DLI 1st grade guide

Close Reading Routine K-2: teacher reads aloud initially, annotates wholly or guides student annotation. Students may eventually read independently depending on text complexity/difficulty 3 - 12: students read independently and annotate with increased independence. Struggling readers may be read to or explored to text previously in small group. Teacher Preparation Prior to Student’s First Read

• Select and pre-read a text worthy of multiple reads • Read and plan for the purpose of the close read • Prepare text dependent questions (TDQ) • Prepare sentence frames for discussion and questioning

First Read

Teacher Roles

Student Role

Text Dependent Questions

• Explain the purpose and structure for reading and annotating the text • Notice where students struggle • Facilitate discussions with precision partners • Provide questions/sentence frames

• Students read unfamiliar text for the first time (access to text) • Annotate confusing words and find main idea • Discuss/share • Write • Retell or Summarize

Key Ideas and Details - What does the text say? • What is the main idea?

• What is the theme? • What did you learn? • Summarize the text

Second Read

Teacher Roles

Student Role

Text Dependent Questions

• Shared read • Think aloud • Pause to model thinking • Demonstrate use of structural or context clues to gain meaning. Focus on craft and structure of text • Facilitate discussions with precision partners • Provide questions/sentence frames

• Track • Active Listening • Choral/Echo/Cloze/Dyad Read to provide access to text • Annotate • Discuss/Share • Write

Craft & Structure - How does the text work? Structure • Compare/Contrast, Problem/Solution, Cause/Effect, Sequence, Descriptive Craft • Literary devices: e.g. allegory, allusion, cliffhanger, imagery, irony, satire, time lapse • Unique structures: e.g. diary, journal, sayings, prologue & epilogue

Third Read

Teacher Roles

Student Role

Text Dependent Questions

• Text dependent questions to prompt rereading and encourage the use of textual evidence in supporting answers • Focus on integration of knowledge and ideas for students to describe and explain logical connections, reason with evidence, mood, or themes, opinions, intertextual connections, inferences and point of view. • Facilitate discussions with precision partners • Provide questions/sentence frames • Provides format for final response and facilitates students with scaffolds for success as students write about the text. • Scaffolds may include summary in foursquare, short constructed response, paragraph frame

• Re-read for logical connections, reason with evidence, mood, or themes, opinions, intertextual connections, inferences and point of view • Annotate text evidence • Discuss/share/write

Integration of Knowledge and Ideas - What does the text mean? • Glean deeper meanings, subjective, speculative, debate and disagreement, alternative points of view, author’s purpose and inferences

Performance Task or Written Application

Students write responses to teacher provided prompt using evidence from text and appropriate grammar

Integration of Knowledge and Ideas - What does the text inspire you to do? • Debate, conduct an experiment, research, socratic seminar, philosophical chairs