SHARED READING DAY 1: I CAN GET THE GIST OF THE STORY

Distribute the reading passage and give students 2 minutes to scan the text.

Place a "?" next to vocabulary that presents a

Scholars will identify and circle word wall words.
challenge.

Read the entire text to model fluency.

Scholars will listen for fluency, intonation, Address the meaning of words that were
expression and the gist. annotated by students.

Re-read chorally and listen for fluency.

What is this text about?
Scholars will respond through think-pair-share,
Can you summarize what you've read?
then stop & jot.
What are the key ideas and details?
Vanessa Veerasammy, 2019Ó
CLOSE READING DAY 2: I CAN MAKE MY THINKING VISIBLE THROUGH ANNOTATION

Display annotation anchor chart, explain which annotation marks will be used
to help gather information from the text.
Draw a question mark over something you have a
Scholars will review each annotation mark, and
question about. Underline important facts. Draw
it's purpose.
a circle around words that are unfamiliar.

Re-read part of the text with a focus on fluency.

Scholars will continue to look for evidence to Model how to use the annotation marks to make
support the question posed by annotating the your thinking visible as you find evidence to
text. support the question posed.

Re-read chorally and listen for fluency.

What interesting words, and phrases were used?
Scholars will dicuss their findings through a turn
What evidence did you find?
and talk, then do a share out.

Vanessa Veerasammy, 2019Ó

 CLOSE READING DAY 3: I CAN CITE TEXT EVIDENCE

Scholars read part of the text, teacher only listens and provide support if
needed.
Scholars will read closely to determine what the
Model how to make inferences. Display "Making
text says explicitly/implicitly and make logical
Inferences" anchor chart.
inferences.

Scholars will look for evidence to support the question(s) by referring back to
their annotations.
Scholars will cite specific textual evidence when
Provide scholars thinking maps to help organize
writing or speaking to support conclusions drawn
their ideas.
from the text.

Scholars will think-pair-share, then stop & jot their findings.

What inferences can I make? How does this text compare tho
What is the author's purpose?
What connections can I make? other texts I've read?

Vanessa Veerasammy, 2019Ó

 CLOSE READING DAY 4: I CAN USE PRIOR KNOWLEDGE TO DETREMINE THE
MEANING OF WORDS AND PHRASES IN THE TEXT

Scholars re-read part of the text. The teacher only listens in.

Scholars will read closely to determine what the

"Think-aloud" how to make inferences.
text says explicitly/implicitly and make logical
inferences. Display "Making Inferences" anchor chart.

Scholars will look for evidence to support the question(s) by referring back to
their annotations.
Scholars will Interpret words and phrases as
Provide scholars thinking maps to help organize
they are used in a text, then analyze how
their ideas.
specific word choices shape meaning or tone.

Scholars will think-pair-share, then stop & jot their findings.

Scholars will respond through think-pair-share, What inferences can I make?

then stop & jot. What did the phrase "___________" mean?
Vanessa Veerasammy, 2019Ó
 SHARED READING DAY 5: I CAN SUMMARIZE THE STORY

Scholars will read the entire text. Teacher only listens.

Scholars will read closely to help retell the main Model how to summarize using: "Somebody,
events of the text. wanted, but, then, so." Display anchor chart.

Scholars will analyze and evaluate the text using

Provide scholars thinking maps to help organize
knowledge of literary forms, elements, through a
their ideas.
variety of lenses and perspectives.

Scholars will think-pair-share, then stop & jot their findings.

What is this text about?
Scholars will respond through think-pair-share,
Can you summarize what you've read?
then stop & jot.
What are the key ideas and details?
Vanessa Veerasammy, 2019Ó