Kari Horn Lehman
Professional Developer,
Jefferson-Lewis BOCES
KHorn@boces.com
Beth Maurer
Literacy Coach, Watertown
City School District
bmaurer@watertowncsd.org
NORMS OF COLLABORATION
Take some “I Time” to read through The
Seven Norms of Collaboration. Tag the text
according to the symbols below:
The Norm in which you are really good
The Norm on which you will focus today
BELLRINGER
Using the Seven Norms of Collaboration,
Turn and Talk about your response to the
Bellringer Prompt.
2 minutes!
OBJECTIVES/LEARNING TARGETS
I can analyze the implementation of a Close
Reading lesson and use the analysis to clarify
my own understanding.
I can develop a Close Reading lesson plan.
I can apply my lesson plan in my classroom
this quarter.
Silent, fist-to-five rating
REFLECTION: PLANNING A
CLOSE READING
After Close Reading and Text-Dependent
Questions Part I, we wanted to model Close
Reading in the classroom
Beth and Kari co-planned and practiced a
Close Reading Lesson
Our Text – 3 rd Grade, “Move to the Beat”
ANALYZING THE TEXT USING
THE INSTRUCTIONAL PRACTICE GUIDE
KEY ELEMENTS OF OUR
CLOSE READ*
1. Complex Texts (Read Aloud Anthology)
2. Outcomes/Objectives
3. Explicit Direct Instruction (for teaching any
new concept)
4. Multiple Reads
5. Asking and Answering Questions about the
Text (Text-Dependent Questions)
6. Thinking, Talking, and Writing about the Text
*These elements may change depending on your students’ experience with Close
Reading and the purpose of each of your lessons
OUR LESSON PLAN
1. Take some “I Time” to read through our
lesson plan.
2. Visualize what this lesson might look like in
the classroom.
IDENTIFY THE KEY ELEMENTS
Use the Norms of Collaboration to mark up the
text (lesson plan) with a partner
Look for and number the Six Key Elements of
Our Close Read:
1.
2.
3.
4.
5.
Complex Texts (Common Core, Text-complexity level aligned)
Outcomes/Objectives
Explicit Direct Instruction (for teaching any new concept)
Multiple Reads
Asking and Answering Questions about the Text (Text Dependent Questions)
6. Thinking, Talking, and Writing about the Text
LARGE GROUP DEBRIEF
From
Beth
CLOSE READING LESSON, PART I
This video is available on my website: Videos/Close Reads
TURN AND TALK
Using the Seven Norms of Collaboration,
Turn and Talk about what you saw.
60 seconds!
ALIGNING OBJECTIVES WITH LEARNING
STANDARDS
Objectives/Learning Targets:
I can use annotation text codes while reading
I can use the language framework while
answering text dependent questions.
CLOSE READING LESSON, PART II
This video is available on my website: Videos/Close Reads
FILLING IN THE GAPS (IN THE VIDEO)
According to the Close Reading Lesson
Plan, what happened next?
From
Beth
TEXT-DEPENDENT QUESTIONS
IN THIS LESSON
 Review the lesson to identify the Text -Dependent
Questions that students will be asked
1. Who is the first character introduced in the first three paragraphs
of this text?
2. According to the text, what does Bennisan use to teach
schoolchildren from the United States about the music in his
country?
TOOLS FOR CREATING
TEXT-DEPENDENT QUESTIONS
1.
2.
3.
4.

 Key Types*:
Right There – literal, ask for information using the
question stem itself to locate the answer at times
Think and Search – also literal, but require the reader to
compile the answer across several sentences or
paragraphs
Author and You – require students to use inferential
skills to pair information from the text with their
background knowledge
On Your Own – invite students to formulate opinions
based on their experiences as well as what they have
learned from the text
*Source: Fisher, Douglas and Nancy Frey. Engaging the Adolescent Reader: Text Complexity and Close Readings . January
2012
•
•
Who is the first character introduced at the beginning of this text? (Right There)
According to the text, what does Bennisan use to teach schoolchildren from the
United States about the music in his country? (Think and Search)
THE FOCUS OF OUR
TEXT-DEPENDENT QUESTIONS
•
•
Who is the first character introduced at the beginning of this text? (Right There)
According to the text, what does Bennisan use to teach schoolchildren from the
United States about the music in his country? (Think and Search)
CATEGORIES OF TEXT-DEPENDENT
QUESTIONS FOR CLOSE READING
Category of Question
Question Starter
Questions about what the text says, both
explicitly and implicitly
Who? What? Where? When? Why? Use
specific details from the text to support
your answer.
Why do you think that...?
What does [BLANK] mean?
What can you infer about...?
Questions about the author’s craft
Why did the author choose...?
How would this text be different if...?
What does the author want you to think
about...?
In your own words, what is...?
Questions requiring evaluation and
analysis
How is [BLANK] like/different from
[BLANK]?
What patterns can you find in...?
What evidence does this author use to
support his argument that...?
LESSON CLOSING
This video is available on my website: Videos/Close Reads
Learning Together
PLANNING YOUR OWN
CLOSE READING LESSONS
I do, you watch
I do, you help
You do, I help
*
You do, I watch
PRACTICING!
In your grade level groups, take time to
practice the parts of your lesson that feel
the most uncomfortable to you.
NEXT STEPS
*
To have Beth model a lesson in your classroom or to invite Kari or Beth in to see your
Close Reading lesson in action, do not hesitate to get in touch!
Bmaurer@watertowncsd.org
Khorn@boces.com