English Language Arts

Close Reading, RA.R.1

Objective

3rd
40 minutes

Materials

Complete a first time reading with emphasis on close reading strategies.

CCRA R.1 Read closely to determine what a text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from text.

The Queen of the Falls, by

Chris Van Allsburg

vocabulary cards and chart

supporting background
materials (optional)

Close Reading poster

Stop Sign Sticks

Essential Question
Why do we need to be able to read a text closely? OR In what ways can
reading a text multiple times help me as a reader?

Lesson Plan Overview

Teacher Input/Model (I do): T. introduces EQ, purpose, vocabulary. Preview
text and begin read aloud, modeling reading for gist and stopping only for
major comprehension issues.

Background Support
Quizlet vocabulary cards
Niagra Falls State Park website

Guided Practice (We do): T. uses leading questions for stop sign sticks and
basic comprehension for students during next phase of read aloud.
Paired Practice (Peer do): S. use two checkpoints in the book to dialogue with
peers for comprehension and clarification of ideas.
Independent Practice (You do): S. read excerpt and code for ? spots, be
prepared to share metacognitive solution strategies. Note: T. will conclude read
aloud with final pages of book.

Differentiation
Support: additional background information, cloze sentence frames for
students who struggle with metacognition, teacher may pair with small group
during guided/paired practice
Extension: students can track plot on flow map or plot structure, sort facts vs.
opinions, locate intriguing vocabulary words for a semantic open sort

Assessment
Distribute opening 2-3 pages of text for each student. Allow students to
reread and code for new understandings as well as clarifying thoughts.

PLEASE SEE NEXT PAGE FOR A

DETAILED PLAN

Lesson Component
Objective/Goal

Content

CCRA R.1 Read closely to determine what a text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from text.
Complete a first time reading with emphasis on close reading strategies.

Essential Question
Why do we need to be able to read a text closely? OR In what ways can reading a text multiple times
help me as a reader?
Materials

The Queen of the Falls, by Chris Van Allsburg

supporting background materials (optional)

Focus and Review

Statement of Objectives
Teacher Input
(I do)

Stop Sign Sticks

Review what it means to close read, use supporting chart to help youremind students
that when reading for a specific purpose we pay attention to different elements at different
timesin a first time read, we are simply reading for basic comprehension and plot (fiction)
Reinforce the idea that without basic comprehension we will be unable to move onto our
greater purposes for analysis.
Remind students of previous books youve read as a class closely and how we really know
those books well and can cite them for connections, authors craft, etc.
Preview text cover, solicit predictions.
Introduce text for today, cite what is known about author if previous books have been read.
Draw attention to genrehistorical fiction told in narrative form.
I can complete a first time reading for the purpose of understanding a story.
I can monitor my understanding and use strategies to infer or problem solve when the text is difficult.

Preview vocabulary: cascading, charm, barrel, pamphlet (suggestion: use a three columned
chart with known, acquainted, and unfamiliar headings. Create synonyms for each word
that scaffold to the unknown word so that students can build semantic connections.)
Since we are reading a text for the first time, we will only stop to check in on comprehension.
We will save our higher level analysis for once we have a base understanding of the story.
But sometimes we have trouble even understanding something on the first time read. I know
when Im reading I sometimes have to reread a section, reread text using different
emphasis/punctuation, use the illustrations for help, or even ask for outside help. We do
know that sometimes we cant go any further in a text if our understanding has stalled. If
that happens today, I want you to use the stop sign stick. Remember, we will only stop the
read aloud if you feel like you cant make ANY sense out of what is being read. These are
not for comments, predictions, or connections.
Model how to use the Stop Sign Stick: hold up when you have cycled through all of your
monitor/clarify strategies and you are lost.
Begin read aloud. Stop every 5-6 pages to check for plot structure understanding and
retelling. Model think aloud for plot structure.
Discuss aloud as group when stop signs are raised after modeling how to use metacognition
or deduction to clarify misunderstandings.
Discuss the plot structure (may be helpful to have a chart to reference), where are we right
now? Have there been any problems?
Turn and talk with a partner using teachers guided questions for comprehension (select only
a few, the goal is to keep the read aloud moving).
Can you recount/retell the story so far in one sentence?
What is happening on this page? So what will likely happen next? How do you know that?
What happened after ______ but before _______?
Which event has been the most important/pivotal so far? Explain.

Before the end of the book, give each student an excerpt of pages (or project on the board).
Allow students to read (see differentiation above) and code ? for questions.

Independent Practice

Close Reading poster

Guided Practice
(We do)
(Peer do)

vocabulary cards and chart

Assessment

Closure

Before being done students should annotate next to ? what strategy/thinking they used
to clarify. Be prepared to share.
When all students rejoin together, go over ? codes and metacognitive strategies.
Finish the book. (optional: may be helpful to have a quick retell or plot remaining events on
a plot structure chart if youve been using one).
Distribute or display opening 2-3 pages of this text.
Allow students to reread and make notes (post its, index cards, however you want to display
them). Notes should be about new observations, clarifications, ideas, connections, etc., that
were brought on by this repeated read.
Allow students to share their notes.
Reinforce goal/objective and draw attention to the students ability to closely read today.
Tomorrow: we will be revisiting this story in order to analyze it for a different purpose.

Copy onto cardstock, affix to a wide craft stick.

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