Informative Text: Close Reading Continued

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SWBAT analyze organization and development of an informative text article through revisions of a close-reading.

Big Idea

How can students do a close reading? Work on revising.

Reading Time

10 minutes

Each day, I begin my ELA class with Reading Time.  This is a time for students to access a range of texts. I use this time to conference with students, collect data on class patterns and trends with independent reading and to provide individualized support.

Anticipatory Set: Comparing Answers

10 minutes

Students need to activate their thinking in any way possible. As the major part of today's class begins, I have students compare their answers from the previous lesson, which asked students to answer questions based on the writing of an informative text piece called The High Price Of Cheap Fashion (Page 1). This helps me to walk around so I can check homework. It also give students an opportunity to activate their thinking for the next section of the lesson.

Students review their answers to the Close Reading Questions for High Price Of Cheap Fashion Article with their assigned partners. Students share their answers with each other as a way to compare answers. This helps them to see the text in a way that may be different than they way the previously viewed the text. It helps them get even deeper into the text. As they are sharing their answers, they are thinking what they can include in their answers to show deeper understanding of the basic features (development, organization, and word choice) of the text. 

As students are sharing answers, I check they completed this assignment. This helps me get a general idea of certain questions that students may have had difficulty with so I can make the decision to either review certain questions as a class or a certain questions in smaller groups.


Revising Close Reading Answers

23 minutes

Even though students may have completed homework, it is important to make sure they understand what they did and how they can improve on it especially with concepts they are not familiar with. This part of the lesson allows students to see my answers to the questions from the previous section so they can revise their own and see what areas they need to work. I show students my answer to each question up on the Smartboard. I review each answer and explain why I made the decision to answer the question they way I did. These answers form the bulk of the lesson for the day.

After each answer is read out loud, I check to make sure students understand my reasoning. We review the importance of textual evidence throughout this process through reminders. Students are then instructed to revise their answers using mine as a model. I tell students to revise their answers in either a different color ink or font. This helps me to see what revisions are made and whether or not these revisions were correct. The revisions the students make tend to be about details and author's craft choices. This serves as great practice for standardized tests.

As students are revising each question, I walk around the classroom to meet with each student briefly. Since I checked their homework, I am able to figure out which students may need more time than others. I can also challenge students by asking them why or how they answered a certain a question. This process takes up the bulk of the class as we go in-depth with each answer. Once a question is revised I move on to the next one. Throughout this process, I anticipate the biggest will be students explaining why. They will be able to pinpoint the textual evidence to back up their answers but they do not always explain the purpose of the evidence.

Students are able to pin-point the exact areas they need to revise, as evident by this student example and this student example.

It is beneficial to reflect on student work. Here I discuss a student's revision work.