Name: Dana Fregosi

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Lesson Topic: Close Reading
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Need Addressed: Reading Comprehension
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Assessment Indicating Evidence of Need: Bader Reading Passages/Observation
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Rationale: In the past, the student has experienced difficulty constructing meaningful analysis of
texts. The ability to think critically and develop a deep understanding of the text is a crucial
component of reading comprehension. Additionally, it is a major element of the Common Core
Standards. This lesson will provide the student with the opportunity to use text annotations to
monitor comprehension and achieve deep comprehension.

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Common Core Learning Standards:
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RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.

RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain,
or describe.

Objective: The student will be able to implement text annotations to interpret text.
The student will be able to identify the main topic and purpose of the text.
The student will be able to utilize a graphic organizer to construct meaning from the
text.

Academic Language: comprehension, text, paragraph, authors purpose, analyze, critical

thinking, graphic organizer, close read

Motivation or Anticipatory Set: In order to engage the student in the lesson, the teacher will
present the student with a laminated photograph. After a few seconds, the teacher will take the
photograph from the student. The teacher will ask the student to describe what he saw. The
teacher will record the students response(s) on a piece of paper under the section titled first
read. Next, the teacher will hand the photograph back to the student. The teacher will encourage
the student to look at the picture carefully, feel the picture, and think about the picture. The
teacher will prompt the student to describe the photograph in detail. Under the section entitled
close read, the teacher will record the students responses. Together, the teacher and student
will observe the differences between the first read and the close read. The teacher will ask
the student to explain the purpose of the exercise. The teacher and student will discuss that it is
OK to read through something quickly the first time, but you will only be able to remember
minimal information. However, if you reread a second time and think about what you are
reading, you will be able to recall more. The teacher will explain that reading is thinking.

Brief Procedure:

1) The teacher will set a purpose for the lesson by explaining to the student that when we read,
we must be text detectives and read with a purpose. The teacher will explain that the purpose
for reading today is to find elements about sharks that the student would like to focus on for
his book.

2) In order to assist us, the teacher will explain that we must use a secret code while reading.
The teacher will present the secret code to the student and explain each post-it note. The
teacher will explain that while we read, we must try to use the secret code as much as
possible. The teacher will explain that using the secret code to document our reading will
help us remember what we read and allow us to monitor our comprehension.

3) The teacher will model utilizing the secret code through a think-aloud. The teacher will read
aloud a brief non-fiction text about jellyfish. While reading, the teacher will use the secret
code to show her thinking. The teacher will place a post-it note in the appropriate spots. For
instance, when the text states the following: There are many different kinds of jellyfish.
Here, the teacher may place a W post-it note to remember that she wonders how many
different kinds of jellyfish there are. The teacher will explain that this may be something
shed like to research further. The teacher will end the think-aloud by explaining that
utilizing the secret code helped her keep track of her thinking.

4) The teacher will inform the student that text detectives read slowly and think about what they
are reading. The student will read Sharks aloud. The teacher will prompt the student to use
the secret code as necessary.

5) Once completed, the teacher and student will analyze and have a discussion about the
students thinking. The teacher may ask the following questions: Why did you select that
sentence or passage? / Why is that an important detail? / How can we use your wonder
parts to help guide our research?

6) As the discussion continues, the teacher and student will fill out the graphic organizer
together. The teacher will prompt the student to select topics about a Great White Shark that
are important, that he finds interesting, or that he thinks readers would enjoy reading about.
The student will fill in the graphic organizer with his ideas.

Closure: The teacher will ask the student to explain what was learned. The teacher will provide a
brief overview of the lesson. The teacher will ask the student if he has any remaining questions
or comments. The teacher will congratulate the student on his work. The teacher will set a
purpose for the next lesson by explaining that selecting topics about sharks will help us when
researching information about Great Whites.

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Materials Used:

Freed, Kira. Sharks. Reading A-Z

Post-it notes
Pencil
Graphic organizer
Jellyfish text
Laminated photograph
Notebook paper

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Technology Component: N/A
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Assessment of Common Core Learning Standards: The fulfillment of the Common Core
Learning Standards will be assessed informally through observation and questions posed by the
teacher. The fulfillment of the Common Core Learning Standards will be assessed formally
through the students work sample. This will provide feedback as to what the student knows and
is able to do, as well as determine what direction the next lesson should go in.