Tag Archives: guided reading

What does close reading look like in Fifth Grade?

Jaclyn DeForgeJaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In her column she offers teaching and literacy tips for educators.

Over the past several weeks, I’ve been modeling how to do a close reading at several different grade levels. To close out the series: Close Reading in Fifth Grade using the X level text Under the Mesquite by Guadalupe Garcia McCall.

One way to structure close reading questioning is to use the format laid out by the Institute for Learning of the University of Pittsburgh. Under their framework, students read the text selection four times: first, to get the gist; second, to find significant moments or ideas; third, to interpret the ideas in the text; and finally, to analyze the author’s methods (craft). Here’s an example of how to plan out your questions for close reading of the first poem of Under the Mesquite, entitled “the story of us.”

Continue reading

What does close reading look like in Fourth Grade?

Jaclyn DeForgeJaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In her column she offers teaching and literacy tips for educators.

Etched in Clay written and illustrated by Andrea ChengOver the past several weeks, I’ve been modeling how to do a close reading at several different grade levels. Next up: Close Reading in Fourth Grade using the T level text Etched in Clay: The Life of Dave, Enslaved Potter and Poet written and illustrated by Andrea Cheng, out this January!

One way to structure close reading questioning is to use the format laid out by the Institute for Learning of the University of Pittsburgh. Under their framework, students read the text selection four times: first, to get the gist; second, to find significant moments or ideas; third, to interpret the ideas in the text; and finally, to analyze the author’s methods (craft). Here’s an example of how to plan out your questions for close reading of the introduction through the first 13 pages of Etched in Clay:

Continue reading

What does close reading look like in Third Grade?

Jaclyn DeForge thumbnailJaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In her column she offers teaching and literacy tips for educators.

Over the past several weeks, I’ve been modeling how to do a close reading at several different grade levels. Next up: Close Reading in Third Grade using the O level text  Baseball Saved Us by  Ken Mochizuki and illustrated by Dom Lee.

One way to structure close reading questioning is to use the format laid out by the Institute for Learning of the University of Pittsburgh.  Under their framework, students read the text selection four times: first, to get the gist; second, to find significant moments or ideas; third, to interpret the ideas in the text; and finally, to analyze the author’s methods (craft).  Here’s an example of how to plan out your questions for close reading of just the first 8 pages of Baseball Saved Us:

Continue reading

What does close reading look like in Second Grade?

Jaclyn DeForgeJaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In her column she offers teaching and literacy tips for educators.

Before I start discussing close reading in the second grade classroom, I want to take a minute to acknowledge educators and students across the Northeast, who over the past two weeks have dealt with not just superstorm Sandy, but a Nor’easter!  Some schools sustained significant flooding and damage, or have classrooms without heat or power.  And in some areas, even though the children are back in the classrooms, after a long day teachers and students head home to clean and repair damage sustained to their own homes and communities.  And last week, they did that in the wind and snow.  If that’s not dedication, I don’t know what is.  My thoughts are with everyone who continues to be affected by this awful streak of weather.

Now, back to our regularly scheduled programming.  Over the next several weeks, I’ll be modeling how to do a close reading at several different grade levels.  Last week, I wrote about close reading in first grade. Next up: Close Reading in Second Grade using the L level text  Under the Lemon Moon by  Edith Hope Fine and illustrated by Rene King Moreno.

In terms of student questioning, start general and move up Bloom’s Taxonomy by gradually increasing the rigor.  For example, say you want to focus your close reading of Under the Lemon Moon on author’s craft, specifically focusing on language and word choice in just the first six pages of the story  (2nd grade reading standard for literature, Craft and Structure, strand 4,  AND 2nd grade language standards, Vocabulary Acquisition and Use, strands 4-6 from the Common Core Standards).  Here are the questions I would ask:

Continue reading

What does close reading look like in First Grade?

Jaclyn DeForge thumbnailJaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In her column she offers teaching and literacy tips for educators.

Over the next several weeks, I’ll be modeling how to do a close reading at several different grade levels.  Last week, I wrote about close reading in Kindergarten. Next up: Close Reading in First Grade using the H level text Pop Pop and Grandpa by Mary Dixon Lake and illustrated by Christiane Kromer.

Pop Pop and Grandpa

In terms of student questioning, start general and move up Bloom’s Taxonomy by gradually increasing the rigor.  For example, say you want to focus your close reading of Pop Pop and Grandpa on the setting and events of the story (1st grade Literature Standard, Integration of Knowledge and Ideas, strand 7, from the Common Core Standards).  Here are the questions I would ask:

Continue reading

What does close reading look like in Kindergarten?

Jaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In her column she offers teaching and literacy tips for educators.

Over the next several weeks, I’ll be modeling how to do a close reading at several different grade levels.  First up: Close Reading in Kindergarten using the D level text Bedtime Fun by Barbara J. Newkirk and illustrated by Laura Freeman.

In terms of student questioning, start general and move up Bloom’s Taxonomy by gradually increasing the rigor.  For example, say you want to focus your close reading of Bedtime Fun on character development.  Here are the questions I would ask:

Question 1 (Knowledge):  Who is the main character in the story?  Who is the story mostly about?  Who are the other characters in the story? How do you know?

Question 2 (Comprehension): What was the big thing that the entire story was about? How do you know?

Continue reading

What is Close Reading?

Jaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In her column she offers teaching and literacy tips for educators.

One of the most critical elements of the new Common Core Standards is the emphasis placed on close reading. In the anchor standards for reading for grades K-12, the first item under the heading Key Ideas and Details states that students should be able to:

“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.”  (pages 10, 35, 60)

Continue reading

Goal Setting for Reading Success Part 4:

DETERMINING AND DELIVERING STRONG “MAGIC THREE” QUESTIONS

Jaclyn DeForgeJaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In this series for teachers, educators, and literacy coaches, Jaclyn discusses different strategies for ensuring students hit end-of-year benchmarks in reading.

I’ve talked about how to set individual reading goals for students, the importance of student motivation and regular assessment and, most recently, about turning the running record assessment time into a meaningful conference by sending students back to their seats with their own personal “Magic Three,” a set of three questions to focus on while they read.  So where do “Magic Three” questions come from?

Continue reading

Goal Setting for Reading Success: Empowerment Post-Assessment

Empowerment Post-Assessment

Jaclyn DeForgeJaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In this series for teachers, educators, and literacy coaches, Jaclyn discusses different strategies for ensuring students hit end-of-year benchmarks in reading.

Two weeks ago, I shared with you some resources to use when determining a reading goal for each student, and last week I talked about how to motivate students about their reading goal and about how to Girl Reading, from Destiny's Giftschedule out regular assessment.  Today, I want to get into the nuts and bolts of the running record assessment time, and how to create a post-assessment conference that really empowers students.

Continue reading

Goal Setting for Reading Success Part 2: Regular Assessment & Student Motivational Strategies

Jaclyn DeForge, our Resident Literacy Expert began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In this series for teachers, educators, and literacy coaches, Jaclyn discusses different strategies for ensuring students hit end-of-year benchmarks in reading.

Last week, I talked a bit about the importance of setting specific, measurable, attainable, relevant and time-specific goals for your students in reading, and provided some resources to help you determine where to set them.  Today, I want to talk a bit about two  things that are imperative to student success in reaching their reading goals: 1) student motivation and 2) regular assessment.

1)    Using Goal Charts to build student motivation:  Students are super motivated when they can clearly visualize their goal, mark their progress and celebrate each milestone, so creating a goal chart can be a great tool!  Depending on your classroom culture and range of student reading levels, you may choose either to display this information as a large chart on a bulletin board and celebrate individual and class-wide achievements, or to keep separate charts in each student’s reading folder and celebrate progress individually.

Continue reading