K-1 Close Reading Part 2. Santa Fe Public Schools Presented by: Sheryl White Acknowledgment: Doug Fisher, Nancy Frey

Transcription

1 K-1 Close Reading Part 2 Santa Fe Public Schools Presented by: Sheryl White Acknowledgment: Doug Fisher, Nancy Frey

2 Close Reading of The Very Hungry Caterpillar Students will look closely at the details in the pictures and listen closely to complex text during a shared reading time. They will also have to find evidence to support their thinking. Are you ready?

3 Teacher Read Aloud and Discussions First Read Aloud 1 st Discussion Repeated Reading 2 nd Discussion

4 The Very Hungry Caterpillar 1 st Reading: Students listen to teacher read text aloud.

5 After First Reading 1 st Discussion: Partner talk. Turn to their partner. Students should talk to partners about what they thought about the text after listening to it being read aloud. 2 nd Discussion: Whole group share out. Address student s level of understanding.

6 Second Reading Start by telling students that they will need to answer with text evidence (this is new). Explain what text evidence is (proving it). Students should have previous instruction in using text evidence.

7 General Understandings in Kindergarten/1 st Retell the story in order using the words beginning, middle, and end.

8 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.

9 Key Details in Kindergarten and 1 st How long did it take to go from a hatched egg to a butterfly?

10 Turn and Talk Show me in the book!

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

12 Key Details in Kindergarten/1 st What is one food that gave him a stomachache? What is one food that did not him a stomachache?

13 White Board/Drawing Chart No Stomachache Stomachache

14 Foods that did not give him a stomach ache Apples Pears Plums Strawberries Oranges Green leaf Foods that gave him a stomach ache Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake Watermelon

15 Vocabulary and Text Structure Bridges literal and inferential meanings Denotation literal meaning Shades of meaning Figurative language metaphors, similes, idioms How the text organization contributes to meaning

16 Vocabulary in Kindergarten/1 st How does the author help us to understand what cocoon means? Show me where in the book you can find this answer.

17 There is an illustration of the cocoon, and a sentence that reads, He built a small house, called a cocoon, around himself.

18 Author s Purpose Genre: Entertain? Explain? Inform? Persuade? Point of view: First-person, third-person limited, omniscient, unreliable narrator Critical Literacy: Who s story is not represented?

19 Author s Purpose in Kindergarten/1 st Who tells the story the narrator or the caterpillar? Cite evidence from the text.

20 A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

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

22 Inferences in Kindergarten/1 st The title of the book is The Very Hungry Caterpillar. How do we know he is hungry? Cite evidence from the text.

23 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.

24 Opinions, Arguments, and Inter-textual Connections Author s opinion and reasoning (K-5) Claims Evidence Counterclaims Rhetoric Links to other texts throughout the grades

25 Opinions and Inter-textual Connections in Kindergarten/1 st Grade Narrative Is this a happy story or a sad one? How do you know? Informational How are these two books similar? How are they different?

26 Journal Writing Students will compose using writing and drawing a response to a sentence frame. On Monday he ate.

27 One More Lesson Frog and Toad Together

28 Frog and Toad Together Cookies Set Purpose for Reading: Think about what is happening with Frog and Toad. 1 st Reading: Students listen to teacher read text aloud.

29 After First Reading 1 st Discussion: Partner talk. Turn to their partner. Students should talk to partners about what they thought was happening in the story after listening to it being read aloud. 2 nd Discussion: Whole group share out. Address student s level of understanding.

30 Second Reading Start by telling students that they will need to answer with text evidence (this is new). Explain what text evidence is (proving it). Students should have previous instruction in using text evidence.

31 General Understandings in Kindergarten/1 st Retell the story in using the words first, next, then and finally.

32 Turn and Talk Show me in the book!

33 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.

34 Key Details in Kindergarten and 1 st What ways did they try to solve the problem of eating too many cookies?

35 Turn and Talk Show me in the book!

36 Vocabulary and Text Structure Bridges literal and inferential meanings Denotation literal meaning Shades of meaning Figurative language metaphors, similes, idioms How the text organization contributes to meaning

37 Vocabulary in Kindergarten/1 st How did the author help us understand what willpower means? What in the text helps you answer this question?

38 Turn and Talk Show me in the book!

39 Author s Purpose Genre: Entertain? Explain? Inform? Persuade? Point of view: First-person, third-person limited, omniscient, unreliable narrator Critical Literacy: Who s story is not represented?

40 Author s Purpose in Kindergarten/1 st Who tells this story? How do you know?

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

42 Inferences in Kindergarten/1 st Why do you think Toad said he was going home to bake a cake? Cite evidence from the text.

43 Opinions, Arguments, and Inter-textual Connections Author s opinion and reasoning (K-5) Claims Evidence Counterclaims Rhetoric Links to other texts throughout the grades

44 Opinions and Inter-textual Connections in Kindergarten/1 st Grade In your opinion, is Frog a good friend to Toad? Why? Why not? What in the book helped you form your opinion? Cite evidence from the text.

45 Journal Writing Students will compose using writing and drawing a response to a sentence frame. My favorite part of the book was because.

46 Strategies for Implementing Close Reading Chunking the Process Do over the course of a few days: Reread each day Spread the questions out over time. Add written tasks to the process Provide students with opportunities to record responses (white boards, drawing, etc.)

47 Accommodations for Close Reading Provide students with copies of textdependent questions in advance of reading. Pre-teach reading, especially background knowledge and cognates. Provide realia or visual glossaries to support student learning. Highlight contextual clues.

48 3-2-1 Exit Card Please complete the following: 3 Things I Learned 2 Things I will Do 1 Question I Still Have