Teach your students how to use close reading strategies to improve reading comprehension and written analysis. This gradual release method will encourage your students to completely rethink how they view themselves as a readers.
-Students will begin by completing and discussing their own personal reading histories. When students reflect on and share their personal reading histories, they have an opportunity to view themselves and their classmates (and you) more generously, as “readers in progress,” with reader identities they can understand and CHANGE!
-Then students will work on understanding and listening to their inner voice as you model the think aloud process. All of the teacher materials and suggested dialogue are provided- no prep needed. Then students will practice this process as they begin to capture their own process of reading.
-Students will begin to capture their own reading process through a specifically designed and gradually released lesson. As students identify the strategies they use as a reader, they will be able to think, pair, share these to create a brilliant classroom discussion. The google slides, text documents, worksheets, and suggested teacher dialogue set this up for you! As students share their strategies, they begin to see how readers approach a text, that it is not simply a scan and understand process. This is a complex, rigorous process that can improve with strategies and effort! I love to create a classroom display of all the strategies they brainstorm for future reference. (The materials are provided to do this if you wish).
-Students will then learn to annotate and close read a text as you model a stanza from the poem provided. The teacher dialogue and detailed lesson are provided. Student practice, classroom discussion, and support materials are provided.
-Four additional texts are provided for additional close reading practice for students.
-Close reading with a novel or online source: I have provided a 30 pages independent/book club reading interactive student notebook. Double entry journals such as the ‘I Saw/I Thought’ and ‘Evidence/Interpretation’ force students to notice how they are interacting with the text, whether previewing or reading it.
Page 1- Cover and Response Suggestions
Page 2- Expectations
Page 3- Word Detectives Helpers
Page 4- Goal Setting Document
Page 5 & 6- Double Entry Journal
Page 7- Double Entry Journal Rubric
Page 8 & 9- Journal Reflections
Page 10- Novel/Reading Reflection Letter
Page 11- Letter Rubric
-Teach your students to have academic conversations about the text lesson and student mini-book for reference. The mini-book contains sentence starters to support text rich/dependent conversations; for example, “I don’t think… could be true because on page XX it says…” and “Even though… is true, on page xx,… is stronger evidence for the opposite idea.”
-Reading strategies bookmark with five different styles/designs to best meet the age/interest of your students!
- I start the school year, or summer school, with this unit so I have included my back to school procedure memes for you as well. These are fun memes to introduce the most common procedures and expectations. Feel free to use or lose!
-I start the summer school session with this product as well. I have created a complete summer school bundle that will provide you with all of the curriculum needed for a successful summer school ELA session! No prep-no planning!
Complete English/Language Arts Summer School Curriculum Bundle-Grades 6-8
Complete ELA Summer School Bundle will provide you all of the lessons, materials, and activities to teach summer school- ZERO prep involved! From introduction activities and procedure slides (introduced using fun memes) to specific reading and writing strategies that have been the most beneficial to my struggling readers and writers.
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