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Bees Close Read FREEBIE - a free close read week from KinderLiteracy
What is KinderLiteracy®?
KinderLiteracy®Curriculum units are based upon the close read model. Each week you will focus on one text and each day look closely at that text. KinderLiteracy is a 50 week literacy curriculum that included lesson plans for whole-group reading, writing, phonemic awareness, includes a weekly craft, skill check, follow-up practice sheets each day and SO much more! The units have been completely planned out for you, but with the ability for you to have them meet your individual needs.
KinderLiteracy Curriculum is a simple print and teach literacy curriculum. No more tracking down ideas, books, printables, and writing! I have it covered! SPANISH VERSIONS included!
What is included in KinderLiteracy Curriculum?
* *Read a very detailed blog post and listen to a virtual presentation all about KinderLiteracy HERE
*Note- You will need to provide your own texts for these units. The texts are the only thing that you'll need to add in each week.
**KinderLiteracy Home Connections (Weekly Newsletters) are available HERE!**
Tell me more! What is Close Reading?
“Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension.” (Nancy Boyles, Educational Leadership)
“The overarching goal of close reading is to cause students to engage in critical thinking with a text.” (Dr. Douglas Fisher, Close Reading in Elementary Classrooms)
>>Close, analytic reading stresses engaging with a complex text directly and examining meaning thoroughly and methodically, encouraging students to read and reread with a purpose.
>>By directing students attention to the text itself, we empower students to understand the central ideas and key supporting details.
>>This purposeful reading enables students to reflect on the meanings of words and sentences; the order the sentences unfold; and the development of ideas over the course of the text-which ultimately leads to students to understanding the text as a whole.
As close reading practices are implemented over time, students become better equipped to handle more difficult texts, both in the classroom and independently.
Components of KinderLiteracy Close Reading and How it Supports Best Practices:
Determine what the text says: Understanding one’s purpose for reading is a metacognitive process that supports a reader’s comprehension of text. The KinderLiteracy close reading structure requires students to apply their sense of purposeful reading in order to locate information in a text. In addition with KinderLiteracy, teachers can think aloud and model how to read with a purpose by clearly stating the different purposes for them. Before and during reading, students discuss with partners and as a whole group their background knowledge, or schema, about the text topic. KinderLiteracy provides students with opportunities to develop collaborative conversation skills, integrating text evidence into their discussions. This allows students and teachers to determine their level of knowledge about a topic, which in turn will determine how a reader will read the text. Teachers can help students gain a thorough understanding of the text during the first read by posing low level questions in order to check for understanding and allow students to turn and talk. After the first reading, students should have an understanding of their level of knowledge on the text topic and have a general understanding of what the text is about. Throughout the week of KinderLiteracy, the text (or parts of the text) will be read more than once, each time with a different purpose for reading.
Reread the text to focus on unknown words or phrases: The second reading of a KinderLiteracy text week usually involves a focus on unknown words or phrases within the text. Students listen tentatively as the teacher reads aloud parts of the text, leading a discussion about any unknown words or phrases. Students can engage with unknown vocabulary in a variety of ways, such as: recording words as they hear them (as opposed to the teacher telling them which words are the vocabulary words), working in partners or small groups to determine the meaning of unknown words based on the text, or using the context clues to determine a “kid friendly” definition of the word/s, as well as an “action” to describe the word.
Deepen understanding through Text Dependent Questions: “Text-dependent questions are used in reading instruction to promote the habit of rereading text in order to build schema” (Fisher & Frey, Pearson & Johnson). In KinderLiteracy, these specific questions cause students to dive deeper into the text and signal to readers the information is complex enough to linger over the details. The text dependent questions move from explicitly stated information (similar to those asked after the first read) to those that require inferential and critical reading. Comprehension deepens at this stage of the lesson, as the basic outline of the text is now understood, allowing students to go back into the text to look for evidence to text dependent questions.
Evaluate the quality and value of the text: The fourth day of KinderLiteracy involves comparing the text in a variety of ways. The purpose for reading on this day provides students with opportunities to develop conversation skills, while they integrate evidence from the text into their discussions. The collaboration that takes place on this day allows students to make a claim about the text, provide evidence to support the claim, and offer counter claims-all of which are necessary skills to be college and career ready. Comparisons of the text and author’s purpose can also be done through collaborative projects in which students must work together toward a common goal. Hattie’s research tells us that activities that involve cooperative learning, goal setting, and problem solving all have high effects on student learning. All of these components take place in this close reading structure.
Strive for meaning through a writing prompt or extended discussion with a focus on synthesizing: The final stage of the close reading model involves a post-reading task to demonstrate understanding of the standards and skills taught throughout the close reading lesson. The main focus of this day is to present students with a task that is not completely based on personal experience, but requires them to have read and deeply understood the text in order to complete the task. Students can demonstrate understanding through a written response, project, or discussion. This final task is a way to finalize the learning from the week-students can use their annotations from the text, details from the collaborative discussions they have had throughout the week, as well as feedback they have gotten from the teacher in order to construct a thorough and well constructed response to demonstrate understanding.
Phonemic Awareness instruction for Kindergarten and First Grade Lessons: Why is that important?
“Phonemic awareness and letter knowledge have been identified in several research studies (Anderson, Hiebert, Scott, & Wilkerson, 1985; Adams, 1990; Snow, Burns, & Griffin, 1998) as the two key indicators of how well children will master beginning reading skills during the first two years in school. Because it plays such a vital role in forming the foundation of reading development, phonemic awareness is the first thread in the tapestry of reading” (Threads of Reading, Karen Tankersley). The addition of daily phonemic awareness instruction in the K and 1st lessons is vital to tying together decoding and comprehension as a young reader.
Please view the preview to see the unit curriculum maps, necessary books, a sample week of lesson plans/materials and more!
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