 Important Text Features: Page/Line Reference Italics used to emphasize tone of voice Page 83- “Marty, don’t you ever run away from a problem.” Different font and all capital letters Page 85- Used to show words that were written on a sign. Italics and stanza Page 85- Used to show lyrics from a song the mother is singing.

Elements of Author’s Page/Line Reference Craft: Conflict Pages 82-83- Marty’s mom finds out about Shiloh.

Dialect Page 83- Southern dialect: “You aren’t fixing to run off with this dog, are you Marty?”

Irony Page 87- Marty builds a pen to keep Shiloh safe from Judd, but Shiloh is attacked by a dog and almost dies.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 92 Elements of Author’s Page/Line Reference Craft: Imagery/Simile Page 87-88- Vivid explanations and descriptive language of when Shiloh was attacked by the German Shepard- “I unfasten the wire next to the pine trees, legs like rubber, hardly holding me up. Shiloh’s got blood on his side, his ear, a big open gash on one leg, and he don’t move.” Point of View- First Person Whole Chapter Problem and Solution Pages 84-85-Marty brainstorms solutions to get Shiloh out of town. Suspense Page 88- Shiloh is attacked by a German Shepard and Marty thinks he is dead at the end of the chapter. Drawing Conclusions Pages 83-84- Why would Marty’s mother agree to keep Shiloh hidden from Marty’s father?

Content You want Your Students to Know: Page/Line Reference Marty’s mother finds Shiloh, agrees to keep him a Pages 81-83 secret from Marty’s father, and gives Marty one day to find a solution Shiloh is attacked by a German Shepard. Marty, his Page 87 mother and his father run out to the pen on the hill when they hear Shiloh yelping. Shiloh is badly injured and Marty believes he is Page 88 dead.

For what instructional purpose would you recommend using this chapter? This chapter most directly supports the teaching of  Conflict  Problem and Solution

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 93 Title of Text: Natural Wonders of the World Genre: Nonfiction by Jane Sellman (Reading A-Z) Grade Level: Grades 4-5 Blueprint Designers: Ashley Zaborowski

What is the gist of this text (what is the text mostly about)? This text describes 5 natural wonders of the world (Grand Canyon, Paricutin, Victoria Falls, Mount Everest, and the Great Barrier Reef). The text describes how each wonder was formed and why people find the wonders to be extraordinary.

Important Text Features: Page/Line Reference Table of Contents Page 3 Photographs with Captions Throughout text Bolded vocabulary and Glossary Throughout text and pages 23-24 Index Page 24 Sidebars Pages 7, 14, 21 Maps Pages 3, 5, 9, 12, 15, 19 Diagrams Pages 11 and 13

Elements of Author’s Craft: Page/Line Reference Cause and Effect (Changes in nature have many positive and Throughout text negative effects on people and nature.) Central Idea (There is a focus on how each landform was formed). Throughout text

Content You want Your Students to Know: Page/Line Reference The cause and effect of erosion on landforms. Page 5 The positive effects and purpose of coral reefs. Pages 19-21

For what purpose would you recommend using this text? The text most directly supports the teaching of:  Identifying and explaining cause and effect relationships  Nonfiction writing- Using supporting details to explain why the natural wonders are important places to preserve.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 94 Title of Text: The Gettysburg Address Genre: Nonfiction by Jennifer McStotts (From Reading A-Z) Fountas & Pinnell Level S Grade Level: Grades 4-5 Blueprint Designers: Ashley Zaborowski

What is the gist of this text (what is the text mostly about)? This text is mainly about how the Battle of Gettysburg (Confederate defeat) and the Gettysburg Address were turning points in the Civil War. This text also provides a brief explanation of the causes of the Civil War.

Important Text Features: Page/Line Reference Bold Words Throughout text Headings (Also listed in a Table of Contents) Throughout text and page 3 Sidebars (Another speaks at Gettysburg & Lincoln Memorial) Page 10 and 22 Photos Throughout text Maps (U.S. breakdown of free and slave states) Pages 6-7

Elements of Author’s Craft: Page/Line Reference Cause and Effect (Beliefs about slavery -> Confederate States of Pages 6-7 America -> Civil War) Conflict (Physical conflict brought on by the war) Page 9 Dialect (Abraham Lincoln’s Gettysburg Address is written out and Pages 15-16 the meaning of short segments is then explained) Pages 17-21 Imagery (How Did the President Sound? ) Page 13 Main Idea (Short chapters allow for main idea to be determined Throughout text for each section of the text) Repetition (There is a focus on how Lincoln used repetition in his Pages 17-21 speech to make his points clear).

Content You want Your Students to Know: Page/Line Reference Cause of the Civil War Pages 6-7 Those who were involved in the Civil War and why Page 8 The meaning and purpose of Lincoln’s Gettysburg Address Pages 13-21

For what purpose would you recommend using this text? The text most directly supports the teaching of  Connection to Social Studies curriculum (The role of the Civil War and Lincoln’s Gettysburg Address in ending the war and abolishing slavery.)  Summarizing the text, Identifying Main Idea

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 95

FIFTH GRADE Blueprints

Title of Text: Eleven by Sandra Cisneros Genre: Narrative, Memoir,

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 96 Grade Level: Fifth Grade and Short story Blueprint Designers: James Hermon, Ashley Bryant, Mary McClellan, Katya Damaske, Sue Chauncey

What is the gist of this text (what is the text mostly about)? It’s Rachel’s eleventh birthday, and she feels humiliated by her teacher at school.

Important Text Features: Page/Line Reference Dialogue Text Box 2 Subheading 1

Elements of Author’s Craft: Page/Line Reference Internal dialogue/external dialogue Int #1-4, 21-22 Ext/Int #11 Ext #10 Repetitive words -“Not mine, not mine, note mine” #12-13 -“when you’re eleven, you’re also ten, and nine, and eight, and #1,18,22 seven…” -“I wish I was one hundred and two” #4,22 -“eleven” All throughout text Conflict #9-12 Figurative language/Imagery (similes) #3, 8, 13, 14, 22 Mood/Tone #1, 5, Characterization #1-5, 11, 13, 19 Point of view #5, Foreshadowing #2, 19, 5 Connecting Possible #5, 11, 12

Content You want Your Students to Know: Page/Line Reference I can use an author’s word choice to describe a character’s feelings. I can identify a character’s internal and external dialogues to describe what a character is like. I can determine the mood of a story based on an author’s word choice.

For what purpose would you recommend using this text?

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 97 The text most directly supports the teaching of characterization through the use of internal and external dialogue, imagery (figurative language), mood and point of view.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 98 Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 99 Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 100 Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 101 Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 102 Design Templates -Blueprint -Lessons

Stand Alone Text Blueprint

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 103 Text Title: Author: Genre: Grade Level: Blueprint developer(s):

Important Text Features: Page/Line Reference

For what purpose would you recommend using this text? The text most directly supports the teaching of

Chapter Book Blueprint

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 104 Chapter Book Title: Author: Genre: Grade Level: Blueprint developer(s):

What is the gist of this chapter book (what is the book mostly about)?

For what purpose would you recommend using this chapter book? This chapter book most directly supports the teaching of

Chapter book title:

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 105 Chapter (#/title):

Important Text Features: Page/Line Reference

For what instructional purpose would you recommend using this chapter? This chapter most directly supports the teaching of

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 106 Complete Close Reading Lesson Plan Template

Title of Text/Chapter Book: Grade Level: Genre: Section of text for this Lesson (section, pages, chapters, whole text):

3) Previewing Text: What organizational, structural, or text presentation features do you notice that help orient you to this text WITHOUT reading it first? Text Features How does this help you as a reader of this text?

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 107 4) Reading for the Gist: What is this text mostly about?

3) Author’s Craft/Content: What elements of author’s craft are employed by the author of this text? Author’s craft: How does this help you as a reader of this text?

What would you want students to get out of this text? In other words . . . what does this text offer my students as developing what content would I want my students to learn from readers? this text?

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 108 4) Purposeful Rereads: Text Feature/Author’s Craft: What text features or elements of author’s craft used in this text will BEST help students deepen their understanding of this text? Identifying Learning Targets: How does this text help meet the learning targets I have identified? Text-Dependent Questions: What Text- Dependent Questions will help students unpack the features/elements and help them deepen their understanding of text and content? Text Feature/Author’s Craft Learning Target and CCLS TDQ Element 1.

Text Feature/Author’s Craft Learning Target and CCLS TDQ Element 2.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 109 Text Feature/Author’s Craft: What text features or elements of author’s craft used in this text will BEST help students deepen their understanding of this text? Identifying Learning Targets: How does this text help meet the learning targets I have identified? Text-Dependent Questions: What Text- Dependent Questions will help students unpack the features/elements and help them deepen their understanding of text and content? Text Feature/Author’s Craft Learning Target and CCLS TDQ Element 3.

Text Feature/Author’s Craft Learning Target and CCLS TDQ Element 4.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 110 5) Student Thinking What do I want students to do to make their thinking visible relative to the text?

Check all tools that apply: Text annotation/text coding Note catchers Graphic Organizers Sticky Notes Talk to each other while I listen Journals Other:

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 111 6) Instructional Decisions- Small Group Work

Where do I anticipate some student needing scaffolding to meet success with the learning targets?

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 112 7) Defining Success Criteria How will my students know they have been successful with this work?

How will I define success criteria for the learning targets in this lesson?

Check all tools that apply:

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 113 Evaluation Tools for Complete Close Read Lessons and TDQs

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 114 Close Read Lesson Development Process

1) Mark noteworthy places in the book (using sticky notes) in terms of author’s craft, literary elements, vocabulary, critical parts of the story or text structure/features. This helps identify some essential understandings around the text.

2) Record those features or elements that might be considered for close reads or deep discussions.

3) Select close reading focus areas for each section of the text.

4) Identify significant features of author’s craft, literary elements, vocabulary, critical themes/motifs/repetitions of the story or text structure that are pervasive throughout the whole text.

5) Craft text dependent questions.

6) Identify instructional strategies which support learners’ acquisition and application of focus areas and associated skills.

7) Develop accompanying assessments.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 115 Designing Close-Reading Lessons Slightly adapted From Common Core Unit by Unit- Cheryl Becker-Dobbertin

Designing close reading lessons is not a recipe or a formula. It’s a series of decisions based on the text to be taught, the targets a teacher is trying to help students reach, the students themselves, and the time available. What follows is a list of decisions I make when preparing lessons that involve close reading of texts:

1. Knowing the Text How well do you know the text? First read for the gist to get a sense of the whole. As you are reading, think about the parts that came easily and underline areas of initial confusion. Then re-read those parts again and see if you can make sense or better sense of them.

2. Understanding the Context of the Text Sometimes you may have to read about the text, learning more about its historical or cultural context, or more about the topic the text is conveying, or what critics have said about it. You may have to double check specific word-meanings. Then reread the text you intend to read with those things in mind.

3. Solidifying the Learning Target Once you feel you really understand the text yourself, think more about the learning target you hope the text will help students reach. Does this text really do the job? Do you need to adjust the learning target because you really want to use this text? Or do you look for another text that meets the target?

4. Identify Scaffolding Methods When you are sure there is a good match between the text and learning target, think about how you will scaffold for students what they need from the text while still leaving space and time for them to make their own revelations. Think about vocabulary that students might need support with. Reread the text and see if they can figure out those words in context.

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 116 5. Plan Strategic Questions (TDQs) Plan strategic questions that will point students in the right direction and enable them to discover critical, explicit information and develop inferences they can support with evidence.

6. Launch Method for Text Plan how to introduce the text giving students just enough to get started without squashing their need or desire to read.

7. Decide How to Best Capture Student Thinking What do you want students to do to capture their thinking as a result of the reading? Do you want them to annotate their texts? Write on sticky notes? Talk to each other while you listen? Complete a note-catcher or graphic organizer? You need to decide how much of the students’ thinking you need to “see” during the lesson.

8. Employing Small Group Work Do students need to go beyond the basic structures of close reading into small group work that will help them look even more deeply into the text? If the answer is yes, then consider the strategies you know that will provide some structure to that small group work.

9 Defining Success Criteria What will it look like for the students to have been successful? Develop accompanying checklists or rubrics to share with students to help guide their work. Design or find models to use to help coach students toward quality work.

Close Read Lesson Design Considerations Checklist

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 117 Developed by Jeanette Atkinson

Previewing the Text [ ]  Did I identify all text features this text presents whose further examination with students will help them be better readers of this text?  Did I consider and identify organizational features?  Did I consider and identify structural features?  Did I consider and identify presentation features?

Reading for the Gist [ ]  Did I identify the gist of this text for myself?  Did I identify key words or phrases in the text that might help students identify the gist?

Purposeful Rereads [ ]  Did I identify the purposes for which students will dive back deeply into text?  Have I identified text features or elements of author’s craft used in this text that will BEST help students deepen their understanding of this text?  Did I identify key pieces of content I want my students to learn from this text?  Did I identify reading strategies, behaviors, or skills that this text gives my students opportunities to employ as developing readers?

Standards [ ]  Standards assessed in this lesson have been identified.

TDQs [ ]  Do the TDQs match the demands of the intended learning target(s) and standards?  Do the TDQs require students to dive deeply into text?

Instructional Strategies [ ]  Have I sufficiently planned for how I am going to have students access/process/engage with text?

Evidence of Learning [ ]  Have I identified what evidence I will collect that lets me know where my students are with their level of understanding specific to the learning target(s)?

TDQ Design Considerations Checklist Adapted from Achieve the Core by Jeanette Atkinson

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 118 Identify the Core Understandings and Key Ideas of the Text [ ]  Content knowledge  Key points from Text

Start Small to Build Confidence [ ]  Opening questions orient students to text  Questions help students to gain confidence to tackle more difficult questions later

Target Vocabulary and Text Structure [ ]  Key text structures  Most powerful academic words that are connected to the key ideas and understandings  Questions that illuminate these connections

Tackle Tough Sections Head‐on [ ]

 Identify difficult sections  Questions support students mastering these sections

Create Coherent Sequences of Text Dependent Questions [ ]  The sequence of questions is built toward more coherent understanding  and analysis

Identify the Standards That Are Being Addressed [ ]  Standards that are addressed in the series of questions  Other standards suited to being a focus for this text (forming additional questions that exercise those standards)

Create the Culminating Assessment [ ]  Reflects mastery of one or more of the standards  Involves writing  Structured to be completed by students independently

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 119 TDQ Review Checklist Developed By Jeanette Atkinson

1. Do the questions require the reader to return to the text? [ ]

2. Do the questions require the reader to use evidence to support his or her ideas or claims? [ ]

3. Do the questions move from text explicit to text implicit? [ ]

4. Are there questions that require the reader to analyze, evaluate and create? [ ]

5. Do the questions require deep engagement in the reading process? [ ]

6. Do the questions require students to think critically? [ ]

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 120 FEEDBACK

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 121 Text Blueprint Feedback Form Please complete and return: Via e-mail to [email protected] .edu Via mail to: Jeanette Atkinson Monroe I BOCES 15 Linden Park Rochester, NY 14526

Your Name: ______District: ______Grade Level: ______Date: ______1) In what ways did you use this resource book?

2) What are the most valuable parts of this resource book? Why?

3) In what areas of the books did you feel you would like more information or clarification?

4) Please share any suggestions you have for making this resource book even better:

5) Other:

Jeanette Atkinson. Instructional Specialist. Monroe I BOCES. Blueprint Map for a Text. March 2015. Page 122