Select TextSelect Standard(s)Establish Purpose

Steps of Close Read Scaffolded for ELs Strategies for ELsCold Read: Students read text independentlyBefore readingTeacher PlanningTeacher pre-reads text to plan for possible misconceptions and to identify content vocabulary that is central to understanding the text www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm. Use this information, as well as “Standards Progressions,” to plan for:

1. Building background knowledge2. Pre-teaching vocabulary3. Setting the purpose for annotation4. Modeling Think-Aloud5. Developing guiding questions for the varied levels of ELLs

Teacher Delivery Prior to ReadingTeacher builds background knowledge and pre-teaches essential vocabulary ONLY to scaffold for students who require it. This should not be done for all students. ( See Common Core Publishers Criteria http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf )

Building Background Knowledge Use realia, visuals, gestures,

props, demonstrations, andmanipulatives to providecontext for the text

Emphasize text features (foot-notes, glossary, headings, etc.)

Pre-teaching Vocabulary Identify Cognates Vocabulary Journals Word Walls 4-Square Vocabulary Realia, props, visuals Concept Maps Word Webs Use of word-to-word

dictionaryDuring readingStudents have pencil in hand annotating text. Direct students to annotate for a specific purpose, such as:

Underlining important terms Circling definitions and meanings Writing key words and definitions in the margin Using symbols to signal the following:

o !-importanto ?-question; I wonder, I don’t understand or something puzzles meo +-new information (clarify)o x-I thought differently; I have a different opinion.

Indicating steps in a process by using numbers

Student annotations serve as pre-assessment to guide instruction.

Anchor Charts showingsymbols to be used

Use of word-to-word dictionary

Use of English dictionary Provide a glossary of high

frequency words whosemeanings cannot be inferredfrom context

Provide a visual glossary

Common Core Instructional Template for English Learners: Close Read

Springdale Public Schools, 2012

After reading1. Partner talk: students discuss their annotations. Teacher observes to check for

understanding. This is NOT a time for students to discuss interpretation of text.2. Group Share: whole group discussion to check for understanding and/or confusions to

determine what teacher should model in upcoming Read/Think Aloud. This is NOT a time for students to discuss interpretation of text.

Observations during Partner Talk and Group Share serve as formative assessments to guide Think-Aloud and scaffolds during students’ paraphrasing of text.

Academic Conversations Use sentence frames, such as, “I was confused

by…..” Reciprocal Teaching Questions, Prompts, and Cues when needed to

guide comprehension

Teacher reads aloud while students follow along in text

Teacher reads aloud/thinks aloud to address observed understandings/misconceptions and develop vocabulary critical to comprehending the text.

Highlight Contextual Clues Use realia, props, visuals, gestures,

demonstrations, and manipulations as needed Slow down speech as needed

Students paraphrase text

Teacher provides one of the following scaffolds if necessary, based on earlier observations:

Small group guided instruction to assist lower level ELLs to paraphrase text. Students who are unable to paraphrase text will answer comprehension questions

developed by teachers. Paraphrase text with a partner orally and/or in writing.

Two-column notes: important excerpts on left (can be provided by teacher)/student paraphrase (could be visual) on right

Write-Aloud in guided group Graphic Organizer Word Bank Sentence Frames

Students answer guiding questions, citing evidence from text independently. Teacher-led group discussion.

1. Students read with a partner to answer guiding or text-dependent questions, citing evidence from text.

2. Group discussion with teacher facilitating.3. Teacher checks student comprehension from group discussion and forms guided

instruction groups to build comprehension as necessary.4. Questions, Prompts, and Cues in place of teacher explanation

Question-Answer-Relationships (QAR) Academic Conversations Two-column Notes: Left side answer/ right side

evidence from text Socratic Circle Sequenced Pictures Reciprocal Teaching

Students write independently

Small guided instruction groups Pair students to discuss responses and complete pre-writing activities prior to independent

writing

Write-Aloud/Interactive Writing Graphic Organizers Read-Write-Pair-Share RAFT Anchor Charts for text structures, signal words,

outlines, sentence frames

Springdale Public Schools, 2012