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.
As students have completed an independent close-reading of an informative text, the next step would be to monitor their progress. Since this is the first time they have analyzed such a text on their own, we need to review their work to make sure they have understood these concepts.
I quickly check their homework, which was to complete the questions following the helium article to see that it is complete but also to see if there are any areas that need to be focused on when I review the answers as a whole class. This time helps me to see what understanding may be lost. I use this time as a way to formulate part of the lesson for the day and figure out which questions may need more review. This will depend on the class. Usually students can identify the answers and refer back to the text but the struggle is usually with the second part of the questions where students have to think deeper.
I pull up my answers on the Smartboard so students have a visual representation of the responses. This also helps students to see what that deeper thinking may look like. As a class we take apart each question and answer. I encourage students to revise their answers based on my own. Here are two examples of students doing that work: example one and example two. I ask for students to verbally compare their answers to mine for the class to hear. We discuss the importance of not just a right answer but of support. Students to get used to using textual evidence to support their answer so as they give me their answer I also ask them to show the class the evidence from the article that shows their answer.