Jena Freeth

September 26th, 2014

ELA Close Reading
1.1 Objectives
Students will be able to answer questions based on an article reading.
Students will be able to close read an article to ensure
comprehension.
Students will be able to make a prediction based on a photo walk.
1.2 Standards
CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and
explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text
when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RF.4.4.A
Read grade-level text with purpose and understanding.
1.3 Anticipatory Set
Show a video that goes along with the article Sky High.
1.4 Procedure
Anticipatory Set
Tell students we are going to be close reading a part of this article Sky
High.
First, the teacher will ask students to look at the green box at the
bottom. The teacher will ask for student volunteers to read each word
and definition.
Then, the teacher will ask students based off those words and what
you see in the pictures, title, and subtitle what do you infer the story
will be about? Write it down!
o The teacher will write some of these inferences on the board.
Lets look at our first set of questions that were going to be reading
about.
o What can you infer from the title of the text? (We just completed
that)
o What questions did you have while reading? Tell students they
can place a question mark next to a part they have a question
about during reading. Then write it in the box after we read.
FIRST READ: After that, we will begin to read the section of the article
for the first time. The first reading will be done as a class with student
volunteers. The teacher will read the first section to the class.
o When finished reading the section A Tragic Day, teacher will
stop and ask students to look at the map at the bottom of page

four. Also, to look at the photo on the bottom of page 5. Any

thoughts?
Then, we will continue to read The City Rebuilds. Once finished
reading that, the teacher will ask students to fill in the second question
on our close reading page. What questions did you have? Write them
down.
SECOND READ: After that, the students will flip to the next two
questions. The teacher will read them aloud and tell students that they
will be reading these two passages again silently and then answer
those questions.
o What was the most important idea in this text?
o What kind of text is this? How do you know?
THIRD READ: After that, the teacher will have students flip to the
third sheet for the final two questions.
o Why did a certain section make you stop and think?
o Write a two-sentence summary of the text.
The teacher will tell students read the passage one final time. Tell
students it should be done silently and hopefully quickly since they
now have an idea of the piece. Once done, please place your close
reading booklets in my inbox and go back to your seat and read silently
so I know youre finished and we can move on.
Closure: How were our inferences? What are the benefits of close
reading? Why did we read this piece three times and answer different
questions each time? What was the benefit of that?
o Teacher will tell students, I will look over your close reading
answers and we will go over them at a later date.

1.5 Differentiation
Students will be reading as a group and individually.
o Teacher will also pull a small group of students who need extra
one-on-one attention.
The teacher will show a video to appeal to visual and auditory learners.
The questions for the close reading can be tailored to meet the
students needs.
1.6 Closure
How were our predictions? What are the benefits of close reading? Why
did we read this piece three times and answer different questions each
time? What was the benefit of that?
1.6 Formative/Summative Assessment of Students (P-12)
Formative Progress monitoring students as we read and fill out
questions

 Formative Collecting their close reading questions to ensure

comprehension.
1.7

Materials/Equipment
Scholastic Article
Smartboard
Close reading worksheet/booklet
Pencil

1.8 Technology
Smartboard
2.1 Reflection on Planning

When planning this lesson there were a lot of factors I had to

take into account. First was picking out an article that is informational
and beneficial to students. Then selecting if they will be reading the
whole article or just a section of it. Once those were decided, I had to
sift through all the close reading questions that could be asked and
picks on I thought were appropriate not only for the reading but for the
students. After deciding that I initially wrote up the reading as a whole
class reading, individual, and then partner.
After talking to my co-op we decided to make sure I go over
vocabulary and photos and also to have both of the second readings
done individually to ensure they are actually reading and accountable
for their own answers.

2.2 Reflection on Instruction

This lesson was the first time our students had done a close reading in
fourth grade. I was extremely happy with how it went, too. Students
were extremely good about participating to read and continuing to
read to answer the questions asked. I think the difference with this was
that it was nonfiction and a topic that students are interested in.
Overall, I liked this lesson and the student participation level and I
know we will continue to try them in the future.