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lose Reading Links for Small Group Instruction: Grade 4 eacher’s Resource Guide Close Reading Links for S mall G roup I nStructIon Grade 4 Teacher’s Resource Guide Dr. Nancy Boyles for S mall G roup I nStructIon Close Reading LinksGrade 4 Dr. Nancy Boyles Teacher’s Resource Guide Close Reading Links for S mall G roup I nStructIonClose Reading Links for Small Group Instruction Teacher’s Resource Guide 1710 Roe Crest Drive, North Mankato, Minnesota 56003. www.mycapstone.com © 2018 by Capstone. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Capstone, 1710 Roe Crest Drive, North Mankato, Minnesota 56003. Instruction copyright © Nancy Boyles 2018 Editorial credits Emily Raij, editor; Charmaine Whitman, designer; Tori Abraham, production specialist Developed and Produced by Focus Strategic Communications Inc. Adrianna Edwards, project manager; Ruth Dwight, compositor Design elements Shutterstock: AVIcon, Design Seed, iDesign, Rashad Ashurov Grade 4 Teacher’s Resource Guide ISBN: 978-1-4966-0851-2 Printed and bound in the USA. 010690RG ettinG S tarted How to Use This Teacher’s Resource Guide........4 Best Practices for Linking Close Reading to Small Group Instruction .......................6 About the Program ...........................8 Strategies for Differentiating Close Reading in Small Groups .............................11 Mini-Lessons for Annotating Text ..............13 Annotation Worksheet........................20 t eachinG t hiS U nit Launching Lesson for the Unit .................21 Close Reading Lessons for Getting to Know Characters from Long Ago....................22 ➤ SKILL: Identifying Character Attitudes (Standard 3) Doctor Dolittle Five Little Peppers Black Beauty Skill Target and Answer Frame Close Reading Lessons for Fables from Long Ago...................................28 ➤➤➤ SKILL: Identifying the Moral of the Story (Standard 2) Group 1 Fables Group 2 Fables Group 3 Fables Skill Target and Answer Frame Close Reading Lessons for Nature’s Beauty in Rhythm and Rhyme..........................34 ➤ SKILL: Identifying Figurative Language (Standard 4) Group 1 Poems Group 2 Poems Group 3 Poems Skill Target and Answer Frame Close Reading Lessons for Adapting to Survive.................................40 ➤ SKILL: Identifying Author’s Purpose (Standard 6) What Is Adaptation? Adapting to Heat and Cold What Are Predator and Prey Adaptations? Skill Target and Answer Frame Close Reading Lessons for Native Americans: Past and Present...........................46 ➤ SKILL: Using Text Features: Timeline (Standard 5) The Navajo The Sioux The Iroquois Skill Target and Answer Frame Close Reading Lessons for In Their Own Words: Diaries from Long Ago .......................52 ➤ SKILL: Understanding the Genre Characteristics of a Diary (Standard 5) The Diary of Sallie Hester The Diary of Carrie Berry The Diary of Charlotte Forten Skill Target and Answer Frame a SSeSSinG S tUdentS ’ t hinkinG Guidelines for Assessing Standards.............58 Guidelines for Assessing Depth of Knowledge ....59 Rubric for Assessing Students’ Depth of Knowledge..................................60 Rubric for Assessing Students’ Written Response...................................61 Student Checklist for Self-evaluation: Checking My Own Thinking....................63 Table of Contents NOTE ON LESSON STRUCTURE: Each student book has 9 lessons, with 3 per title or group. Lessons 1 and 2 have the same focus for each title, while the focus of lesson 3 varies as shown. TITLELESSON 1LESSON 2LESSON 3 1 Independent Close Reading Reread for Greater Depth of Knowledge Introduce the Skill 2 Independent Close Reading Reread for Greater Depth of Knowledge Reinforce the Skill 3 Independent Close Reading Reread for Greater Depth of Knowledge Apply the Skill for Formative AssessmentClose Reading Links for Small Group Instruction 4 G ettin G S tarted How to Use This Teacher’s Resource Guide This Teacher’s Resource Guide is divided into three parts to guide you step-by-step from an understanding of the practice of close reading, to the implementation of close reading in small group instruction, to the assessment of close reading to measure its impact on student performance. The parts are Getting Started, Teaching This Unit, and Assessing Students’ Thinking. Program ComponentPagesDescription Getting Started4–20 Best Practices for Linking Close Reading to Small Group Instruction 6–7There are many reasons why Close Reading Links for Small Group Instruction is exemplary in addressing the critical components of close reading. Read about 10 best practices here that explain these essential links. About the Program; Program Components 8–10Read the information in this section for an overview of what is included in the student books, and a few additional insights into how to use the Teacher’s Resource Guide. Strategies for Differentiating Close Reading in Small Groups 11–12You may want to modify the instruction proposed in this book to better meet the needs of your students. This section provides a place to begin for adapting different practices to the needs of different learners. Mini-Lessons for Annotating Text13–17Your students may benefit from additional support in skills for annotating text. Here are four ready-to-go mini-lessons for teaching these annotation skills before students are asked to apply them as independent close readers. Author’s Crafts to Consider During Close Reading 18–19A detailed list of author’s crafts and possible questions to guide student thinking are provided. Annotation Worksheet20An Annotation Worksheet is provided here, which may be copied as often as needed to guide students’ independent close reading. Note that the same worksheet is also provided inside the front cover of each student book where students may affix sticky note annotations. Teaching This Unit21–57 Launching Lesson for the Unit21Build purpose for each unit with this introductory lesson. It introduces the unit and reading passages to students and provides some focus questions designed to engage them in the topic. You can also ask your students to do an initial quick read to get the gist of the book’s content. Lesson 1 for each book: Independent Close Reading VariousFor a first close read, students should always be given the opportunity to derive as much meaning as possible on their own. That is the expectation for Lesson 1 in each book, along with designated points to Pause and Think about key details and words that need clarifying. Scaffolds for these lessons are provided here. Lesson 2 for each book: Rereading for Deeper Thinking VariousThe impact of rereading can be enhanced with text-dependent questions that encourage students to dig deeper into meaning. Questions along with instructional strategies are provided here to promote both deeper thinking and active engagement.5 Grade 4 Teacher’s Resource Guide G ettin G S tarted Lesson 3 for each book: Skill Lesson VariousFor even deeper textual analysis, a standards-based comprehension skill has been identified for each book with three gradual-release steps leading to independence: introduce the skill; reinforce the skill; apply and assess the skill. Skill TargetVariousSkill Targets make learning visible to students as they break down the steps for how to find the best evidence to achieve success with a skill. Answer FrameVariousEvery skill is also supported with a graphic organizer to help students write a well-organized and elaborated response. Assessing Students’ Thinking 58–63 Guidelines for Assessing Standards 58This table lists the unit, standard, application of the standard, and reason for selecting the standard for each unit. Guidelines for Assessing Depth of Knowledge 59What do we mean by Depth of Knowledge (DOK), and how should that affect our assessment of students’ literacy performance? Find guidelines here for understanding Depths of Knowledge 1–4. Rubric for Assessing Students’ Depth of Knowledge 60This simple rubric will help you determine students’ level of proficiency with each thinking level based on their work throughout each unit. Rubric for Assessing Students’ Written Response 61–62Use this rubric for valid, reliable evaluation of students’ written responses based on identified response criteria. Student Checklist for Self-evaluation: Checking My Own Thinking 63Encourage students’ self-reflection with this checklist of close reading goals.Close Reading Links for Small Group Instruction 6 G ettin G S tarted Best Practices for Linking Close Reading to Small Group Instruction Close reading is an important strategy for helping students to develop the deep thinking needed to succeed in school and in life. This program links close reading to many best practices in literacy instruction and assessment. 1. Link small group instruction to close reading Best PracticeApplied to Close Reading in Small Groups With the rigor of close reading, you want all students to interact fully with the lesson. A small group setting increases opportunities for student participation and closer teacher monitoring. This program is designed for use in small groups with six texts bundled for each title. Five or six students working together is a great number; everyone can join in the conversation. 2. Link short, complex text to close reading Best PracticeLinked to Close Reading in Small Groups Students need the opportunity to grapple with complex texts for close reading. But these texts should be short, so students can explore them deeply without being overwhelmed by excessive amounts of content to cover. All of the titles in this program include excerpts or other short passages that can be managed easily in the time frame available for a small group lesson. Each excerpt is divided into chunks with pausing points where students stop and reflect. 3. Link independence to close reading Best PracticeApplied to Close Reading in Small Groups The goal for all instruction is for students to become independent. This even applies to close reading where the complexity of the text may make the reading extra challenging. In this program, the first reading of any passage is done independently by students. An annotation worksheet is provided to help students track their thinking. Ideas are shared with the group about each excerpt before moving on. 4. Link text-dependent questions to close reading Best PracticeApplied to Close Reading in Small Groups An important step in building students’ capacity for deeper thinking—for example, thinking critically and creatively about text by deriving insights and solving problems. In this program, the first reading of a passage is followed by the teacher asking a few text-dependent questions that are designed to help students extend and explain their thinking, demonstrating greater Depth of Knowledge. 5. Link comprehension skill instruction to close reading Best PracticeApplied to Close Reading in Small Groups Close reading should involve rereading to dig deeper into specific text complexities. Reread portions of a text to address a standards-based comprehension skill. Powerful skill instruction should incorporate the gradual release of responsibility. In this program, students will focus on a specific standards- based comprehension skill at three points throughout a text. The skill will be introduced, practiced, and assessed formatively. 7 Grade 4 Teacher’s Resource Guide G ettin G S tarted 6. Link a full range of standards to close reading Best PracticeApplied to Close Reading in Small Groups Close reading should involve the analysis of both the content and craft of a text. To ensure that close reading maximizes students’ achievement of standards, the standards themselves should play a large role in literacy curriculum. In this program, there is serious focus on what the author is saying, as well as how the author is saying it. This is evident in students’ annotations on the Annotation Worksheet, the teacher’s text-dependent questions, the varied skills addressed, and in the formative assessment tasks. 7. Link Depth of Knowledge to close reading Best PracticeApplied to Close Reading in Small Groups Close reading, with its focus on deep thinking, is the perfect place to embed tasks that address DOK 3 and 4—where students engage in strategic thinking and reasoning and extended thinking. Close Reading’s emphasis on precision and accuracy also enhance the rigor of DOK 1 and 2. All four Depths of Knowledge are addressed intentionally, along with the standards throughout this series. There is an especially strong DOK 3 component, which is often neglected in classrooms. 8. Link conversation and peer interaction to close reading Best PracticeApplied to Close Reading in Small Groups The power of close reading lies in its capacity to lead readers to deeper insights. For students, this wisdom is best initiated through conversation where they can verbalize their own thoughts and revise them based on ideas articulated by their peers. This program is designed to promote active learning through conversation. Before writing about their reading, students always have opportunities to try out their thinking orally in a low-risk, small group setting. 9. Link text-to-text connections to close reading Best PracticeApplied to Close Reading in Small Groups To enhance the potential of close reading, students need to make meaningful connections between texts. These connections lead to even greater insights and to creative as well as critical thinking. This program provides a text connection lesson at the end of every unit where students reflect on all three excerpts within the book and the graphics that support them. 10. Link formative assessment and close reading Best PracticeApplied to Close Reading in Small Groups To determine the effectiveness of students’ close reading, we need some outcomes to determine how to proceed with our instruction. We should measure both content standards and Depth of Knowledge. This program includes short constructed response questions aligned with six different comprehension standards. The questions all assess Depth of Knowledge 3. Other text-dependent questions and questions for text- to-text connections can also be used to assess Depths of Knowledge 3 and 4 at the discretion of the teacher. A rubric is provided for evaluation.Close Reading Links for Small Group Instruction 8 G ettin G S tarted About the Program Close reading is a research-based instructional practice for improving students’ deep comprehension. It is based on the premise that if students read thoroughly and methodically, monitoring their understanding as they proceed through a text, they will finish their reading with a solid knowledge of the text’s central ideas and how those ideas were developed, both the content and the craft. While this practice is championed by the Common Core, it supports any literacy standards or instruction that promotes high-level reading comprehension. As with all practices, close reading needs to be implemented well in order to make a difference. Close Reading Links for Small Group Instruction is a supplemental program for small group instruction that provides resources and embeds instructional strategies designed with increased comprehension in mind. See Best Practices for Linking Close Reading to Small Group Instruction on pages 6–7 in this guide for 10 key practices. Program Components Student Books At each grade level, there are six titles, three literary and three informational. Informational books focus on topics related to culture, history, and science. They represent different genres, such as expository and biography. The literary titles include three forms of classic literature: folklore, other classic literature, and poetry. All sources are aligned to the Lexile range specified by the Common Core for fourth grade, except for the book of poems. Lexile is not a reliable indicator of complexity for poetry. All selections also feature qualitative complexities specified by the Common Core: knowledge demands (background knowledge), meaning, language, and structure. Each book is divided into three sections, all related to each other in some way. Sometimes these sections represent excerpts from different books, as in Getting to Know Characters from Long Ago. Sometimes the sections are divided by categories within the main topic, such as Native Americans: Past and Present which focuses on the Navajo, Sioux, and Iroquois. Regardless of how the sections were derived, all support the gradual release of responsibility for the comprehension skill that the book features. In the first section, the skill is introduced with a clear explanation and modeling. In the second section, the skill is reinforced and practiced collaboratively. In the third section, skill performance is measured through formative assessment. Pages are broken into chunks with Pause and Think boxes placed strategically throughout, reminders for students to reflect on their comprehension before it goes off-track. In addition to the reading content for each section, student books also include:Next >