H.O. #14
Example of Close Reading Routine and Think-Aloud using each tool
Teacher talking is bolded.
Pre-teach vocabulary
o Ask and discuss:
 “Has anyone heard of the word maintenance before?”
 “Can you put it in a sentence?”
 “What do you think it means?”
 “Today’s text uses the word maintenance in this sentence, We know
that you highly esteem the kind of learning taught in Colleges, and that
the maintenance of our young men, while with you, would be very
expensive to you.”
 “What do you think maintenance means in this sentence?”
 “Yes, it means upkeep or support of livelihood.”
o Ask and discuss:
 “Has anyone heard of the word conceptions before?”
 “Can you put it in a sentence?”
 “What do you think it means?”
 “Today’s text uses the word conceptions in this sentence, But you who
are wise, must know that different Nations have different conceptions of
things; and you will therefore not take it amiss, if our ideas of this kind of
Education happen no to be the same with yours.”
 “What do you think conceptions means in this sentence?”
 “Yes, it’s a notion or idea.”
o Ask and discuss:
 “Has anyone heard of the word rehabilitate before?”
 “Can you put it in a sentence?”
 “What do you think it means?”
 “Today’s text uses the word rehabilitate in this sentence, Hoping to
“rehabilitate” Indians from their, as he saw it, strange and sometimes
wicked ways, General James A. Carleton of the United State Army
recommended in a letter to a colleague what should be done with them.”
 “What do you think rehabilitate means in this sentence?
 “Yes it means to restore to good condition or character.”

Set purpose for reading –Using various tools, we will closely read a letter called
“The Indians of the Six Nations to William & Mary College. The purpose for you
reading this letter is to understand the Indians of the Six Nations view on a college
education.

Model close reading – Using the think aloud strategy, I will begin reading “The
Indians of the Six Nations to William & Mary Follow along with me as I read. I will
occasionally stop and think out loud:
o I may stop and go back to reread a section;
o I may think of some questions to ask myself, and I will write those in the
margins;
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(Cont. H.O. #14)
o
o I may underline some areas I think are really important, or I
may highlight some problematic sections I will need to revisit.
I will use a variety of tools to help me understand the text, including the
SOAPS, Self-Questioning, and identifying arguments, evidence, and
assumptions set forth by the author.
Think-Aloud Example for:
1. SOAPS:

Using a think-aloud, I will read a letter called, The Indians of the Six Nations
to William & Mary College. Follow along as I read. At times I will stop and
think out loud. Notice what I say and do.
o I may stop and go back to reread a section
o I will notice text features to give me ideas about what is happening.
o I may think of some questions to ask myself which I will write in the
margin
o I may underline something I think is important
o I may highlight something that confuses me or just put a question
mark.
o I will use the tool we learned, SOAPS to help me understand the text
better.
 Remember when using SOAPS I need to determine the speaker is, in other
words who is the voice behind the text, the occasion, meaning time, place,
or even situation, the audience it’s being written to, the purpose the author
had for writing the text, and the subject or main ideas of the text.
 Okay I’m going to read the title first, The Indians of the Six Nations to
William & Mary College. Since it has “to William & Mary College” I’m
thinking it might be some type of letter. I also notice the first paragraph is
in italics this paragraph must be separate from the letter. It’s probably
giving me some background information.
Hoping to “rehabilitate” Indians from their, as he saw it, strange and sometimes wicked
ways,
 As he saw it, must mean everyone doesn’t agree that the Indians need to be
rehabilitated.
General James A. Carleton of the United State Army recommended in a letter to a
colleague what should be done with them. “Gather them together little by little onto a
Reservation [and] teach their children how to read and write: teach them the art of
peace; teach them the truths of Christianity; […] Little by little they will become a happy
and contented people.” Many Native Americans, however; saw things a bit differently: In
June 1744, in an offer not unlike General Carleton’s the College of William & Mary in
Virginia invited the Indians of the Six Nations to send twelve young men to their college
to be “properly” educated. Soon after, William & Mary received the following reply:
 This background information is letting me know the Speaker is the Indians of
the Six Nations. It’s also telling me it happened in 1744 and is a reply
concerning the offer, which is part of the occasion.
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(Cont. H.O. #14)
Sirs,
We know that you highly esteem the kind of learning taught in
Colleges,
and that the Maintenance of our young Men, while with you, would be very expensive to

Why do they only say “you” highly esteem, do the Indians not?
you. We are convinc’d, therefore, that you mean to do us Good by your Proposal; and we
thank you heartily.

Let me reread that, okay they must appreciate the offer because they believe it
was given for their good and they are thanking them. So part of the purpose is
to thank them for the offer.
But you, who are wise, must know that different Nations have different Conceptions of
things; and you will therefore not take it amiss, if our Ideas of this kind of Education
happen not to be the same with yours.

The word “but” usually means something contrary. It looks like they have a
different view on education.
We have had some Experience of it. Several of our Young People were formerly brought
up at the Colleges of the Northern Provinces; they were instructed in all your Sciences; but
when they came back to us, they were bad Runners, ignorant of every means of living in the
Woods, unable to bear either Cold or Hunger; knew neither how to build a Cabin, take a
Deer, or kill an Enemy, spoke our Language imperfectly, were therefore neither fit for
Hunters, Warriors, nor Counsellors; they were totally good for nothing.

It looks like they thought college was useless for their people.
We are, however, not the less oblig’d by your kind Offer; tho’ we decline accepting it; and,
to show our grateful Sense of it, if the Gentlemen of Virginia will send us a Dozen of their
Sons, we will take care of their Education; instruct them in all we know, and make Men of
them.


I’m wondering if the speaker wrote this to show them what they really think of
white man’s education or just to drive home why they declined the offer.
So let me rethink quickly through the SOAPS.
o The speaker of the letter is the Indians
o The occasion is in 1774 and it’s a reply to the offer to educate twelve of
the Indians young men
o The audience is leaders of William and Mary College
o The purpose is to decline the offer
o The subject is to let them know they do not value white man’s
education
o Thinking about SOAPS as I read helped me stay focused on what I was
reading and gave me a quick overall look at what happened in this
letter.
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(Cont. H.O. #14)
Think-Aloud Example for:
2. Self-Questioning Taxonomy

Using a think-aloud, I will read a letter called, The Indians of the Six Nations
to William & Mary College. Follow along as I read. At times I will stop and
think out loud. Notice what I say and do.
o I may stop and go back to reread a section
o I will notice text features to give me ideas about what is happening.
o I may underline something I think is important
o I may highlight something that confuses me or just put a question
mark.
o I may use SOAPS as I read.
o I may think of some questions to ask myself as well as questions
from the Self-Questioning Taxonomy for historians. I will write the
answers in the margin.
 I’m going to look at the title first, The Indians of the Six Nations to
William & Mary College. Since it has “to William & Mary College” I’m
thinking it might be some type of letter. I also notice the first paragraph is
in italics this paragraph must be separate from the letter. It’s probably
giving me some background information.
Hoping to “rehabilitate” Indians from their, as he saw it, strange and sometimes wicked
ways,
 As he saw it, must mean everyone doesn’t agree that the Indians need to be
rehabilitated. I’m wondering who doesn’t agree that the Indians need
rehabilitation. Most white people back then didn’t understand their culture.
General James A. Carleton of the United State Army recommended in a letter to a
colleague what should be done with them. “Gather them together little by little onto a
Reservation [and] teach their children how to read and write: teach them the art of
peace; teach them the truths of Christianity; […] Little by little they will become a happy
and contented people.” Many Native Americans, however; saw things a bit differently: In
June 1744, in an offer not unlike General Carleton’s the College of William & Mary in
Virginia invited the Indians of the Six Nations to send twelve young men to their college
to be “properly” educated. Soon after, William & Mary received the following reply:
 Why is it important to General Carleton that the Indians be happy and
contented?
 The Indians of the Six Nations are replying to the leaders of William & Mary. I
wonder if they were glad for the opportunity to go to college. If I remember
right they saw white men encroaching on their way of life.
Sirs,
We know that you highly esteem the kind of learning taught in Colleges,
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
What is the author trying to say here? Is the emphasis on “you” indicating that
is not how they feel?
(Cont. H.O. #14)
and that the Maintenance of our young Men, while with you, would
be very expensive to you. We are convinc’d, therefore, that you
mean to do us Good by your Proposal; and we thank you heartily.

Let me reread that, okay they must appreciate the offer because they believe it
was given for their good and they are thanking them. So part of the purpose is
to thank them for the offer.
But you, who are wise, must know that different Nations have different Conceptions of
things; and you will therefore not take it amiss, if our Ideas of this kind of Education
happen not to be the same with yours.

The word “but” usually means something contrary. It looks like they have a
different view on education. So is the author being sarcastic when he says
“wise”? Again if I think about what I know about the relationships between
whites and Indians in 1774, he could be putting the white man down.
We have had some Experience of it. Several of our Young People were formerly brought
up at the Colleges of the Northern Provinces; they were instructed in all your Sciences; but
when they came back to us, they were bad Runners, ignorant of every means of living in the
Woods, unable to bear either Cold or Hunger; knew neither how to build a Cabin, take a
Deer, or kill an Enemy, spoke our Language imperfectly, were therefore neither fit for
Hunters, Warriors, nor Counsellors; they were totally good for nothing.

It looks like they thought college was useless for their people.
We are, however, not the less oblig’d by your kind Offer; tho’ we decline accepting it; and,
to show our grateful Sense of it, if the Gentlemen of Virginia will send us a Dozen of their
Sons, we will take care of their Education; instruct them in all we know, and make Men of
them.



I’m wondering if the speaker wrote this to show them what they really think of
white man’s education or just to drive home why they declined the offer? If I
think about how the people of this time period viewed their world, I think they
are showing their disdain for white man’s education.
Reading this helps me understand my life and world better, it makes me realize
I really need to understand other cultures, what they value, etc. and not just
assume my way is best for them. It’s okay to be different.
Using the self-questioning taxonomy helped me think more while I was
reading. The questions made me look deeper into what was written.
Think-Aloud Example for:
3. Arguments and Evidence

Using a think-aloud, I will read a letter called, The Indians of the Six Nations
to William & Mary College. Follow along as I read. At times I will stop and
think out loud. Notice what I say and do.
o I may stop and go back to reread a section
o I will notice text features to give me ideas about what is happening.
5
o I may think of some questions to ask myself which I will write in the
margin
o I may underline something I think is important
(Cont. H.O. #14)
o I may highlight something that confuses me or
just put a question mark.
o I may use SOAPS and the self-questioning taxonomy.
o I will also look for Arguments and Evidence, to help me understand
the text.
 I’m going to look at the title first, The Indians of the Six Nations to
William & Mary College. Since it has “to William & Mary College” I’m
thinking it might be some type of letter. I also notice the first paragraph is
in italics this paragraph must be separate from the letter. It’s probably
giving me some background information.
Hoping to “rehabilitate” Indians from their, as he saw it, strange and sometimes wicked
ways,
 As he saw it, must mean everyone doesn’t agree that the Indians need to be
rehabilitated. I’m wondering who doesn’t agree that the Indians need
rehabilitation. Most white people back then didn’t understand their culture.
General James A. Carleton of the United State Army recommended in a letter to a
colleague what should be done with them. “Gather them together little by little onto a
Reservation [and] teach their children how to read and write: teach them the art of
peace; teach them the truths of Christianity; […] Little by little they will become a happy
and contented people.” Many Native Americans, however; saw things a bit differently: In
June 1744, in an offer not unlike General Carleton’s the College of William & Mary in
Virginia invited the Indians of the Six Nations to send twelve young men to their college
to be “properly” educated. Soon after, William & Mary received the following reply:
 If I remember right the Indians saw white men encroaching on their way of life.
I bet they didn’t think they were unhappy.
Sirs,
We know that you highly esteem the kind of learning taught in Colleges,

What is the author trying to say here? Is the emphasis on “you” indicating that
is not how they feel?
and that the Maintenance of our young Men, while with you, would be very expensive to
you. We are convinc’d, therefore, that you mean to do us Good by your Proposal; and we
thank you heartily.

Let me reread that, okay they must appreciate the offer because they believe it
was given for their good and they are thanking them.
But you, who are wise, must know that different Nations have different Conceptions of
things; and you will therefore not take it amiss, if our Ideas of this kind of Education
happen not to be the same with yours.

The word “but” usually means something contrary. It looks like they are giving
an argument by saying the Indians’ ideas are not the same as the college
leaders.
6
We have had some Experience of it. Several of our Young People were formerly brought
up at the Colleges of the Northern Provinces; they were instructed in all your Sciences; but
when they came back to us, they were bad Runners, ignorant of every
means of living in the Woods, unable to bear either Cold or Hunger;
(Cont. H.O. #14)
knew neither how to build a Cabin, take a Deer, or kill an Enemy, spoke
our Language imperfectly, were therefore neither fit for Hunters, Warriors, nor
Counsellors; they were totally good for nothing.

They are saying college was useless for their young men. The evidence is
explaining how the Indian young men were unable to provide for themselves
once they returned to the village.
We are, however, not the less oblig’d by your kind Offer; tho’ we decline accepting it; and,
to show our grateful Sense of it, if the Gentlemen of Virginia will send us a Dozen of their
Sons, we will take care of their Education; instruct them in all we know, and make Men of
them.


Since the Indian young men couldn’t take care of themselves once they came
back, I can see how the Indians of the Six Nations thought white man’s
education was useless. I’m wondering if they really wanted to educate
Virginia’s young men or if they were just trying to make a point.
Looking for the arguments and evidence while I read helped me understand
the author’s point of view better.
Think-Aloud Example for:
4. Assumptions


Using a think-aloud, I will read a letter called, The Indians of the Six Nations
to William & Mary College. Follow along as I read. At times I will stop and
think out loud. Notice what I say and do.
o I may stop and go back to reread a section
o I will notice text features to give me ideas about what is happening.
o I may think of some questions to ask myself which I will write in the
margin
o I may underline something I think is important
o I may highlight something that confuses me or just put a question
mark.
o I may use SOAPS, the self-questioning taxonomy, and look for
arguments and evidence.
o I will also look for Assumptions, to help me understand the text
better.
I’m going to look at the title first, The Indians of the Six Nations to
William & Mary College. Since it has “to William & Mary College” I’m
thinking it might be some type of letter. I also notice the first paragraph is
in italics this paragraph must be separate from the letter. It’s probably
giving me some background information.
7
Hoping to “rehabilitate” Indians from their, as he saw it, strange and sometimes wicked
ways,
General James A. Carleton of the United State Army recommended in a letter to a
colleague what should be done with them. “Gather them together little by little onto a
Reservation [and] teach their children how to read and write: teach them
(Cont. H.O. #14)
the art of peace; teach them the truths of Christianity; […] Little by little
they will become a happy and contented people.”
 General Carlton assumed the Indians were not happy.
Many Native Americans, however; saw things a bit differently: In June 1744, in an offer
not unlike General Carleton’s the College of William & Mary in Virginia invited the
Indians of the Six Nations to send twelve young men to their college to be “properly”
educated. Soon after, William & Mary received the following reply:
 The leaders of William and Mary College assumed the Indians would want
their education and that it was the best thing for them.
Sirs,
We know that you highly esteem the kind of learning taught in Colleges,

What is the author trying to say here? Is the emphasis on “you” indicating that
is not how the Indians feel?
and that the Maintenance of our young Men, while with you, would be very expensive to
you. We are convinc’d, therefore, that you mean to do us Good by your Proposal; and we
thank you heartily.

Let me reread that, okay they must appreciate the offer because they believe it
was given for their good and they are thanking them.
But you, who are wise, must know that different Nations have different Conceptions of
things; and you will therefore not take it amiss, if our Ideas of this kind of Education
happen not to be the same with yours.

The word “but” usually means something contrary. It looks like they are giving
an argument as they say their ideas are not the same as yours.
We have had some Experience of it. Several of our Young People were formerly brought
up at the Colleges of the Northern Provinces; they were instructed in all your Sciences; but
when they came back to us, they were bad Runners, ignorant of every means of living in the
Woods, unable to bear either Cold or Hunger; knew neither how to build a Cabin, take a
Deer, or kill an Enemy, spoke our Language imperfectly, were therefore neither fit for
Hunters, Warriors, nor Counsellors; they were totally good for nothing.

It looks like they thought college was useless for their people. Their evidence is
explaining how the Indian young men were unable to provide for themselves
once they returned to the village.
We are, however, not the less oblig’d by your kind Offer; tho’ we decline accepting it; and,
to show our grateful Sense of it, if the Gentlemen of Virginia will send us a Dozen of their
Sons, we will take care of their Education; instruct them in all we know, and make Men of
them.

Since the Indian young men couldn’t take care of themselves once they came
back, I can see how the Indians of the Six Nations thought white man’s
education was useless.
8

It might be an assumption on the Indians part to say being educated by them
would make men out of the white men. It’s insinuating they couldn’t survive
well in the wilderness. If you look at what happened when the Indian young
men were educated by white men they didn’t do well back in the woods.
 Finding the assumptions helped me understand better the
(Cont. H.O. #14)
outrage the Indians must have felt.

Provide guided practice: work with a partner, in groups to practice

Provide Independent practice: work alone to practice

Organize discussions:
o Discuss tool/s used and how they helped with comprehension
o Discuss information learned

Have students write about text:
o Write key learning, argument, exit slip, constructed response, etc.
Adapted from Tools for Close Reading (from 2011 Consortium on Reaching
Excellence in Education, Inc. “The Close Reading Classroom”)
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