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Close Reading Lesson Plan Templates !!BETTER!!

This strategy guide will help you choose text that is appropriate for close reading and to plan for instruction that supports students' development of the habits associated with careful, multi-engagement reading of literary prose and poetry.

Close Reading Lesson Plan Templates


When selecting a text or passage for close reading, consider two questions: First, is there enough going on with the language and craft of the text to warrant the attention of multiple readings? Second, does the understanding that comes from close reading sufficiently benefit students in light of the larger goals of the course or unit? The answer to both needs to be yes in order to keep close reading from falling into its reputation as merely an exercise.

Remember that close reading should be embedded in an instructional context that values not only the careful attention to text that the questions prompt, but also writing, collaboration, and talk. The specific ways in which you balance these elements will vary, but the scaffolding provided by the text-dependent questions you prepared will likely connect them all.

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Learn how to plan lessons that support English learners' language development, build background knowledge, and give students opportunities to access grade-level content. This article is part of our Strategies for ELL Success guide.

One way to address that challenge is through effective lesson planning. Depending on their different stages of English proficiency and literacy, ELLs will benefit from the skills that a well-designed lesson can address. For additional tips on language instruction, see our tips for mainstream teachers.

Effective lesson planning requires a number of steps from initial preparation to the final review of material. This blog post on lesson planning with sheltered instruction offers a general roadmap for that process.

There are many ways to review and assess content following instruction. For example, graphic organizers are a helpful way for students to demonstrate that they understood the concepts and content, even if they only use a symbol or write one or two words for each category. Graphic organizers can also be used as a pre-teaching or post-teaching strategy for introducing or reinforcing key concepts and how they are related. The more connections ELLs make to the overall content and organization of the content before reading, the easier it will be to focus on and understand what is important. When teachers and/or students use graphic organizers at the end of a lesson, this helps to reinforce and synthesize lesson content.

Finally, we want to close with some thoughts from expert ELL educator and administrator Kristina Robertson. First, she encourages educators to only introduce one new thing at a time when teaching ELLs. And she reminds educators not to be afraid to go back to the drawing board if it doesn't go well the first time! While your lesson planning process may involve some trial and error, you will start to see positive results when you take ELLs into account in your planning. You will soon be on your way to planning lessons that engage, include, and support the ELLs in your class.

The third read is when we read a portion of the text during a close reading lesson. Learn about how I simplify these close reading lessons and make them more organized and enjoyable for the students here.

Implementing a multi-tiered system of supports (MTSS) without an intervention planning process is like trying to teach a class without a lesson plan. If you don't know where you're going (or have a plan for getting there), you won't be able to effectively support students.

The goal is to reach a decision point at the end of an intervention plan. Maybe the student has met their goal, and you can close out their intervention plan. Maybe the student is progressing, but the intervention should continue. Or, maybe the current intervention plan isn't working and it's time to rethink the strategies in place.

The second step is interpreting your observations. What we're basically talking about here is inductive reasoning: moving from the observation of particular facts and details to a conclusion, or interpretation, based on those observations. And, as with inductive reasoning, close reading requires careful gathering of data (your observations) and careful thinking about what these data add up to.

Thank you so much for sharing a lot of information that did not know about. I really appreciate this as I have adopted some ideas to help my struggled reading students. This has saved me time and planning.

Note-taking and active reading templates are used by students to take notes while they are reading a text, and provide spaces for them to organize information. It's also helpful so that students come prepared to class discussions. For this activity, students will use the provided template to take notes on The Last Cherry Blossom as they read. Student instructions are completely customizable, and teachers can provide as much or as little guidance as they like.

Find more active reading templates here if you want to customize further! Copy Activity* Template and Class Instructions (These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Close reading can also help readers develop their vocabulary. While closely reading a text, readers should note unfamiliar words and look them up. Researching the words helps the reader understand the text and teaches them new words.

Close reading is similar to a strategy called active reading. Active reading is the act of engaging with a text while reading it with a specific purpose. It involves using various strategies while reading a text, such as highlighting important phrases, asking questions, and making predictions. Readers can actively read all types of texts of any length. They can apply active reading strategies when performing a close read of a brief passage to stay attentive to critical details.

I remember seeing many planning templates from my pre-service training days and others prescribed by organizations. These templates were often designed for teachers who specialize in English language acquisition. But rarely were they accessible to homeroom or content teachers.

As Beth Skelton and I collaborated with Corwin to write Long-Term Success for Experienced Multilinguals, we created a lesson template that any general or specialist teacher can use without modification. Additionally, this lesson planning template follows the key principles needed to teach multilinguals content-specific language.

It may seem odd to start a lesson planning session by thinking about the summative assessment, but really, it is odd not to! If lessons are not directly tied to the summative, they become more like activities than intentional learning experiences. By starting with the summative, teachers can anchor an individual lesson to the aggregated product students will create.

For example, in a Grade 10 Business class, students have to design a full business plan for a food truck. The business plan is the summative, and all the individual parts of the business plan are taught as specific lessons over the unit.

The individual lessons include both important skills needed to write the plan and, when combined, a composite product that exhibits them as something greater than they were on their own. Educators can both teach the skills needed to grow an orchard and prudently select what type of orchard their students can successfully harvest.

Once we have defined what we want our orchard to produce, we focus on the individual trees, which are the specific lessons. This part of the lesson planning template requires teachers to follow a specific process that includes:

We compare this part of the lesson planning template to the nursing rain and sunlight that makes organic growth possible. To establish comprehensible input, there are various scaffolds that teachers can use:

I used to drudge along with my lesson planning using school district-provided templates because I felt like I was completing a document for the school, not for my students. I knew that the template was supposed to help me think about my lesson design, but it never felt particularly useful.

With this lesson planning template geared to fully include multilinguals, I hope planning becomes a highly structured and intentional activity that both makes the lesson accessible and assures achievement is within reach for all students.

Help your students get to grips with basic language skills with the help of this amazing alphabet lesson plan. Students will learn to recognize both upper and lowercase letters, and then learn how to pronounce and write them. Learning is further bolstered by fun songs, games, and a story.

Cover key vocabulary by incorporating regular reading sessions into your learning units. The learning objective of this plan is to have students read and recognize basic sight words. Only a few simple supplies are called for; helping teachers quickly prepare an awesome activity to consolidate student learning.

This preschool plan is perfect for individual students who may be learning from home. Students will learn the colors of the rainbow by playing a range of games such as I spy, card matching, item sorting, and scavenger hunting. Learning is further supported by reading bold picture books and singing catchy tunes.

Number recognition is an important developmental skill that can be approached in many ways. This plan aims to have learners recognize numbers 1 through 10 by; exposing them to a cool counting song, counting items in the classroom, completing a tracing worksheet, and reading a story. 041b061a72




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