DLI 1st grade guide
Implementation Tools and Resources 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
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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
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
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Explain the purpose and structure for reading and annotating the text
Students read unfamiliar text for the first time (access to text) Annotate confusing words and find main idea
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Notice where students struggle
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Facilitate discussions with precision partners
Provide questions/sentence frames
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Discuss/share
Write
Retell or Summarize
Second Read
Teacher Roles
Student Role
Text Dependent Questions
Craft & Structure - How does the text work?
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Shared read
Track
Think aloud
Active Listening
Structure •
Pause to model thinking
Choral/Echo/Cloze/Dyad Read to provide access to text
Compare/Contrast, Problem/Solution, Cause/Effect, Sequence, Descriptive
Demonstrate use of structural or context clues to gain meaning. Focus on craft and structure of text
Craft
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Annotate
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Facilitate discussions with precision partners
Literary devices: e.g. allegory, allusion, cliffhanger, imagery, irony, satire, time lapse Unique structures: e.g. diary, journal, sayings, prologue & epilogue
Discuss/Share
Provide questions/sentence frames
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Write
Third Read
Teacher Roles
Student Role
Text Dependent Questions
Integration of Knowledge and Ideas - What does the text mean?
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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.
Re-read for logical connections, reason with
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evidence, mood, or themes, opinions,
Glean deeper meanings, subjective, speculative, debate and disagreement, alternative points of view, author’s purpose and inferences
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intertextual connections, inferences and point of view
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Annotate text evidence
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Facilitate discussions with precision partners
Discuss/share/write
Provide questions/sentence frames
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
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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
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