Literature Lesson: Close Reading
Short Story - "Salvador Late or Early"
Credit: Part of this lesson was presented to Ankeny School District by Douglas Fisher. The lesson has been adapted and modified to serve students in this district.
When beginning to teach students how to read complex text in literature the key to helping them navigate through text is to first model for them a close read. It is important that students are able to see me as the teacher deal with the complexities of literature and struggle through the meaning of text. This modeling will allow them to "get inside my brain" and will also show them that it is okay to struggle with complex literature. In my current district we underwent several years of professional learning with Doug Fisher and through this learned the importance of modeling, guided practice, independent work and collaborative work in instruction. We also had several sessions around appropriate close reads, and various strategies for students to use when they close read. Below are the standards that this lesson addresses (Common Core language - 9-10 grade level):
When beginning to teach students how to read complex text in literature the key to helping them navigate through text is to first model for them a close read. It is important that students are able to see me as the teacher deal with the complexities of literature and struggle through the meaning of text. This modeling will allow them to "get inside my brain" and will also show them that it is okay to struggle with complex literature. In my current district we underwent several years of professional learning with Doug Fisher and through this learned the importance of modeling, guided practice, independent work and collaborative work in instruction. We also had several sessions around appropriate close reads, and various strategies for students to use when they close read. Below are the standards that this lesson addresses (Common Core language - 9-10 grade level):
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Assessment Tools:
- Pre-assessment over inference, point of view and using context clues to determine the meaning of words
- Formative check on using text evidence to make an inference
8 strategies for engaging students in "active reading"
These are 8 strategies that can be used to help students read a text closely. These strategies do not need to be used all at once, but should be something that students have to practice with throughout the year. For this lesson, a clear purpose will be set for students as they are reading. Also, students will make inferences and in their text they will identify with a * when they are using other active reading strategies. |
Text Dependent Questions
Another important piece of the close read is ensuring students have text dependent questions to ponder. Using text dependent questions forces students to really look at the text, re-reading it many times to make meaning of parts of the text. It also gives students an opportunity to use text evidence to begin to make inferences about the text. Examples of text dependent questions:
Another important piece of the close read is ensuring students have text dependent questions to ponder. Using text dependent questions forces students to really look at the text, re-reading it many times to make meaning of parts of the text. It also gives students an opportunity to use text evidence to begin to make inferences about the text. Examples of text dependent questions:
- Examine the use of contrasts again. What does the author want us to know about Salvador? (Author's purpose question)
- Salvador means “savior.” Is he the savior of his family? (Inference question)
- Are there any words or phrases you don’t know the meaning of? Can you figure out the definition based on context clues? (Vocabulary and organization question)
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PowerPoint to guide students through the close reading lesson
Short Story: "Salvador Late or Early" - Individual practice of a close read and collaborative group work Short Story: "The Secret Life of Walter Mitty" - Model of a close read |
the_secret_life_of_walter_mitty.pdf | |
File Size: | 306 kb |
File Type: |