This chart typically becomes a staple in the classrooms that I work with. This is the jumping off point to begin the discussion about close reading and the notion that reading is more than just decoding, it is about thinking. This supports the idea of comprehension and interaction with the text.
Target Grade Levels:
This chart works well for all grade levels. This walks students through the basic steps for reading and thinking about text. I have used a variation of this with high schools and led them in a modified version of text annotation. Students enjoy that they are in control of what they think. The second step is really where they take control of how they connection to text and develop a sense of ownership about the direction of their interaction with the text. Students also have an authentic chance to question the text.
- When you first introduce this, you may want to break step two up into chunks. You could model just connections, or inferences, or questions and add on as the year goes on.
- You could explicitly ask students to categorize their thinking in step two. They could classify their thinking to one of the three categories (connections, questions, and inferences).
- For third graders, the standard focuses on asking and answering questions for step two.
- You may want to differentiate instruction, by walking students through the first two steps by providing guiding questions of even sentence frames to help them to develop their questions and inferences.
- Select model texts to read aloud that evoke a strong emotional reaction so that students will be able to connect to the text. As you practice with your students more, introduce more nuanced, layered texts. This does not mean that you should just use lower level text, but look for content that connects to your readers. High interest is not a proxy for low level.