The Literacy First Framework Teaching, Learning and Leading for Academic Achievement
e t a i d e m r e t In A Nationally Proven Instructional Framework for
Teacher’s Manual
Teachers Grade 3-5
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Overview of Effective E Instruction L P M (3–5) A S
Acknowledgments
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“What we have to learn to do, we learn by doing.” Aristotle (384–322 B.C.), Greek Philosopher
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Catapult Learning acknowledges the extraordinary efforts of those who worked so diligently to produce this Literacy First Manual and other related documents.
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This talented and dedicated team put in many hours of research, writing, and editing. Their collaborative efforts created this Intermediate Teacher’s Manual, Instructor’s Notes, as well as activities and presentations. Editor Lee Anne Housley
Contributing Authors Jan Bentley Diana Brown Sherry Davis Robin Emerson Beth Fennell Stephanie Hoskin June Lynch Kathy Nauman Donna Nicholson Bonnie O’Neal Linda Powers Ann Simpson
Copyright © 2013 by Catapult Learning, LLC. All rights reserved. These materials are for instructional purposes only in connection with educational seminars. All materials are copyrighted and may not be reproduced in any form. Revised April 2013
Table of Contents Overview of Effective Instruction (3–5)
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v Common Core Connections
1 Lesson 1: Overview of Participant Notebook
3 Lesson 2: States of Mind
5 Lesson 3: Essential Components of the Reading Block
11 Lesson 4: Read-Alouds
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17 Lesson 5: Academic Learning Time (ALT)
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23 Lesson 6: Speaking and Listening to Support Learning, Part 1 25 Lesson 7: Speaking and Listening to Support Learning, Part 2
29 Lesson 8: Identifying Student Success 31 Lesson 9: Anatomy of a Lesson (AOL) 37 Lesson 10: Anatomy of a Lesson: Application 41 Lesson 11: Gradual Release of Responsibility
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Common Core Connections BAlAnCing informAtionAl And litErAry tExt
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Building KnowlEdgE in thE disCiplinEs
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Anatomy of a Lesson (AOL) oBjECtiVE
Participants will identify the components and sequence of Anatomy of a Lesson and develop a lesson using the sequence.
ACtiVAtE, AssEss & If you want to plan lessons to ensure Academic Learning Time, AugmEnt rElEVAnt what are the essential components for every lesson? What are KnowlEdgE synonymous terms for Zone of Proximal Development? CritiCAl 1 AttriButEs
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The Zone of Proximal Development (ZPD) is that which the student can do with a little assistance from the teacher or another student. Synonymous terms are: a use but confuse;
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b correct level of instruction; and c acquainted but unknown.
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When students are taught in their ZPD, they are more likely to: a successfully accomplish the objective; b stay on task;
c accelerate learning; and d have fun learning;
and they are less likely to be: e a discipline problem; f
disrespectful; or
g apathetic or unmotivated. 3
The potential for ALT is significantly increased as a result of teacher planning using the Anatomy of a Lesson format.
Components of Anatomy of a Lesson 1
Activate, Assess & Augment Relevant Knowledge (ARK) a ARK represents approximately 20% of the lesson. b It determines each student’s Zone of Proximal Development so teachers can ensure students will have a 75–95% success rate when they begin to manipulate content. c Here the student’s brain is caused to begin to work in the pattern necessary for the activity.
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d Students are helped to understand the lesson objective. e An emotional hook for the objective is created. Learning attached to emotion is most likely to be encoded into longterm memory. f
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It may include: making connections between new content and what students already know; providing new information to help create context and fill knowledge gaps; introducing critical vocabulary; or asking students to raise questions and make predictions.
Teacher Input (TIP) a SAP and TIP combined represent approximately 65% of the lesson: 45% SAP, 20% TIP.
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b The teacher provides enough information and modeling behavior to enable students to begin to manipulate the content. Do not overload students with too much information.
c The teacher must know the critical attributes of the objecive for TIP to be effective.
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Student Active Participation (SAP)
a SAP and TIP combined represent approximately 65% of the lesson: 45% SAP, 20% TIP. b This is where new learning occurs.
c Teachers should expect students to make some errors during this time. However, students should have a 75–95% success rate during SAP. d Three senses contribute most to building a knowledge base. They are sight, touch and hearing. SAP should incorporate activities that involve the use of these senses (e.g., sorting activities, graphic organizers and guided discussion). e Reading, clarifying, summarizing, predicting and questioning are examples of mental manipulation of content. All of these are best done in paired discussions. f
Students should be expected to give support for or explain the process they used to obtain the answer (metacognition).
Important note: SAP and TIP do not need to be separated into two distinct parts. It may be more productive for them to be integrated. 4
Identify Student Success (ISS) and Evidence of Learning/Success a ISS is approximately 15% of the lesson. b ISS is a final check by the teacher to determine what the students have learned during the lesson. c ISS is often done in pairs.
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d ISS occurs when students repeat what they have learned by doing things such as: i
stating the lesson objective;
ii describing an observed pattern; and iii explaining a process used. e Time for reflection is an important consideration for the brain. f
ISS helps cement learning.
g ISS facilitates student pride in learning — students realize they have mastered the lesson objectives. 5
Monitor and Adjust
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a Monitor and Adjust is integrated throughout the entire lesson.
b The teacher compares expected academic performance to the actual performance during the lesson.
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c The teacher reinforces acceptable performance or reteaches in another way.
idEntifying List the components of Anatomy of a Lesson in sequence. Which studEnt suCCEss ones are currently part of your lesson planning?
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Anatomy of a Lesson
ARK
Ratio
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How and why?
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TIP⇄SAP
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Examples of SAP
ISS
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How and why?
Overview of Effective Instruction (3–5) • Catapult Learning
Anatomy of a Lesson to Facilitate Academic Learning Time Created by Bill Blokker Ed.D.
Begin Lesson
end Lesson
20%
65%
15%
ARK
Activate, Assess & Augment relevant Knowledge
20%
45%
TIP
SAP
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• Think-Alouds
• Ask Questions
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• Use Emotional Hook
• Ensure Students Understand Lesson Objective • Graphic Organizers
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ISS
• Modeling
• Questioning
• Explaining a Process
student Active Participation
• Active Manipulation of Content • Word Study • Simulations • Retelling • Summarizing • Clarifying
identifying student success
• Each student reports learning related to objective. • Students use graphic organizers. • Students use “I learned” strategies. • Students label metacognitive processes.
• Predicting
100% MONITOR ANd AdjuST
Monitor student learning and adjust instruction as necessary.
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Lesson Plan and Delivery Evaluation Rubric Lesson Plan Criteria Distinguished
Accomplished
Proficient
Developing Not posted in classroom
Learning Target
Posted in the classroom, clearly defined, aligned with grade-level content, rigorous, outcome driven, relevant/meaningful to students
Posted in classroom, clearly defined, aligned with grade-level content, outcome driven
Posted in classroom, clearly defined
Activate Relevant Knowledge (ARK)
APK related to Learning Target, create “hooks” to generate interest, provide support to ensure student understanding and engagement, link student experiences and/ or previous content to new learning
APK related to Learning Target, create “hooks” to generate interest
Review of yesterday’s lesson
No introduction to lesson being taught
Teacher Input (TIP)
Purpose for learning is stated. Teacher models expected learning. Think-alouds are used to provide student learning. Teacher uses a variety of learning modalities (graphic organizers, videos, manipulatives, learning strategies). Higher-level questioning used. Students given feedback related to accomplishing learning target.
Purpose for learning is stated. Teacher models expected learning. Think-alouds are used to provide student learning. Checking for understanding is done during the lesson.
Purpose for learning is stated. Checking for understanding is not done during the lesson. No teacher modeling or thinkalouds.
Lesson information seems sketchy, unclear. No purpose for learning. Checking for understanding is not done during lesson. instructional goal is not clear.
Student Active Participation (SAP)
Alignment between lesson objective and student activity. Students are required to work at higher instructional levels actively manipulating content. Lesson is matched to student learning needs (differentiated). Questioning at higher levels encourages students to extend/elaborate their thinking. Students demonstrate content knowledge through their reading, writing, speaking and active listening.
Alignment between lesson objective and student activity. Students are required to work at higher instructional levels actively manipulating content. Students demonstrate content knowledge through their reading, writing, speaking and active listening.
Alignment between lesson objective and student activity. Students are manipulating content at a low instructional level.
Students are passive in the learning process: receiving information from teacher and/or supporting resources.
Evidence of Learning (EOL)
Students can apply learning to new areas. Use of rubrics and/or models developed by students. Students can explain/justify their work. Formative assessments occurred throughout the lesson.
Students can apply learning to new areas. Students can explain/ justify their work.
Student completed worksheets and/or teacherdirected notes copied from board.
No evidence of student learning. Students not involved in speaking, authentic writing or active listening.
Teacher constantly evaluating/monitoring student learning and adjusting instruction to accommodate all student learning.
Teacher provided rubrics and models to evaluate student learning at completion of project.
Teacher asking whole-class questions to gauge student Learning.
No evidence of teacher monitoring student learning.
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Identifying Student Success (ISS) Monitor & Adjust Instruction
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Anatomy of a Lesson: Application oBjECtiVE
Participants will apply Anatomy of a Lesson components to create a lesson.
ACtiVAtE, AssEss & Reflect on your current lesson planning tool. How does it parallel AugmEnt rElEVAnt the components of Anatomy of a Lesson? KnowlEdgE CritiCAl 1 AttriButEs
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When planning a lesson, the teacher will develop two examples or models. One will be used during the TIP; the other will be used by the teacher to begin the SAP as a way to move students into active manipulation of the content of the lesson.
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Brain research tells us that students must have a purpose for learning in order to connect to prior knowledge and build new knowledge.
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When activating/assessing relevant knowledge about the content to be learned, the teacher must create activities that cause students to demonstrate their present knowledge/skill.
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For students to learn the content being taught, it is essential for them to have automaticity and fluency with the content’s technical vocabulary.
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Teachers use think-alouds during the lesson to scaffold between what students can “do successfully on their own” and what they “use but confuse.”
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Brain research tells us that the brain remembers the first thing it hears; therefore, teachers should make every effort to make sure that the correct answer to a question is the first one that is given.
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During the lesson, the teacher expects students to prove their answer is correct by supporting it with information from the text or to explain the process used to create the answer.
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The teacher uses paired student activities to enable students to be successful and to expand their learning as they manipulate the content of the lesson.
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The 75–95% success rate is an indicator of both a lesson’s effectiveness, as the student manipulates the content of a lesson, and a student’s readiness for success in independent activity.
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10 The components of the lesson progression include the following items: a Objective and why it is important b Activate, Assess & Augment Relevant Knowledge c TIP and SAP i
Think-Aloud #1 — model or show example
ii Think-Aloud #2 — model or show example, inviting students to participate iii Guided Practice — paired discussions, signals, prove answers
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iv Independent Activities d ISS
idEntifying Talk through your lesson with a partner, identifying each of the studEnt suCCEss components of Anatomy of a Lesson.
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Literacy First Instructional Model
objective(s)
ArK: Activate, Assess & Augment relevant Knowledge (20%)
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tip/sAp: teacher input (20%)/student Active participation (45%)
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iss: identify student success (15%)
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Strategies for Complex TextE L (3–5)M P
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Acknowledgments
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“What we have to learn to do, we learn by doing.” Aristotle (384–322 B.C.), Greek Philosopher
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Catapult Learning acknowledges the extraordinary efforts of those who worked so diligently to produce this Literacy First Manual and other related documents.
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This talented and dedicated team put in many hours of research, writing, and editing. Their collaborative efforts created this Intermediate Teacher’s Manual, Instructor’s Notes, as well as activities and presentations. Editor Lee Anne Housley
Contributing Authors Jan Bentley Diana Brown Sherry Davis Robin Emerson Beth Fennell Stephanie Hoskin June Lynch Kathy Nauman Donna Nicholson Bonnie O’Neal Linda Powers Ann Simpson
Copyright © 2013 by Catapult Learning, LLC. All rights reserved. These materials are for instructional purposes only in connection with educational seminars. All materials are copyrighted and may not be reproduced in any form. Revised April 2013
Table of Contents Strategies for Complex Text (3–5)
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v Common Core Connections
1 Lesson 1: Selection of Text
5 Lesson 2: Close Reading
7 Lesson 3: Selecting Complex Text
13 Lesson 4: Planning and Implementing a Close Reading Lesson
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17 Lesson 5: Close Reading for Complex Text: Lesson Plan Template Instructions
21 Lesson 6: Close Reading for Complex Text: Lesson Plan Template 25 Jackie Robinson
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Common Core Connections BAlAnCing informAtionAl And litErAry tExt
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Building KnowlEdgE in thE disCiplinEs
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1 Selection of Text oBjECtiVE
Participants will examine and select appropriate texts that will support instruction in a variety of literacy processes.
ACtiVAtE, AssEss & What factors do you consider when selecting text for skill AugmEnt rElEVAnt instruction, independent student reading, read-alouds or Close KnowlEdgE Reading?
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CritiCAl Teachers’ selection of text facilitates the accomplishment of AttriButEs learning outcomes in whole group, flex group, literacy stations
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and MIRP. Selecting the appropriate text to match the learning objective(s) assists students with a high probability of independent student success. Texts selected for students to read may be at students’ independent or instructional level dependent upon the teacher objective(s). Students also need to be exposed to challenging text with teacher-planned scaffolding to decrease students’ frustration levels. Common Core standards refer to two types of texts: Literary and Informational.
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Literary Text is plot driven and follows an organizational flow including characters, setting, events, problem and solution. Literary texts include stories, folktales, legends, fables, fantasy, realistic fiction, myth, dramas and poetry including nursery rhymes and the subgenres of narrative poems, limericks and free-verse poems. When analyzing literary text for instructional purposes, teachers should ask the following questions: a Is there a developed and clear literary structure? b What are the main themes of the text? c Are the meanings literal/figurative/ambiguous? d Is there a clearly discernible point of view? e What knowledge is required to determine and understand the text’s meanings? f
Is there a logical order of events and a relationship between events and topics?
g Are readers provided clear references? h Are ambiguous pronouns avoided? i
Is there a smooth transition between topics?
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Informational Text is discipline oriented and informs, explains, describes, presents facts and persuades with little or no dialogue. It includes various text features such as headings, subheadings, graphs, illustrations, photographs, charts, maps, captions and digital sources on a range of topics. Examples of informational texts include biographies, autobiographies, history, social studies, science, the arts, technical text, magazines and newspapers. The basic structures of informational text are as follows: a Cause/Effect: The reader identifies or explains one or more causes and the resulting effects(s). b Problem/Solution: The reader identifies or explains the problem(s) and one or more ways that the problem(s) was resolved.
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c Compare/Contrast: The reader identifies or explains the similarities between two ideas, objects or processes.
d Time/Sequence: The reader identifies or explains a procedure, a process or a series of events in the order they happen.
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e List/Describe/Enumerate/Collect: The reader identifies or explains information collected about a topic such as facts, attributes or characteristics.
When analyzing informational text for instructional purposes, teachers should ask the following questions. 1
Is there relevant and accurate content?
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Is there a clear point of view and/or purpose?
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Is there a discernible main idea and a developed and clear organizational structure?
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When there is argumentation within the text, is it supported by evidence in the text?
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What is the main purpose of the text?
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Are there multiple purposes?
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Are the purposes explicit or implicit?
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What knowledge is required to determine and understand the text’s purpose(s)?
Measures of Text Complexity When exposing students to complex texts, teachers should evaluate the text’s complexity through three measures: Qualitative, Quantitative, and Reader and Task Considerations.
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Quantitative dimensions of text complexity refer to those aspects of text complexity, such a word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently and are typically measured by computer software.
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Qualitative dimensions of text complexity refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands.
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Reader and Task Considerations refer to variables specific to particular readers such as motivation, knowledge and experiences, and to the task assigned and questions posed.
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Such assessments are best made by teachers, employing their professional judgment, experience and knowledge of their students and subject (Common Core State Standards: Appendix A, p. 4). General Text Selection Considerations
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A variety of texts should be available to support students’ literacy development during read-aloud modeling, independent reading and skill instruction.
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Students should practice the application of word study, fluent reading and comprehension skills in both decodable and authentic texts.
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Texts selected for students to read should be at the student’s independent or instructional level, not at the frustration level (Blevins 2001). Independent Level: The level at which a student can read a text without the teacher’s assistance. Word recognition is at 95% or better. Instructional Level: The level at which a student should receive reading instruction. The student reads the text with teacher guidance. Word recognition should average 90% or better. Frustration Level: The level at which a student cannot read a text adequately. Word recognition averages less than 90%.
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Text selected for skill instruction must be appropriate for the application and practice of the skill.
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A text or a portion of a text may be used to teach multiple skills.
idEntifying What criteria will you consider when selecting text for flexible-skill studEnt suCCEss group instruction, read-aloud modeling in whole group, Monitored Independent Reading Practice and Close Reading?
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Close Reading oBjECtiVE
Participants will identify the purpose of Close Reading and analyze its essential components.
ACtiVAtE, AssEss & “Quick-write” your definition of Close Reading. AugmEnt rElEVAnt KnowlEdgE
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CritiCAl Definition of Close Reading AttriButEs 1
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Close Reading of a text involves an investigation of a short piece of text, with multiple readings done over several instructional lessons. Through text-based questions and discussions, students are guided to deeply analyze the text, to make inferences and to cite evidence from the text. The Close Reading process requires the reader to examine meanings of words and sentences, syntax, and the different levels of meaning. (Brown, S., Kappes, L. (2012). Implementing The Common Core Standards: A Primer on “Close Reading of Text.”)
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The primary objective is to provide students the opportunity to assimilate new textual information with their existing background knowledge and prior experiences to expand their schema.
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The second purpose is to increase effective reading behaviors of readers when they engage with a complex text. a Identifying one’s own purpose for reading the text b Determining the author’s purpose c Expanding one’s own schema d Considering the structure of an academic discipline
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Key Components of Close Reading: a Chunking the complex text in short passages to match the focus of the objective(s) being taught b Limited frontloading c Repeated readings of text to answer planned text-dependent questions d Annotating text while reading (Fisher, D., Frey, N. (2012). Close Reading in Elementary Schools. The Reading Teacher, 66, 179–188.)
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idEntifying Based on the critical attributes discussed, how does the Close studEnt suCCEss Reading process benefit students?
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