Close Reading

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Introduction to Linguistics

由Ana C Gómez

DO OR MAKE

由Maria Victoria LOZANO MARTINEZ

FLOWERS FAIR

由Carolina Malagón

SCUOLA Tassonomia Bloom Web incompleta

由Anna Rita Vizzari

ACTIVITIES

JOURNAL WRITING

Student's may have the perception that their writing may not be important because it is not being collected.

Use of white board for journal writing.

Not able to monitor progress.

Students monitor each other

pair-share

I am able to walk around and monitor student's thoughts.

Ask questions or push thinking by commenting on their writing.

Consistent

During APK

CHANGE AND IMPROVE

Should I separate the close reading portion from the rest of the reading packet?

Do I really want them to have for hand outs?

Vocabulary

Some students may not know words from Tier 2.

Make sure to have vocabulary from tier 2 and 3 as part of the close reading.

Have students use close reading and model it for the rest of the class.

I will be more consistent.

A full lesson on a close reading activity

TECHNOLOGY

Helps with pacing of class.

I am aware of the time.

Use of PowerPoint

Helpful for students that benefit from visuals.

Visuals for ELLs and students with IEPs

consistent

Some websites are restricted.

Need to have IT fix problems, and sometimes they are not on campus.

VOCABULARY

Tier 3 is mentioned but not in depth. The responsibility falls on the students.

Translation

Translations help ELLs

Rewording or Rephrasing

Better understanding for students.

There is no word wall

No visuals for ELLs to reference around the classroom.

CLOSE READING

UNSUCCESSFUL

Never enough time.

It has not been the main lesson, and therefore has not been properly implemented or taught.

I have not used this strategy consistently.

Unsuccessful because it has been used as modeling technique instead of using this strategy as a way of teaching new skills or modeling metacognition.

SUCCESSFUL

It helps English Language Learners access the content.

Helps students with pronounciation

ELLs are more willing to work because one barrier is no longer in the way.

Subtopic

ELLs who have difficulty reading are now able to interact with the content.

Helps students with pronunciation.

Helps students with pronounciation

Using close reading during difficult passages has helped students understand the content.

Students are able develop critical questions regarding the readings.