Introduce Text
Vocabulary Development
Close Reading
Read through a lens
Intermediate 3-5
Close Reading
Look for Patterns
Day 1 Structure:
Day 2 Structure:
Day 3 Structure:
Select your lens and
teaching point within the
lens and reread passage:
i.e. Text EvidenceCharacters’ expressions,
gestures, and appearance
 Text Evidence- RL 1, 2,
3 and RI 1, 2, 3
 Word Choice-RL 4, RI 4
 Structure-RL 5, 6, 7 RI
5, 6, 7
 Point of View and
Argument-RL 6, RI 6, 8
 Reading Across Text- RI
9, RL 9
CCSS:
RL 10, RI 10
RL 2, 3, 7, 9, RI 2, 3, 7, 9
CCSS:
RL 10, RI 10
Read the text, model
fluency and point to words
as you read. Invite
students to join in the
reading. (Whole Group)
Chart the patterns you find in
the second column of your
anchor chart.
CCSS:
RL 10, RI 10
RL 4, RI 4
(Intentionally plan this lesson
based on the Language
Standards or Vocabulary,
student needs and the text
you’ve selected.)
Day 1 Structure:
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Teacher introduces text
(Options: genre, structure,
summary, predictions)
Teacher reads the text,
modeling fluency while
students follow along
pointing at the text.
Invite students to join in
the reading. (Whole
Group)
Teacher models finding
vocabulary within text.
Mini-lesson: Teacher
connects vocabulary to skill
Students turn and talk and
discuss vocabulary.
Together students find
more vocabulary related to
skill.
Have students highlight
information they read for.
Chart student responses in
the first column of an
anchor chart.
Read the text, model fluency
and point to words as you
read. Invite students to join
in the reading. (Whole group
or pairs)
Reread the passage and the
evidence from yesterday.
Have students work in pairs
and find patterns within their
pieces of information.
Close Reading
Developing a new
understanding
Close Reading
Narrative or Expository
Writing Task
Day 4 Structure:
Day 5 Structure:
CCSS:
RL 10, RI 10
Refer to the standard you
chose on day 2.
CCSS: W.1, 2, 3
Read the book, model
fluency and point to words.
Invite students to join in the
reading. (Whole group or
pairs.)
Review anchor chart
evidence and patterns. Turn
and Talk about new
understandings or noticings.
Student Response – First
I was thinking ______
now I am thinking _____
because….
Students independently
read the text and
answer an open-ended
question or a writing
task about the text.