Primary Close Reading Planner
A blend of the Close Reading Protocol utilized by Expeditionary Learning Schools and Bloom’s
Taxonomy
Authentic, Complex Text: civil war
Unit of Study Connection: reading for
main idea
Session One
1. Teachers set the stage with a
learning target or CCLS that is
highlighted and “unpack” the
target/standard with students to
establish purpose for the close
reading.
Teachers discuss what the
important words are within the
target/standard that students will
be expected to do independently.
2. Students listen to the whole
complex text being read all the
way through for fluency
(students may not ask questions
at this point).
Teachers read the entire text the
first time through to students as
they follow along with their own
copy of the text in front of them.
Students engage by gathering and
holding details from the text as
teachers read (knowledge).
Planning for Session…Students have to think beyond the words and
consider the author’s intent.  encourage them to return to
the text to find evidence.
 Students can analyze authors’ intent, craft, clarity,
or organization.
 What is the author trying to tell you?
 Why is the author telling you that?
 Does the author say it clearly?

How will I provide a minimum introduction, pre-teaching only necessary
vocabulary to understanding the text?
Today we are going to read a piece about the Civil War. We have been learning
about the issue of slavery and the Underground Railroad. All these things led
to the Civil War.
As you read, we are first going to attack the words that may cause use to stop
and think...hmmm. I am not sure what it means.
You are going to read it with highlighter in hand. You will notice that each
paragraph is numbered and there are words that are underlines. I am going to
read this piece the first time, and will pause the explain the meaning of the
words and strategies I used to attack the words. We will classify the words
according to tier 2 or three. As we read, I also want you to think of words that
we meet that may cause us difficulty in spelling so we can add them to our
Word Wall.
Handout text. As I read to them, I am going to ask them to highlight words
that might be confusing(domain 2) to you and words that you feel are domain
specific—that you need to know in order to understand the text. We call them
Tier 3 words.
Domain 2: seceded, advocate, opponent, ensued, collapses, preserved, invaded,
cripple
Tier 3: Civil War, Confeederat4e, president, capital, battle, turning point,
How will I highlight important words within this learning target that
students will be expected to master?
Teacher will alert students to pay attention to the list of words they generate
in the text. How do these words help your understanding of the text? to
How will I differentiate for readers in my class by chunking and presenting
the text according to their reading levels?
Student names/Text amount presentation:
In class support teacher will be working with small group, or circulating to
assist students.
Students will write 3 questions they have about the text and this will be used
for the next lesson.
Session Two
3. Students read the text a second
time, “text coding” and writing the
main idea.
Some children work independently and
others that need more support work in
small groups with teacher guidance.
As students are “text coding,” they
discuss each section/part of the text
just to make sure they are on the
right track. Teachers may ask
students: Who can share something
that is important to you – something
that you “starred”? Students star
information that they think is
important and that can address the
targeted CCLS (e.g. circling unfamiliar
words; placing question marks where
they have questions about the text)
(comprehension). After text coding
throughout the second read, students
write down what they believe is the
main idea of the text (application).
Session Three
4. Students read the text a third
time to answer any questions
with supporting evidence and to
document important information.
The third read of the text focuses
on integrating the knowledge and
ideas of the text. Students can
(analyze) and document this
process using graphic organizers as
tools.
5. The class synthesizes learning
from the close read in a debrief
or closing activity.
The debrief or activity completes
the close reading protocol, helping
children understand what they
learned (synthesis). Students may
discuss and share what they
documented as important
information on their graphic
organizers that led them to the
main idea along with author’s craft
or purpose (evaluation).
How will I help students annotate the text? Students will read the text a second
time, using text coding. Teacher will circulate and work with students who are in
need of comprehension reinforcement.
Review questions generated by students.
How will I help students jot the gist(s) along the margins of each
section/paragraph?
Gist(s): Teacher will model how to find the main idea of each paragraph. Students will
find the main idea with the teacher and supporting evidence. Bullet the answers.
.
How will I help students narrow down the main idea of the text?
How did the author arrange the text to help you get the main idea? What is the main
idea and where is the text evidence to support it?
Main idea(s): of each paragraphThe Civil War stated because of the debate over state’s rights and slavery
2/There were many battles that happened that killed many people
3/The turning point was at Gettysburg which drove the Southern army from Pa
4/Grant launched a surprise attack which ended the war
5/ The war were over and the north won.
How will I help my students work in small groups to go deeper with
integrating the knowledge and ideas of the text?
At this time, the students will answer the question with text based evidence.
This is an assessment of their knowledge of the text and close reading
activities we have engaged in.
How will I help my students synthesize their learning from the close read?
Debrief around…Students will write a summary of the text
How will I help students transfer the work of this close read into their
future work?
Student names/Next steps: