Close Reading

How do we get ALL students over the hurdle? 

As a fifth grade teacher, I have found the tasks that students are expected to master on a 5th grade English Language Arts PSSA to be quite difficult. I constantly found myself asking, "How can I train my students to be critical and analytical independent readers?" Students are being asked to synthesize information from 1-3 passages, draw conclusions, and support these conclusions with reasons and text evidence in essay form. This is a daunting task for a ten year old on grade level, let alone a struggling reader/writer. I had always heard the term "Close Reading" but really didn't know what exactly it was or how it could fit into my classroom.

What is Close Reading & How Can it Work in my Classroom? 

Over the past few months after seeing and hearing so much information about close reading in my graduate class, I decided to collaborate with colleagues and explore what could work for particular grade levels as well as our individual building. Additionally, one of my amazing peers developed a presentation on Close Reading, and I thought it was PERFECT for fifth grade. These steps will be taught to students explicitly through 'demonstrations'. Students need to see/hear your thinking process aloud. Please note, there are MANY ways to do this...this is simply one of many out there! Adapt as you see fit!  

Close Reading 

First Read - Get the 'gist' of the text. (students read) 

1. Number the paragraphs in order to cite evidence. 

2. Chunk the text 

     Use subheadings or paragraphs to help you determine where to chunk this information. 

3. Read the text and 'code' your thinking. 

    ! - New or interesting information 

    ? - Questions/Wonderings/Confusions

    O - Circle unknown words and use context to predict meaning 

    __ - Underline and interpret figurative language 

Second Read - Dig into the meaning of the text. (teacher reads - when applicable) 

4. Identify the main idea in the left margin of each "chunk". 

5. Use a power verb or identify the text structure of each chunk in the right margin. 

   - Comparing/Contrasting

   - Arguing/Persuading 

   - Describing

   - Problem/Solution

   - Cause/Effect 

   - Questioning/Answering 

   - Sequencing 

Third Read - Dig deeper into the text. (student reads)

6. Read the open-ended response/essay question. Reread text and highlight evidence that will help you answer question.

   

Close Reading Sample 

Close Reading Sample 

Sample Anchor Chart - Made with the students and stationed at the front of the room for student reference. (Yes, my shovels suck. Art was clearly never a strength!) 

What Now? 

After demonstrating these steps over the course of 3 days, I hear students already using the language from the anchor chart independently. It is super exciting! The true test will be if they can do this independently as we continue to use this in guided reading and for different assessments. I plan to do some sort of self-reflection after we go through this process together in which they will describe how this process impacted their overall comprehension of the text. I am hoping for some epiphanies! 

Questions to Ponder 

How do you approach close reading? What has worked for you or hasn't worked? Has this process helped different levels of readers in your classroom? 

I plan on posting later in the year after students have had more time to practice independently! Stay tuned! Happy Reading! :) 

Book Bistro - A fun way for students to discuss quality literature

Last year, I threw the first annual Book Bistro in our fifth grade classroom. As I prepare for this year's Bistro, I thought I'd share this idea since the students loved it so much last year. 

I choose to do this event around the holidays as a fun way of reviewing literary elements taught in the first marking period (most specifically theme), evaluating author's craft, and speaking and listening in a group. Please note, you can easily modify this idea for ANY grade and narrow the focus for their discussion. Students were given a month to read a "quality" literature book at home and prepare the responses to a few predetermined questions. We discussed what made a book quality, and the students then chose their own literature book. This book needed to be approved in advance to ensure it was quality. This also allowed me to group students together by similar themes.

On the day of the Bistro, students bring in all the props needed to transform our classroom into a "real" bistro. I even have dinner music playing for them in the background! :) They eat snacks and discuss their book using the guidelines presented in our Book Bistro packet. During the discussion, they have discussion starters related to knowledge of the book and literary elements, theme, and evaluating author's craft. Each student is responsible for evaluating a peer using a rubric. 

If you would like to make memorable literacy memories in your classroom, I have included the link below. This product includes directions on how to use, an invitation, questions, rubric, and discussion starters.

Get everything you need to hold your own Book Bistro here!

Happy Reading! :)

We used table cloths from the Dollar Tree, battery operated candles, and holiday centerpieces. 

Eating snacks

Ready to talk about literature!

Our notes helped guide our discussion.

Actively engaged!

We loved our books!

Fun times!

Great novels were shared and many connections were made!

Commas Make a Difference

I start this lesson off by making a huge deal about the fact that commas can save lives. I use the classic example, "Let's eat, Grandma! / Let's eat Grandma!" I even act this out. The kids love it! I even got parent volunteers this year telling me kids were declaring this and acting it out at dinner! :)

After reading the mentor text, "Eats, Shoots and Leaves," students create their own sentences with  and without commas showing particularly how a comma can change the meaning of a sentence that is directly addressing someone. The kids giggle non-stop throughout this lesson and beg to do more. See some of their work below!

Student Work Sample

Student Work Sample

Display

Mentor Text

Student Work Sample

Student Work Sample

Comma Exploration Activity

Background

I tried something new this year, and I am so excited to share this activity with you! First, you need to know the background students were given before completing this activity. This activity was designed for intermediate students, particularly fifth graders. Using the text, Mechanically Inclined, I provided students with background on basic sentence structure (subjects/predicates) in addition to different types of sentences (simple, compound, and complex). Mechanically Inclined provides visuals and great scaffolds for students to help them understand independent and dependent clauses. My favorite is teaching them AAAWWWUBBIS (yes, we howl this) words which start dependent clauses at the beginning of sentences. Additionally, I teach the students a "Coordinating Conjunction Dance" to the tune of "Jump on it". They shake their hips and say a conjunction to each beat of the song. "But, or, nor, for, so, yet, and - conjunction! conjunction! conjunction!" Boy oh boy - do they remember coordinating and subordinating conjunctions now thanks to this! Anything to make it fun and memorable! To wrap it up, you may want to be sure students can identify and create all three types of sentences before this activity. 

Activity

I planned 6 stations to address 6 different comma rules - Dates, listing, compound sentences, complex sentences, dialogue, and appositives. I found 1-3 mentor texts and bookmarked different places in the text students should read and analyze. In groups of three, they had to form a generalization about that particular comma rule and record it on their handout. They were given 2-3 minutes at each station. Afterwards, we collaborated as a class. Finally, students were given the comma rule handout below, and we matched our generalizations to the notes. As you can see, there are 9 below, so this activity didn't address all of them due to time constraints. Students will be taught these in isolation, but you can easily add them into stations as well. 

Purpose

It is imperative that students use a variety of sentences in their writing. I encourage them to use more complex and compound sentences in their writing. In addition, Common Core now expects students to have knowledge of sentence structure and a greater awareness of mechanics. After thorough review and application, students will take a culminating test on comma rules. See my TPT store for this worthwhile resource! Get Comma Test Here!

Sharing our thinking as we form our generalizations together. 

What generalization can you make about how this comma is used? 

Sample student response 

Comma Rules

1.    List nouns and adjectives.

a.     The hairy, scary monster jumped out from under my bed.

b.     I would like relish, mustard, and ketchup on my hot dog, please.

2.    Dates – in between number and year

a.     October 31, 2013

3.    Used to separate dialogue from the rest of the text.

a.     My mom exclaimed, “Wow! You look great!”

4.    Used to add words or a phrase that gives more information about the subject.

a.     My dog, Bailey, was adopted from a shelter.

b.     The man, whose name we shall not mention, is going to prison.

5.    Used to offset “Yes” or “No”.

a.     Yes, I would have to say I was very scared.

6.    Used after an introductory word

a.     Finally, we left.

b.     Next, mix your ingredients together.

7.    Direct Address

a.     Brandi, would you like some pizza?

b.     I love your hair, Drew.

 Before a coordinating conjunction joining two sentences together.

a.   but, or, nor, for, so, yet, and

b.     I am tired, but I am still going to stay up to watch The Walking Dead.

9.    After a subordinating conjunction is used at the beginning of a sentence.

a.   After, although, as, as if, as long as, although, because, before, if, in order that, provided that, since, so, so that, though, till, unless, until, when where, whereas, while

b.     Although I am a fan of hamburgers, I do not enjoy eating them from McDonald’s.

c.     As long as you do your homework, you can play outside. 

Understanding Words Their Way - Developmental Word Study Program

I am conducting a PLC on Word Work using Words Their Way this week, and I wanted to share some of the information I am sharing with other teachers. Have you used Words Their Way? What spelling program do you use? What makes that program effective? If you are interested in differentiating your instruction to meet the needs of all of your students, this just might be the program for you. I will be honest, while it is very time consuming to prep and teach, I see such wonderful growth in both reading and writing which makes the added effort and hard work worthwhile. 

Word Study in Action

Words Their Way

Developmental Spelling & Word Study

Developmental Stages  - Word study evolved from decades of research that documented spelling errors in clusters which reflect children’s confusion over reoccurring orthographic principles. "Words Their Way” uses these developmental stages to inform instruction because there is a significant consistency between stages of reading development and stages of spelling development, and research suggests that they are both integrally related (Bear et al., 2000).

1. Emergent – Early Letter Name

Characteristics

·         Neglect to use any sound-symbol correspondence

·         Represent strongest sounds with a single letter

·         Have an incomplete knowledge of alphabet

Word Study Focus

·         Concepts Sorts

·         Rhyming Pairs

·         Beginning consonants

·         Blends and Diagraphs

·         Short-Vowel Word Families

Emergent - Early Letter Name

2.   Letter Name

Characteristics

·         Apply the alphabet literally using the letter names to spell sounds

·         Spell phonetically; represent most strong sounds and beginning consonants

·         Omit most silent letters and preconsonantal nasals

Word Study Focus

·         Beginning Consonants

·         Blends and Digraphs

·         Same Vowel Word Families

·         Mixed Vowel Word Families

·         Short Vowels

·         Preconsonantal Nasal

Letter-Name

3.    Within Word Pattern

Characteristics

·          Correctly spells most single syllable, short vowel words, beginning consonant digraphs, and two letter consonant blends

·         Attempts to use silent long-vowel markers

·         Uses but confuses long-vowel patterns

Word Study Focus

·         Long Vowels (CVCe)

·         Other Common Long-Vowel Patterns

·         R-Influenced Vowel Patterns

·         Diphthongs and Vowel Digraphs

·         Complex Consonant Clusters

·         Homophones

Within Word Pattern 

4.   Syllables and Affixes

Characteristics

·         Connect word knowledge with vocabulary growth

·         Correctly spell most single-syllable, short-vowel and long-vowel words and high-frequency words

·         Make errors at syllable juncture points and in unaccented syllables

Word Study Focus

·         Compound Words

·         Inflected Endings

·         Open and Closed Syllables

·         Accented Syllables

·         Unaccented Syllables

·         Prefixes and Suffixes

Syllables & Affixes  

5.    Derivational Relations

Characteristics

·         Connect word knowledge with vocabulary growth

·         Spell most words correctly

·         Make errors on low-frequency multisyllabic words derived from Latin and Greek forms

Word Study Focus

• Prefixes & Suffixes
• Greek & Latin Roots
• Assimilated Prefixes

Derivational Relations

Why Try Words Their Way?

According to a study done in 2001, students who received word study format instruction with a most common usage strategy produced more sophisticated and advanced orthographic spellings than those of their peers that were taught traditionally. Students were able to transfer their learned orthographic information more easily than the students in the traditional spelling group.

How Do I Begin?

Use the Developmental Spelling Inventory to analyze your students’ knowledge of orthographic information. There are two different pre-tests you could use. One is faster while another gives more information but is longer to administer.  

WTW Developmental Spelling Inventory Guide

Grouping

I try to keep these groups similar to my guided reading groups. Sometimes you have a low speller who is a high reader and you may need to adjust accordingly. I try to keep similar spelling levels and reading levels in the same group so it makes it easier to manage. If you have a lot of inconsistencies, having different guided reading groups and spelling groups is the way to go.

Gradual Release

Explicitly teach headers and black bolded example words. Gradually invite students to help participate and explain where/why they are sorting words as you teach sort with small group. Discuss vocabulary/homophones as you add words to sort.

Click here to see the beginning of a lesson teaching a within word pattern sort

Possible Word Study Schedule

In the intermediate grades a teacher is really only needed to “run” word work time when teaching the sort and administering the assessment. Students then use this time for about 15 min. a day as a center during Reading Workshop. Primary teachers might need to do whole group but with different word sorts for each group. Students store their baggie of words in their Reading File Folder at school.

·         Day 1 – Teach the new sorts during guided reading time.

·         Day 2 – Cut and Sort - Read Words, Sort Words, and Justify your sort to someone

·         Day 3- Write Words – Written activities on Edhelper.com – Crossword puzzles, Word Search, Sentences using word to fill in the blank, identify correct spellings, etc….

·         Day 4 – Create Using the Words – Create a new list using same sorting rule, create word art using words, create a crossword or word search and have a partner solve

·         Day 5 – Play a Game Using Words – Charades, Spelling Dice, Hangman, etc…

·         Day 6 – Read, Write, Sort – Using whiteboards students give themselves a practice test

·         Day 7 – Administer quizzes to each group during guided reading time

·         Day 8 – Review how you did and record misspellings in personal dictionary & practice 4 times using spelling flap folder

Sources: www.pearsonschool.com

Reading Portfolio - Organizing Reading Materials in an Intermediate Classroom

Looking for an organizational alternative for your "Reading Binders"? Upon taking a new position this school year, I knew my traditional reading binders were not going to work due to changing classes with two groups of students. Binders were difficult to keep organized even having one group of students throughout the day. I was so excited when another teacher shared this organizational strategy with me...so I decided to pass it on! These are 5 pocket portfolios that can be purchased for $1 in the dollar section at Target right around back to school time. 

They have a great elastic clasp that can easily be reinserted if it comes off. The plastic tabs also pop right back on. Overall they are very durable. I store each class set in a crate. Students pass them out and collect them at the beginning and end of class. This means that nothing is ever lost or forgotten! Well...for the most part. ;) 

 I have the front part saved for read to self books, word study sorts (in a plastic baggie) and any guided reading written responses.

The first tab is for "Logs". This includes reading log, books I plan to read list, and goal sheet.
Get Reader's Notebook pages on Scholastic Website here!

The second section is for "Lessons". The students have a packet of our school's unit curriculum. They tear off pages as we use them. This saves time passing out papers each class. 

The next section is for "Literature Circles" (LC). The students store their book, literature response book (From Really Good Stuff), and any literature circle response activities/discussion questions.
Click here to view my Literature Circle Bundle on TPT!
Get a sample of my Literature Circle Response Packets that engage students in thinking beyond the text.

Finally, the last section is for their "Reader's Response Journal" or RRJ. This is what we use to practice responding to reading. It also is a fun activity for students to complete with any book.
Click here to get the RRJ on my TPT page! :)

Say goodbye to desk clutter, lost papers, and missing word work. This is one of the best organization strategies I've discovered! And SUPER affordable on a teacher's budget!