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when you read more than once you can spy something different each time okay third graders we're gonna work today in another close reading lesson close reading is considered an instructional strategy that helps students conquer complex tasks Kayla would you turn for the two of you today's lesson starts with engaging the students and the text the bullfrog at Magnolia Circle page turners you with me when you read out loud to the students has to be read fluently so they can get the flows attacks over the Bayou waters that slowly wind their way behind the white wooden house I choose to read without interruptions the students just become acquainted and familiar with the text I don't want to feed the students my meaning of the text I want to give them a chance to construct their own so those are the chunks or excerpts we're looking at out of the book today the next part of the lesson includes unpacking the learning targets today's targets you're going to read like you're a researcher I like a scientist right because you're going to work towards being an expert on frogs I can list key details in the text that support the main idea in the second target of the lesson I made sure to clarify with the students that we had a agreed-upon understanding of the term key details and that would be really crucial to moving forward in the lesson jaelyn what were you able to share out with your group about so we're gonna hold that key details open up the story and key details are the very important details that go with what the story is really about you ready I can define the scientific concept of adaptation on the third target I gave the students a chance to discuss if they had ever heard or were familiar with the word adaptation Kamiya stable could you say what you decided the word adaptation met like frogs and owls have been tech needs and eyesight to stay away from the Predators and then we were able to lay the foundation for establishing a deeper meaning of that word throughout the lesson they think the eyes on a frog or an owl or an adaptation can we look for that today in the reading before I get into this next piece of work time I wanted to make sure I went over with the students what good readers or close readers do Shawn what do good readers or close readers do that we don't have up there yet look in you text more than one time nice job Kayla why do we read over and over and over again so we won't forget the details back inside the text so in our class we agree that close readers read the text multiple times so they gain a deeper understanding or find other layers to the techs close readers return to the text to get text evidence when they're answering comprehension questions close readers physically engage with the text so they come over their work pencil active and engaged the entire time in this work time those students underline key details circle vocabulary unfamiliar words and jot down the gist in the margin previously in module one those were scaffold and separate tasks now since they feel more comfortable with the instructional strategy of close reading they're able to combine and do those pieces as one job in this work time I address student anxiety and working through complex text by framing for them to expect to encounter unfamiliar words and to apply strategies they're familiar with to get through those words so we've decided of a class that when we're working to find the meaning of the word that we use the context clues around that word they continue reading on to the bottom of the page it may support them and really understanding the meaning of that word so find your partner after the students annotate the tux it's an important point to stop and check for understanding think I'm gonna ask you a question you're gonna think about the answer so use a protocol back to back and face to face I start back to back so students have some think time to prepare their thoughts and then go face-to-face to check in and then go through that cycle several times so then they can always return to their own thought before they share out they could first check in with each other about the marks that they made and why I value because and also questioning each other if they needed support on anything they underline circles or if they were not able to yet complete the just they'd at least be able to share it orally Wolfers go to the duckweed in the indian to the edge and the next section of the work time they were looking for key details related to their main idea and recording those on there close reading recording for mando catcher I needed to do another check for understanding so I offered them the protocol the whip around I want you to do a whip around of your table in the whip around I want you to discuss the key details you wrote down blocks can swim a long long time also have an opportunity whip around a second time to possibly change their thinking or justify keeping their main idea because it really wasn't it really wasn't in the text that much some students were able to have an aha moment that their key details did not match their main idea and then were able to make revision not to me shows the value behind student talk and the conversations led to change and also the deeper understanding of what the text was really about so they can swim well in the water remember in the beginning learning target they asked us to think about that word adaptation what would you say adaptations means now I just think this at this point in the lesson I was able to give them a second to think pair share around that night of a concept of adaptations across to turn different colors like they camouflage I worked to synthesize their learning around adaptations using a sentence frame I think a frog has blank to help it survive by blank or I think a frog does blank to help it survive I think it frog has his long red feet to help it to swim right so I close out today's lesson by asking students to use a fist of fire protocol to recheck the targets that we started with in today's last day things we'd worked on they showed that they felt stronger in and things that were to come or definitely need to be followed up on at first the students didn't understand the value behind closed read the whole entire class was like frustrated with it we were like struggling with the work and now that we got better with it it's like easier for us to answer questions like if you read more and more you'll get better at it every single time we I have really had to grapple with this new type of work in close reading but the value has been tremendous so I'm not seeing confusion and frustration any longer but just this huge engagement and participation in the text is about bullfrogs [Music]
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