In my district, close reading in K-1 looks like an interactive read aloud, it will usually last 3/4 days. Our first reading we will stop to discuss any vocabulary (tier 2) that is critical to the meaning of the story and words that may confuse the students. However, the following readings have purposeful text dependent questions and as a class we may complete a graphic organizer/notes that will help students on the performance task which is at the end. Each day of the lesson we refer to the performance task and through our questioning each day students uncover evidence that will help them with the performance task. Each day prior to the performance task students also have some kind of response to reading as well.
Close reading was not created for such young readers and since what they read is not complex our district decided to use this format. It is up to the teacher to make sure the text he or she selects is complex using a text complexity worksheet prior to planning a lesson. Hope that helps! Sent from my iPhone > On Sep 28, 2013, at 9:13 AM, "Krista Sadlers" <ksadl...@comcast.net> wrote: > > Good morning, > I'm preparing to give a professional development workshop for teachers on > Close Reading Strategies. I'd love to hear from those who may have done this > before with some ideas for applying it to the K-2 levels. > Thanks!! > ~Krista > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
