Title: Close Reading of Informational Text
Standards
RI4.1 Refer to details and examples in a text when
explicitly explaining text and when drawing inferences
RI4.2: Determine the main idea from text and explain how
it's supported by key details; summarize text
RI4.4: Determine the meaning of general academic and
domain-specific words or phrases in the text
RI4.5: Deseribe the overall structure of information in a
text (chronological, compare/contrast, cause/effect, problem/solution)
Learning Target
Students will determine the theme or main idea of the text
by summarizing gist of article as demonstrated by participation in a close
reading activity.
Date:
Materials: Paper, pencils, post-it notes for students,
poster paper, markers for teacher, ELMO
Engagement Strategies
Students will read informational article
Students will annotate article
Students will pair share with left/right partners
Procedure
1. Teacher shares that class will be completing a close
reading selection in order to help them understand what they are reading and be
able to ask questions about it (setting the purpose). He will also introduce
the title (and author) of reading selection. Tiger Tale or http://www.palmspringslife.com/Palm-Springs-Life/March-2013/Building-a-Future-Preserving-a-Past/
2. Teacher refers to learning target above.
3. Teacher instructs students to read article to get
familiar with it.
4. Teacher allows five minutes for students to red the
article. Teacher observes students by circulating around the room.
5. Teacher explains the pair/share grouping with their A/B
partners to discuss the main idea of the article with four details. Check for
understanding by questioning.
6. Teacher initiates discussion to get students motivated to
talk about reading selection. Students follow, speaking when called upon using
fairness cards.
7. Teacher announces that student will read the selection
one more time, but in a different way, so they can remember the important
points of the reading. Teacher instructs and models to students how to annotate
by thinking aloud when writing on the selection under the Elmo, demonstrating a
few annotations (one key detail, one confusing word and one question) he would
make.
8. Students read the selection once more but this time with
a pencil, annotating (making notes) on their article by writing on it. These
annotations are required to include one
key detail, one confusing word
and one question about the reading selection.
The teacher will repeat the directions and ask questions to check for
understanding, then students will read for 6 min.
9. After allotted time, teacher instructs students to
pair-share with their table partners what they wrote down.
10. Teacher instructs in learning strategies
context/dictionary/oral for defining unknown words.
11. Teacher uses fairness cards to ask students to share
their key details, confusing words or phrases and unanswered questions with the
class. Teacher writes down a few examples of each while students share their
findings.
12. Teachers defines author's purpose and reading selection
organization (chronological, compare/contrast, cause/effect, problem solution)
13. Teacher instructs students to do a third reading in
which students search for the author's purpose and determine text structure.
14. Teacher allots five minutes for students for students to
"dig deeper" by finding the reading selection's purpose and
organization. Teacher circulates around room for informal observation.
15. Teacher instructs students to pair-share with left/right
partner or table what the author's purpose and text structure is for the
article.
16. Teacher uses fairness cards to ask students to share
what their partner/group has discussed and writes down each students response
to come up with a general statement about purpose and organization.
17. Teacher reviews how to make text-to-self and
text-to-world connections by thinking aloud to model each connection from
article.
18. Students are directed to read article one more time to
make text to self and text to world connections.
19. Teacher instructs students to pair-share with their
right/left partners their connections.
20. Teacher uses fairness sticks to have students share
their connections with class. Teacher writes connections on white board.
Closure
Teacher asks class to hold up fingers to rate their opinions
of the article, using a rubric scale of 1-4, with four being very good.
Extension
Repeat lesson with new article, allowing for more guided and
independent practice. Mini lessons on context clues, text structure, main idea
and details.
