2. FIVE WORDS, THREE WORDS
1.Individually list five words related
to close reading
2.As a group of four, share the
words and consolidate the lists
into three words to share.
6. COMMON CORE ANCHOR
STANDARDS – READING
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the text.
7. READING
“Brummett (2010) defines close reading as ‘the mindful,
disciplined reading of an object (i.e, text) with a view to
deeper understanding of its meaning’ (p. 3). When a student
engages in ‘close reading,’ he or she analyzes the text at the
word or phrase level and the sentence and paragraph levels.
~ Cummins, 2013
8. COMMON CORE ANCHOR
STANDARDS - WRITING
CCSS.ELA-Literacy.CCRA.W.2
Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately through
the effective selection, organization, and
analysis of content.
9. WRITING “When students write about the
central ideas conveyed in a text [read-
aloud], they have to actively engage in
critical thinking. This includes
considering what they do and do not
understand about the ideas in the text
and what they think about those
10. COMMON CORE ANCHOR
STANDARDS - SPEAKING
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively.
11. SPEAKING
“The primary purposes of facilitating discourse
are to help students become aware of others’
perspectives and strategies, and to clarify and
expand students’ own thinking and
15. VOCABULARY
“Words are not just words. They are the nexus—
the interface—between communication and
thought. When we read, it is through words that we
build, refine, and modify our knowledge. What
makes vocabulary valuable and important is not
the words themselves so much as the
understandings they afford”.
~Marilyn Jager Adams, Common Core State Standards
Appendix A
17. WORD COLOR
Read the chapter “Coming Over” from Immigrant
Kids. As you read, pay attention to the words:
Put a around words for which you don’t know
the meaning (or your students may not know the
meaning)
Put a under sentences that provide context
18. VOCABULARY PAINT CHIPS
Write the word
from the text
Write the
sentence from
the text
Other words
that might
mean the same
thingWords that
might be in
the same word
family
23. ASKING QUESTIONS
“Curiosity spawns questions. Questions are the master
key to understanding. Questions clarify confusion.
Questions stimulate research efforts. Questions propel
us forward and take us deeper into reading.”
~Harvey & Goudvis, 2007
24. DIFFERENTIATED LESSONS FOR
ASKING QUESTIONS
1. Questioning as a Facilitator
2. Using Student Discourse to Support
Questioning
3. Using Metacognitive Strategies to Solve
26. USING STUDENT DISCOURSE TO
SUPPORT QUESTIONING
Adapted from: Consensus Placemat from The Dynamic
Trainer: Perfect Training Every Time, Kagan Publishing
27. USING STUDENT DISCOURSE
TO SUPPORT QUESTIONING
Rather than an objective to
achieve, mathematics
discourse is a process for
students to practice.
“Promote Problem –Solving Discourse ,” Teaching Children Mathematics,
2010, Vol. 17, No. 1, 32-37.
32. DETERMINE IMPORTANCE
“Nonfiction reading is reading to learn. Simply put,
readers of nonfiction have to decide and remember
what is important in the texts they read if they are
going to learn anything from them.”
~Harvey & Goudvis, 2007