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Close Reading and. Text-dependent Questions. Creating a Close Reading. Use a short passage. Creating a Close Reading. Use a short passage. Re-reading . Creating a Close Reading. Use a short passage. Re-reading . “ Read with a pencil ”. Creating a Close Reading. Use a short passage.

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Close reading and

Close Reading and

Text-dependent Questions



Use a short passage

Creating a Close Reading


Use a short passage

Re-reading

Creating a Close Reading


Use a short passage

Re-reading

“Read with a pencil”

Creating a Close Reading


Use a short passage

Re-reading

“Read with a pencil”

Text-dependent questions

Creating a Close Reading


Use a short passage

Re-reading

“Read with a pencil”

Text-dependent questions

Give students the chance to struggle a bit

Creating a Close Reading


Types of text dependent questions
Types of Text-dependent Questions

Whole

Acrosstexts

Entire text

Segments

Paragraph

Sentence

Word

Part


General understandings
General Understandings

  • Overall view

  • Sequence of information

  • Story arc

  • Main claim and evidence

  • Gist of passage


General understandings in kindergarten
General Understandings in Kindergarten

Retell the story in order using the words beginning, middle, and end.


Key details
Key Details

  • Search for nuances in meaning

  • Determine importance of ideas

  • Find supporting details that support main ideas

  • Answers who, what, when, where, why, how much, or how many.


Key details in kindergarten
Key Details in Kindergarten

  • How long did it take to go from a hatched egg to a butterfly?

  • What is one food that gave him a stomachache? What is one food that did not him a stomachache?


It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”


Foods that did not give him a stomachache “he stayed inside [his cocoon] for more than two weeks.”

Chocolate cake

Ice cream

Pickle

Swiss cheese

Salami

Lollipop

Cherry pie

Sausage

Cupcake

watermelon

Foods that gave him a stomachache

  • Apples

  • Pears

  • Plums

  • Strawberries

  • Oranges

  • Green leaf


Vocabulary and text structure
Vocabulary and Text Structure “he stayed inside [his cocoon] for more than two weeks.”

  • Bridges literal and inferential meanings

  • Denotation

  • Connotation

  • Shades of meaning

  • Figurative language

  • How organization contributes to meaning


Vocabulary in kindergarten
Vocabulary in Kindergarten “he stayed inside [his cocoon] for more than two weeks.”

How does the author help us to understand what cocoon means?


There is an “he stayed inside [his cocoon] for more than two weeks.”illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”


Author s purpose
Author’s Purpose “he stayed inside [his cocoon] for more than two weeks.”

  • Genre: Entertain? Explain? Inform? Persuade?

  • Point of view: First-person, third-person limited, omniscient, unreliable narrator

  • Critical Literacy: Whose story is not represented?


Author s purpose in kindergarten
Author’s Purpose in Kindergarten “he stayed inside [his cocoon] for more than two weeks.”

Who tells the story—the narrator or the caterpillar?


A narrator tells the story, because he uses the words “he stayed inside [his cocoon] for more than two weeks.”he and his. If it was the caterpillar, he would say I and my.


Inferences
Inferences “he stayed inside [his cocoon] for more than two weeks.”

Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.


Inferences in kindergarten
Inferences in Kindergarten “he stayed inside [his cocoon] for more than two weeks.”

The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?


The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.


Opinions arguments and intertextual connections
Opinions, Arguments, and hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly. Intertextual Connections

  • Author’s opinion and reasoning (K-5)

  • Claims

  • Evidence

  • Counterclaims

  • Ethos, Pathos, Logos

  • Rhetoric

    Links to other texts throughout the grades


Opinions and intertextual connections in kindergarten
Opinions hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly. and Intertextual Connections in Kindergarten

Narrative

Informational

How are these two books similar? How are they different?

Is this a happy story or a sad one? How do you know?


Types of text dependent questions1
Types of hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly. Text-dependent Questions

Standards

Whole

8 & 9

Acrosstexts

3 & 7

Entire text

6

Segments

4 & 5

Paragraph

2

Sentence

Word

1

Part


Eisenhower’s Message to the Troops hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.

June 6, 1944

Soldiers, Sailors and Airmen of the Allied Expeditionary Force!

You are about to embark upon the Great Crusade, toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of liberty-loving people everywhere march with you. In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened. He will fight savagely. But this is the year 1944! Much has happened since the Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory! I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory! Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking.

 SIGNED: Dwight D. Eisenhower


Creating hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly. Text-Dependent Questions


Creating hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly. Text-Dependent Questions


Creating hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly. Text Dependent Questions


Eisenhower’s “In Case of Failure” Letter hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.

"Our landings in the Cherbourg-Havre area have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the Navy did all that Bravery and devotion to duty could do. If any blame or fault attaches to the attempt it is mine alone.”


Annotation hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly. is a note of any form made while reading text.

“Reading with a pencil.”



Annotation is texts to annotate.not highlighting.


Annotation texts to annotate.slows down the reader in order to deepen understanding.


S texts to annotate.tudent’s annotation of connotative meanings in Charlotte’s Web


Annotation occurs with texts to annotate.digital and print texts.


Annotation in PreK-2 texts to annotate.

  • Language experience approach

  • Interactive writing and shared pen activities


Annotation with texts to annotate.Wikki sticks


Annotation with texts to annotate.Stickie Notes



Annotations in Grades 3-5 texts to annotate.

  • Underlinethe major points.

  • Circle keywords or phrases that are confusing or unknown to you.

  • Use a question mark (?) for questions that you have during the reading. Be sure to write your question.


Using texts to annotate.

Questioning

in Fifth Grade



Annotation in Grades 6-8 texts to annotate.

  • Underline the major points.

  • Circle keywords or phrases that are confusing or unknown to you.

  • Use a question mark (?) for questions that you have during the reading. Be sure to write your question.

  • Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.

  • Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.


Modeled annotation in texts to annotate.Seventh Grade


Student annotation in 6 texts to annotate.th grade

Student sample from Leigh McEwen, AEA 9, Iowa


Annotation in Grades 9-12 texts to annotate.

  • Underline the major points.

  • Circle keywords or phrases that are confusing or unknown to you.

  • Use a question mark (?) for questions that you have during the reading. Be sure to write your question.

  • Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.

  • Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.

  • Mark EX when the author provides an example.

  • Numerate arguments, important ideas, or key details and write words or phrases that restate them.


Modeling in 9 texts to annotate.th Grade English


Student annotation in 11 texts to annotate.th grade English


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