Reflection: Students with Disabilities Bats a CLOSE Reading - Section 2: Rereading with Modeling

 

CLOSE reading can be especially hard for students with special needs. The reading is very tricky and then for some the writing makes the lesson feel impossible. I want students to feel success so that they push themselves to try to add a little more each time we do a CLOSE reading.

One way I set them up for success is to encourage them to read as best they can. I want them to focus not on the whole passage, but to focus their reading on one or two paragraphs depending on their reading abilities. The whole passage looks daunting, but seems much more doable when given the opportunity to only focus on a piece. This also helps them focus on what they will be writing.

I also make sure that while we are discussing to look for these students  to add to the discussion. While students are writing I will check on these students so they are more prepared for the discussion and questioning parts. Taking a risk is hard to do when you don't feel like you can e right in front of your peers. Helping them and setting them up to answer a question can make taking the risk easier. The rest of the class does not realize you helped, they are all busy writing and hardly notice the help you are giving. 

  Students with Disabilities: Success for All
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Bats a CLOSE Reading

Unit 22: CLOSE Readings
Lesson 3 of 8

Objective: SWBAT use CLOSE reading strategies to annotate and write about bats.

Big Idea: Common Core and CLOSE reading practices are designed to make more analytic and comprehensive readers. This reading centers around an article on bats. A fun subject so close to Halloween.

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Subject(s):
English / Language Arts, annotation, textual evidence, Reading, Comprehension (Reading), close reading, Writing Response, text embedded questions, bats
  30 minutes
bat
 
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