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A Close Look at Close Reading Scaffolding Students with Complex Texts
Beth Burke, NBCT [email protected]
Table of Contents
What Is Close Reading? ....................................................................................................................... 2
Selecting a Text .................................................................................................................................... 3
What Makes Text Complex? ................................................................................................................ 4
Steps in Close Reading ........................................................................................................................ 5
Scaffolding Students in Close Reading .............................................................................................. 6
Close Reading Template ...................................................................................................................... 7
Close Reading Sample Lesson ............................................................................................................ 8
Spelunking (article) .............................................................................................................................. 9
Text Dependent Questions ................................................................................................................ 10
What Is Close Reading? Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc. It is a key requirement of the Common Core State Standards and directs the reader’s attention to the text itself.
Close reading includes:
Using short passages and excerpts Diving right into the text with limited pre-reading activities Focusing on the text itself Rereading deliberately Reading with a pencil Noticing things that are confusing Discussing the text with others
o Think-Pair Share or Turn and Talk frequently o Small groups and whole class
Responding to text-dependent questions
Selecting a Text Not every text is appropriate for students to read closely. For example, while students enjoy reading Diary of a Wimpy Kid books, these novels offer simple story lines and vocabulary that are easily understandable. When you are done reading them, they don’t leave you pondering deep ideas. Close reading should leave you considering thought-provoking messages that go beyond the text.
Close read-worthy texts include enough complex ideas worthy of exploring and discussing to sustain one or more days of instruction. According to Tim Shanahan, close reading is a multi-day commitment to a text; you want students to read a text that offers rich enough vocabulary, ideas, and information to read, examine, and discuss over those days without feeling like you’re beating a dead horse.
When selecting a text, you need to consider the three components of text complexity: Qualitative measures, Quantitative measures, and the Reader and the Task. Each of these is equally important when considering the complexity of a text.
Questions to consider:
Qualitative Does this text offer ideas or information
that further students understanding of the topic?
Does the text include a text structure that … Does the text follow familiar language conventions—sentence structures, word choices, etc.? What background knowledge do my students need to have to be successful with this text?
Quantitative Is this text on an appropriate readability level for the students in my group? How can I scaffold
my students to ensure their success with this text? *The primary leveling tool used by the Common Core is Lexile. For more information or
to find the lexile of a text, visit Lexile.com. Reader and Task Considerations
How much prior knowledge do my students have about this topic? How interested are they? What will be difficult for my students in reading this passage?
Appendix B of the Common Core State Standards includes sample lists of exemplar texts that give you an idea of what complex texts look like in each of the grade level bands.
motivation, prior knowledge, experiences, etc.
What Makes Text Complex? Close reading should occur with appropriately complex text. There are a number of factors that contribute to text complexity. Teachers should differentiate, or vary, how they approach a text with students depending on the text complexity and students’ needs.
Vocabulary o Academic and domain-specific terms o Tier 2 vocabulary: high utility complex words that can be used in multiple
contexts Syntax
Coherence—Are the events and concepts logically connected and clearly explained?
Unity—Do the ideas focus on the topic and not include irrelevant or distracting information?
Audience appropriateness—Does the text match the background knowledge of the target reader?
Text structures Description Compare and Contrast Temporal Sequence Cause and Effect Problem and Solution
Text features Headings/subheadings Signal words
Steps in Close Reading There is no specific sequence in a close read; these steps are meant to generally guide you in crafting a lesson that scaffolds students and focuses on increasingly complex text dependent questions. Begin with questions about the big ideas in the text and gradually ask higher level questions.
1. FIRST READ: KEY IDEAS AND DETAILS Set the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes.
Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc.
2. SECOND READ: CRAFT AND STRUCTURE
For a second, close read, select a portion or chunk of the text that is “close read worthy.” That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the author’s craft and organizational patterns. This may include vocabulary choices, text structure or text features that they author included.
Use a Text Dependent Question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding.
3. THIRD READ: INTEGRATION OF KNOWLEDGE AND IDEAS
The third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet.
Have students journal a response to a Text Dependent Question. Focus the discussion on text evidence.
Scaffolding Students in Close Reading While the goal for students is to read complex texts independently, not all students will be able to achieve that immediately. Scaffolding instruction is a model in which the teacher supports students and gradually releases responsibility to the student. Pearson and Gallagher (1983) coined this term based on the 1970’s work of Vygotsky. A key model in scaffolding instruction is the Gradual Release of Responsibility. In this model, the teacher begins by modeling, offering students the highest level of support. As instruction continues and the teacher monitors students’ learning progress, he/she gradually releases responsibility to the students, guiding students’ progress and eventually observing as they practice the skill independently (Pearson and Gallagher, 1983).
Close reading may be scaffolded through these teaching methods:
• Shared reading • Interactive read aloud • Comprehension Toolkit lessons • QAR • Literature circles • Questioning the author • Reciprocal teaching • Connecting to themes/essential
questions • Post-its • Think sheets • Jigsaws
For students who are struggling, you may support them though a Think-Aloud, reading the text to the students and modeling your thinking as you answer a Text Dependent Question. As students become more proficient in reading, discussing, and analyzing text, you may gradually release the responsibility for reading & thinking to them. The idea is to offer just the right amount of support so that students can be successful.
Cl
os
e R
ea
din
g T
em
pl
at
e
Teac
her:
G
rade
:
Dat
e:
Text
(wor
thy
of a
clo
se re
ad):
Focu
s ch
unk/
porti
on fo
r clo
se re
ad
(pho
toco
py o
r mar
k se
ctio
n)
Step
s 1.
FIR
ST R
EAD
(Key
Idea
s &
Det
ails
) St
uden
ts re
ad te
xt (*
Do
not a
ctiv
ate
prio
r kno
wle
dge
or u
se p
re-re
adin
g ac
tiviti
es)
Thin
k-Pa
ir-Sh
are
to c
heck
und
erst
andi
ng (U
se to
focu
s cl
ose
read
ing.
)
2. S
ECON
D R
EAD
(Cra
ft &
Str
uctu
re)
Rere
ad s
elec
ted
chun
k fo
cusi
ng o
n te
xt d
epen
dent
que
stio
n In
depe
nden
t Rea
ding
Rea
d Al
oud,
Thi
nk A
loud
, Sha
red,
Pai
red,
Stud
ents
use
pen
cils
, pos
t-it o
r hig
hlig
hter
s to
mar
k te
xt
port
ions
of t
ext t
hat w
ill a
id in
citi
ng te
xt b
ased
evi
denc
e D
iscu
ss in
sm
all a
nd w
hole
gro
up
3. T
HIR
D R
EAD
(Int
egra
tion
of K
now
ledg
e an
d Id
eas)
Re
read
sel
ecte
d ch
unk
focu
sing
on
text
dep
ende
nt q
uest
ion
Mod
es: i
ndep
ende
nt, s
hare
d, p
aire
d re
adin
g; r
ead
alou
d/ th
ink
alou
d
St
uden
ts u
se p
enci
ls, p
ost-i
t or h
ighl
ight
ers
to m
ark
text
po
rtio
ns o
f tex
t tha
t will
aid
in c
iting
text
bas
ed e
vide
nce
D
iscu
ss in
sm
all a
nd w
hole
gro
up
Jour
nalin
g w
ith te
xt d
epen
dent
que
stio
n
Com
plex
idea
s th
at re
quire
clo
se re
adin
g
Voc
abul
ary
T
ext
Stru
ctur
e
C
oher
ence
S
ynta
x
T
ext
Feat
ures
Aud
ienc
e Ap
prop
riate
ness
Text
-Dep
ende
nt Q
uest
ion(
s)
Sele
ct 2
-3 h
igh
cogn
itive
leve
l que
stio
ns th
at w
ill re
quire
stu
dent
s to
us
e th
e au
thor
’s w
ords
. Pro
mpt
to u
se te
xt e
vide
nce.
(The
se c
an
corr
espo
nd to
the
thre
e st
eps
in th
e le
sson
.) 1.
CC
SS
2. C
CSS
3.
CCS
S
babu
rke@
aacr
c.ne
t 7
Cl
os
e R
ea
din
g S
am
pl
e L
es
so
n
Teac
her:
BB
Gra
de:
3
Dat
e:
Text
(wor
thy
of a
clo
se re
ad):
Spe
lunk
ing
Focu
s ch
unk/
porti
on fo
r clo
se re
ad
(pho
toco
py o
r mar
k se
ctio
n)
Step
s 1.
FIR
ST R
EAD
(Key
Idea
s &
Det
ails
) St
uden
ts re
ad te
xt (*
Do
not a
ctiv
ate
prio
r kno
wle
dge
or u
se p
re-re
adin
g ac
tiviti
es)
Set
pur
pose
: Rea
d to
fin
d ou
t wh
at s
pelu
nkin
g is
.
Thin
k-Pa
ir-Sh
are
to c
heck
und
erst
andi
ng (U
se to
focu
s cl
ose
read
ing.
)
Tel
l you
r pa
rtne
r wh
at s
omeo
ne d
oes
when
the
y sp
elun
k.
2. S
ECON
D R
EAD
(Cra
ft &
Str
uctu
re)
Rere
ad s
elec
ted
chun
k fo
cusi
ng o
n te
xt d
epen
dent
que
stio
n In
depe
nden
t Rea
ding
Rea
d Al
oud,
Thi
nk A
loud
, Sha
red,
Pai
red,
M
odel
fin
ding
tex
t ev
iden
ce t
o an
swer
que
stio
n #
2.
Stud
ents
use
pen
cils
, pos
t-it o
r hig
hlig
hter
s to
mar
k te
xt
port
ions
of t
ext t
hat w
ill a
id in
citi
ng te
xt b
ased
evi
denc
e D
iscu
ss in
sm
all a
nd w
hole
gro
up
Stu
dent
s wo
rk w
ith
part
ners
to
find
tex
t ev
iden
ce t
o an
swer
que
stio
n #
2; s
hare
re
spon
ses
and
disc
uss.
3. T
HIR
D R
EAD
(Int
egra
tion
of K
now
ledg
e an
d Id
eas)
Re
read
sel
ecte
d ch
unk
focu
sing
on
text
dep
ende
nt q
uest
ion
Mod
es: i
ndep
ende
nt, s
hare
d, p
aire
d re
adin
g; r
ead
alou
d/ th
ink
alou
d
Dis
cuss
, mod
el a
nd g
uide
stu
dent
s to
ans
wer
ques
tion
# 3
.
Stud
ents
use
pen
cils
, pos
t-it o
r hig
hlig
hter
s to
mar
k te
xt
port
ions
of t
ext t
hat w
ill a
id in
citi
ng te
xt b
ased
evi
denc
e
Dis
cuss
in s
mal
l and
who
le g
roup
Jo
urna
ling
with
text
dep
ende
nt q
uest
ion
Mod
el c
raft
ing
a jo
urna
l ent
ry c
itin
g te
xt e
vide
nce
to a
nswe
r qu
esti
on #
2.
Com
plex
idea
s th
at re
quire
clo
se re
adin
g
Voc
abul
ary
T
ext
Stru
ctur
e
C
oher
ence
S
ynta
x
T
ext
Feat
ures
Aud
ienc
e Ap
prop
riate
ness
Text
-Dep
ende
nt Q
uest
ion(
s)
Sele
ct 2
-3 h
igh
cogn
itive
leve
l que
stio
ns th
at w
ill re
quire
stu
dent
s to
us
e th
e au
thor
’s w
ords
. Pro
mpt
to u
se te
xt e
vide
nce.
(The
se c
an
corr
espo
nd to
the
thre
e st
eps
in th
e le
sson
.) 1.
CC
SS R
I.1
Tell
what
peo
ple
do a
nd s
ee w
hen
they
go
spel
unki
ng.
2. C
CSS RI
.1
How
did
the
aut
hor
orga
nize
thi
s te
xt?
How
do
you
know
?
3.
CCS
S RI.1
Find
evi
denc
e in
the
tex
t th
at t
he a
utho
r th
inks
spe
lunk
ing
is
exci
ting
.
babu
rke@
aacr
c.ne
t 8
Spelunking
by B. Wilkins
Spelunking is the exciting sport of cave exploration that can be enjoyed by all ages. When you explore caves, you can appreciate the wonders of our world beneath the earth.
Many caves can maintain a steady non-fluctuating temperature that is comfortable year-round because caves are underground and not subject to air temperatures and the sun. So, spelunkers can experience adventures at any time of the year.
Cave Formation Caves are formed over thousands of years through a very slow process. As it rains, rain droplets absorb small amounts of carbon dioxide. The droplets gather more carbon dioxide as they move through soil. Water mixed with carbon dioxide becomes an acid solution, which makes holes and channels in rocks. Over thousands of years, caves are formed.
Natural Beauty As caves are formed, they develop breathtaking columns which reach from the ceiling to the floor or from the floor to the ceiling. The icicle-shaped rocks that hang down from the ceiling are called stalactites (stal ACK tites). The icicle-shaped rocks that push up from the café floor are called stalagmites (stal AG mites).
Generally, the dark colored stalactites and stalagmites are considered to be dead and the light colored ones are living. “Dead” simply means that they are no longer receiving a growth source. Scientists believe that it takes nearly a thousand years for a stalactite to grow. Formations made
from a dripstone deposit in the cavern are said to grow one inch every 100 years. You can also find calcite crystals in caves.
The Cave Habitat If you like creepy crawlies, you will love exploring in caves. You can expect to see bats as well as cave crickets, spiders, and algae. Most bats are only about four inches or smaller from head to tail. Bats can sleep for five days and leave the cave for one day to find food. The bats are harmless and will not attack people as the movies suggest.
Spelunking Dangers Spelunkers should always travel with someone who is familiar with the cave in which they are traveling. In the winding maze of cave tunnels, it is easy to lose the way.
Also, deadly gases which are colorless and odorless may be present and are undetectable to spelunkers. Special equipment can be purchased that will detect harmful gases.
If you are a risk-taker who craves adventure, spelunking is for you!
Spelunking Rules
Never go alone. Go with someone who is familiar with the cave. Tell someone where you are going, and when
you expect to return. Take at least 3 sources of light per person
(flashlights, carbide lamps, candles, etc.). Wear proper hiking shoes. Dress in clothing that can protect the skin from
cuts, bites, and scrapes. Do not go into caves when it is raining, or when
it might rain. Caves can flood in a short time. Carry plenty of water and snacks. Bring something to mark your path, such as
rope, chalk, or string. Mark your path clearly and frequently.
REMEMBER
Stalagmites push up with all their
“mite” from the floor, while stalactites
hold onto the ceiling really “tite.”
Te
xt
De
pe
nd
en
t Q
ue
st
ion
s
Tex
t D
epen
dent
Que
stio
ns a
re a
cri
tical
ele
men
t in
th
e C
omm
on
Cor
e St
ate
Stan
dard
s.
The
y re
quire
st
uden
ts t
o di
g de
eply
into
the
tex
t to
ans
wer
the
m. I
n fa
ct,
a te
xt d
epen
dent
que
stio
n ca
nnot
be
answ
ered
w
ithou
t usin
g th
e te
xt; b
ackg
roun
d kn
owle
dge
and
prio
r ex
peri
ence
s sh
ould
not
be
incl
uded
or
cons
ider
ed.
To
craf
t ef
fect
ive
text
dep
ende
nt q
uest
ions
, yo
u m
ust
read
and
und
erst
and
the
text
tho
roug
hly.
As
you
plan
a
less
on, b
egin
with
the
end
in m
ind:
wha
t do
you
wan
t stu
dent
s to
be
able
to
know
and
do
as a
res
ult o
f the
less
on?
Thi
s may
be
a w
ritt
en o
r ora
l res
pons
e.
Clos
e Re
adin
g Ro
utin
e A
sk t
ext
depe
nden
t qu
estio
ns a
s pa
rt o
f a
clos
e re
adin
g ro
utin
e. A
fter
an
initi
al r
eadi
ng, e
ncou
rage
stu
dent
s to
go
back
to th
e te
xt to
find
det
ails
in th
e te
xt t
o su
ppor
t th
eir
answ
ers.
Rer
ead
the
text
sev
eral
tim
es o
ver
seve
ral
days
: • Fi
rst
Rea
d—fo
cus
on m
ost
impo
rtan
t el
emen
ts o
f a t
ext
(Key
Idea
s an
d D
etai
ls)
• Se
cond
Rea
d—fo
cus
on h
ow t
he t
ext
wor
ks (C
raft
and
Stru
ctur
e)
• T
hird
Rea
d—fo
cus
on w
hat
the
text
m
eans
to th
e re
ader
and
how
it c
onne
cts
to
othe
r ex
peri
ence
s (In
tegr
atio
n of
Kn
owle
dge
and
Idea
s)
Quo
te A
ccur
atel
y St
anda
rd 1
req
uire
s st
uden
ts to
be
able
quo
te a
ccur
atel
y an
d ap
prop
riat
ely.
T
hat
is, t
hey
have
to
sele
ct t
he r
ight
info
rmat
ion
to s
uppo
rt t
heir
ans
wer
. In
addi
tion,
stu
dent
s sh
ould
be
able
to
use
prop
er p
unct
uatio
n to
quo
te a
n or
igin
al t
ext.
Que
stio
n St
ems
The
que
stio
n st
ems
on t
he f
ollo
win
g pa
ges
are
sam
ples
of
the
type
s of
qu
estio
ns th
at r
equi
re s
tude
nts
to r
evisi
t and
use
info
rmat
ion
in a
text
. T
here
are
sam
ple
ques
tions
for
each
CC
SS S
tand
ard,
sor
ted
by c
ateg
ory
(Key
Idea
s an
d D
etai
ls, C
raft
and
Stru
ctur
e, I
nteg
ratio
n of
Kno
wle
dge
and
Idea
s).
Stan
dard
10
focu
ses
on th
e de
pth
and
brea
dth
of th
e te
xts
that
stu
dent
s re
ad
and
is ad
dres
sed
cont
inuo
usly
in r
eadi
ng in
stru
ctio
n.
Revis
iting
the
Text
Ef
fect
ive
Tex
t D
epen
dent
Que
stio
ns r
equi
re s
tude
nts
to g
o ba
ck t
o th
e te
xt
in o
rder
to
answ
er t
hem
. Add
a c
ue t
o di
rect
stu
dent
s ba
ck t
o th
e te
xt t
o th
e en
d of
you
r T
ext
Dep
ende
nt Q
uest
ion.
Q
uest
ions
like
“Y
ou ju
st r
ead
abou
t do
g. T
ell a
bout
a t
ime
you
play
ed w
ith a
dog
.”
Try
on
e o
f th
ese
cues
aft
er a
Tex
t D
epen
den
t Q
ues
tion
:
Re
mem
ber
to
use
tex
tual
evi
den
ce t
o s
up
po
rt y
ou
r id
eas.
Rem
emb
er t
o u
se w
ord
s an
d p
hra
ses
fro
m th
e te
xt t
o
pro
ve y
ou
r an
swer
.
Be
sure
to
incl
ud
e sp
ecifi
c ev
iden
ce fr
om
th
e te
xt to
su
pp
ort
yo
ur
idea
s.
B
e su
re t
o in
clu
de
spec
ific
wo
rds
and
ph
rase
s fr
om
th
e te
xt
to s
up
po
rt y
ou
r o
pin
ion
.
Use
sp
ecifi
c w
ord
s o
r d
etai
ls fr
om
the
text
or
illu
stra
tion
s to
su
pp
ort
yo
ur
idea
s.
In
fere
nce
s sh
ou
ld b
e su
pp
ort
ed b
y te
xt.
W
hat
in t
he
text
hel
ped
yo
u t
o k
no
w?
W
hat
wo
rds
and
ph
rase
s d
id th
e au
tho
r u
se th
at le
d y
ou
to
yo
ur
answ
er?
babu
rke@
aacr
c.ne
t 10
Te
xt
De
pe
nd
en
t Q
ue
st
ion
s
Key
Idea
s an
d D
etai
ls
1. R
ead
clos
ely
to d
eter
min
e w
hat
the
text
sa
ys e
xplic
itly
and
to
mak
e lo
gica
l in
fere
nces
from
it; c
ite
spec
ific
text
ual
evid
ence
whe
n w
riti
ng o
r sp
eaki
ng t
o su
ppor
t co
nclu
sion
s dr
awn
from
the
tex
t.
2. D
eter
min
e ce
ntra
l ide
as o
r th
emes
of a
te
xt a
nd a
naly
ze t
heir
dev
elop
men
t;
sum
mar
ize
the
key
supp
orti
ng d
etai
ls a
nd
idea
s.
3. A
naly
ze h
ow a
nd w
hy in
divi
dual
s,
even
ts, a
nd id
eas
deve
lop
and
inte
ract
ov
er t
he c
ours
e of
a t
ext.
W
hat
are
the
key
idea
s in
thi
s te
xt/s
tory
?
Wha
t ca
n yo
u in
fer
from
the
title
, hea
ding
s, an
d an
ecdo
tes
in t
his
book
?
Who
was
the
mos
t im
port
ant
char
acte
r in
the
st
ory?
Wha
t m
akes
Who
, wha
t, w
here
, whe
n, h
ow q
uest
ions
Wha
t ke
y de
tails
hel
p su
ppor
t th
e m
ain
idea
of
____
_?
W
hat
key
deta
ils a
nd/o
r ex
ampl
es s
uppo
rt t
he
mai
n id
ea o
f ___
__?
W
hat
have
you
lear
ned
from
thi
s [t
ext]
?
R
etel
l the
sto
ry.
W
hat
is th
e st
ory
or a
rtic
le b
egin
ning
to
be
abou
t?
W
hat
is th
e th
eme
of t
he s
tory
?
Wha
t m
essa
ge w
as t
he a
utho
r tr
ying
to
shar
e?
W
hat
coul
d th
e m
ain
char
acte
r ha
ve le
arne
d th
at I
coul
d al
so le
arn?
Wha
t w
as a
mor
al o
r le
sson
in t
he s
tory
?
Sum
mar
ize
the
text
.
Ret
ell t
he (
fabl
es, f
olk
tale
s fr
om d
iver
se
cultu
res)
.
Wha
t is
the
mai
n id
ea o
f thi
s te
xt?
W
hat
are
the
2 or
mor
e m
ain
idea
s in
thi
s te
xt?
W
hat
key
supp
ortin
g de
tails
did
the
aut
hor
cite
?
Id
entif
y ch
arac
ters
, set
ting,
maj
or e
vent
s,
Ex
plai
n ke
y de
tails
tha
t su
ppor
t th
e au
thor
’s m
essa
ge.
C
ompa
re a
nd c
ontr
ast
(cha
ract
ers,
sett
ing,
ev
ents
, etc
.).
Ex
plai
n ho
w _
____
and
___
_ in
tera
ct in
thi
s st
ory.
Des
crib
e ho
w (n
ame
of c
hara
cter
) re
spon
d to
(m
ajor
eve
nt a
nd/o
r ch
alle
nge)
.
Expl
ain
how
(nam
e of
cha
ract
er)
chan
ged
in
the
stor
y.
W
hy d
oes
____
___
thin
k ab
out
____
____
?
How
doe
s __
____
_fee
l abo
ut _
____
__?
How
doe
s __
____
_sho
w p
ersis
tenc
e (o
r ot
her
char
acte
r tr
ait)
in _
____
__?
How
doe
s th
is he
lp t
he r
eade
r le
arn
mor
e ab
out
____
___’
s ch
arac
ter?
Wha
t ca
n w
e in
fer
abou
t th
e ch
arac
ters
__
____
_and
___
____
?
W
hat
do r
eade
rs le
arn
abou
t th
e fa
mily
’s re
latio
nshi
p fr
om t
his
sect
ion?
Wha
t do
es _
____
__’s
conv
ersa
tion
with
__
____
_rev
eal?
Wha
t ev
ent
did
the
auth
or in
clud
e to
sho
w
the
read
er _
____
__?
D
escr
ibe
conn
ectio
ns b
etw
een
____
_.
Ex
plai
n re
latio
nshi
ps o
r in
tera
ctio
ns b
etw
een
2 or
mor
e (in
divi
dual
s, ev
ents
, ide
as, c
once
pts)
in
thi
s te
xt b
ased
on
spec
ific
info
rmat
ion
in it
.
Expl
ain
the
proc
edur
es d
escr
ibed
in t
his
artic
le.
babu
rke@
aacr
c.ne
t 11
Te
xt
De
pe
nd
en
t Q
ue
st
ion
s
Craf
t and
Str
uctu
re
4. In
terp
ret
wor
ds a
nd p
hras
es a
s th
ey a
re
used
in a
tex
t, in
clud
ing
dete
rmin
ing
tech
nica
l, co
nnot
ativ
e, a
nd fi
gura
tive
m
eani
ngs,
and
ana
lyze
how
spe
cific
wor
d ch
oice
s sh
ape
mea
ning
or
tone
.
5. A
naly
ze t
he s
truc
ture
of t
exts
, inc
ludi
ng
how
spe
cific
sen
tenc
es, p
arag
raph
s, a
nd
larg
er p
orti
ons
of t
he t
ext
(e.g
., a
sect
ion,
ch
apte
r, s
cene
, or
stan
za)
rela
te t
o ea
ch
othe
r an
d th
e w
hole
.
6. A
sses
s ho
w p
oint
of v
iew
or
purp
ose
shap
es t
he c
onte
nt a
nd s
tyle
of a
tex
t.
W
hat
does
(w
ord
or p
hras
e fr
om t
he s
tory
, fig
urat
ive
lang
uage
, sen
sory
wor
d,) m
ean?
Wha
t do
es H
ercu
lean
(or
oth
er M
ytho
logy
vo
cabu
lary
) m
ean
in t
his
stor
y?
D
escr
ibe
how
wor
ds a
nd p
hras
es (
regu
lar
beat
s, al
liter
atio
n, r
hym
es, r
epea
ted
lines
) su
pply
rhy
thm
and
mea
ning
in a
sto
ry, p
oem
or
son
g
W
hat
kind
of t
ext
is th
is?
(poe
m, d
ram
a, p
rose
, et
c.)
How
do
you
know
?
Ex
plai
n th
e m
eani
ng o
f (ge
nera
l aca
dem
ic
voca
bula
ry w
ord)
.
Expl
ain
wha
t (d
omai
n/co
nten
t sp
ecifi
c w
ord)
m
eans
.
Whi
ch w
ords
rea
lly c
all o
ur a
tten
tion
here
? W
hat
do w
e no
tice
as w
e re
read
the
m?
H
ow d
oes
the
auth
or’s
choi
ce o
f wor
ds, t
he
tone
of t
he la
ngua
ge, i
llum
inat
e th
e au
thor
’s po
int
of v
iew
on
the
topi
c?
W
hat
was
the
(pro
blem
, sol
utio
n)?
H
ow d
o (s
erie
s of
cha
pter
s, sc
enes
, sta
nzas
) fit
to
geth
er t
o pr
ovid
e ov
eral
l str
uctu
re in
thi
s te
xt?
W
hat
text
str
uctu
re d
id t
he a
utho
r us
e in
thi
s te
xt?
W
hat
kind
of t
ext
is th
is? (s
tory
, art
icle
, etc
.)
Look
bac
k at
the
tex
t an
d se
e if
you
can
divi
de
it in
to p
arts
. Wha
t pa
rts
does
the
aut
hor
incl
ude?
Des
crib
e th
e st
ory
stru
ctur
e, in
clud
ing
begi
nnin
g, m
iddl
e, a
nd e
ndin
g
Des
crib
e th
e (a
ctio
n, s
ettin
g) in
the
sto
ry.
Ex
plai
n th
e (s
truc
ture
ele
men
ts: v
erse
, rhy
thm
, m
eter
of t
his
poem
).
Expl
ain
the
(str
uctu
re e
lem
ents
: cas
t of
ch
arac
ters
, set
tings
, des
crip
tions
, dia
logu
e,
stag
e di
rect
ions
) of t
his
dram
a/pl
ay.
W
hat
mig
ht h
ave
happ
ened
if _
____
had
n’t
happ
ened
firs
t?
H
ow d
id t
he a
utho
r or
gani
ze t
he id
eas
in t
he
(art
icle
, boo
k, e
tc.)?
Expl
ain
how
you
kno
w t
hat
the
auth
or u
sed
a __
___
text
str
uctu
re.
W
hat
text
str
uctu
re d
id t
he a
utho
r us
e?
Fr
om w
hat
poin
t of
vie
w is
thi
s st
ory
told
?
W
ho is
nar
ratin
g th
e st
ory?
How
do
we
know
?
Thr
ough
who
se e
yes
did
you
see
this
stor
y?
R
ead
(tw
o or
mor
e ac
coun
ts o
f the
sam
e ev
ent/
topi
c).
Ana
lyze
the
info
rmat
ion
the
auth
ors
pres
ent.
Wha
t sim
ilari
ties
and/
or d
iffer
ence
s ar
e th
ere
in (
title
s of
tw
o te
xts
on s
imila
r to
pics
)?
H
ow d
oes
the
auth
or fe
el a
bout
(to
pic)
?
How
did
the
gra
phic
s he
lp y
ou u
nder
stan
d th
e se
ctio
n ab
out
____
_?
D
istin
guish
bet
wee
n in
form
atio
n pr
ovid
ed b
y pi
ctur
es a
nd w
ords
in t
he t
ext.
H
ow d
oes
your
ow
n po
int o
f vie
w c
ompa
re t
o th
e au
thor
of _
____
?
babu
rke@
aacr
c.ne
t 12
Te
xt
De
pe
nd
en
t Q
ue
st
ion
s
Inte
grat
ion
of K
now
ledg
e an
d Id
eas
7. In
tegr
ate
and
eval
uate
con
tent
pr
esen
ted
in d
iver
se fo
rmat
s an
d m
edia
, inc
ludi
ng v
isua
lly a
nd
quan
tita
tive
ly, a
s w
ell a
s in
wor
ds.*
8. D
elin
eate
and
eva
luat
e th
e ar
gum
ent
and
spec
ific
clai
ms
in a
tex
t,
incl
udin
g th
e va
lidit
y of
the
rea
soni
ng
as w
ell a
s th
e re
leva
nce
and
suffi
cien
cy
of t
he e
vide
nce.
9. A
naly
ze h
ow t
wo
or m
ore
text
s ad
dres
s si
mila
r th
emes
or
topi
cs in
or
der
to b
uild
kno
wle
dge
or t
o co
mpa
re t
he a
ppro
ache
s th
e au
thor
s ta
ke.
D
escr
ibe
(cha
ract
er, s
ettin
g, e
vent
). U
se
spec
ific
exam
ples
from
the
illu
stra
tions
an
d/or
wor
ds.
U
se il
lust
ratio
ns a
nd w
ords
in p
rint
or
digi
tal
text
to
dem
onst
rate
und
erst
andi
ng o
f ch
arac
ters
/set
ting/
plo
t.
How
did
the
aut
hor
use
illus
trat
ions
to
enga
ge t
he r
eade
r in
the
eve
nts
of t
he s
tory
?
How
do
the
(visu
al/m
ultim
edia
ele
men
ts)
help
the
rea
der
unde
rsta
nd t
he a
utho
r’s
mes
sage
?
Use
illu
stra
tions
and
det
ails
in a
tex
t to
de
scri
be k
ey id
eas.
W
hat
text
feat
ures
(he
adin
gs, t
able
of
cont
ents
, glo
ssar
ies,
elec
tron
ic m
enus
, ico
ns)
did
the
auth
or in
clud
e to
hel
p th
e re
ader
?
H
ow d
id s
earc
h to
ols
(key
wor
ds, s
ide
bars
, hy
perl
inks
) he
lp t
he r
eade
r?
H
ow d
o th
e [p
ictu
res,
etc.
] he
lp c
onve
y th
e m
ood
of t
he s
tory
?
N
ot a
pplic
able
in L
iter
atur
e—In
form
atio
n T
exts
onl
y
Id
entif
y th
e re
ason
s an
aut
hor
give
s to
sup
port
hi
s ke
y po
int(
s).
Ex
plai
n ho
w a
utho
r us
es r
easo
ns a
nd e
vide
nce
to s
uppo
rt t
he m
ain
idea
of _
____
.
Iden
tify
whi
ch r
easo
ns/e
vide
nce
supp
ort
whi
ch
poin
t(s)
.
Wha
t is
the
auth
or’s
poin
t of v
iew
on
the
topi
c? W
hat
in t
he t
ext
mak
es y
ou s
ay t
hat?
Des
crib
e lo
gica
l con
nect
ions
bet
wee
n sp
ecifi
c se
nten
ces
and
para
grap
hs.
Ex
plai
n ca
use
and
effe
ct r
elat
ions
hips
in t
he
stor
y/te
xt.
W
hat
was
the
ton
e of
the
sto
ry/t
ext?
C
ompa
re (c
hara
cter
s, tit
les
from
the
sam
e ge
nre,
the
me,
top
ic, v
ersio
ns o
f the
sam
e st
ory,
etc
.).
Id
entif
y sim
ilari
ties
and
diffe
renc
es b
etw
een
two
text
s on
the
sam
e to
pic.
Rea
d se
vera
l tex
ts o
n th
e sa
me
topi
c.
Wri
te
a sp
eech
usin
g in
form
atio
n fr
om e
ach
of
sour
ce.
C
ompa
re t
he t
ext
to: a
mov
ie, w
ebpa
ge,
vide
o ga
me,
pie
ce o
f art
or
mus
ic, o
r ot
her
med
ia.
H
ow d
oes
this
sele
ctio
n co
nnec
t to
the
th
eme
of _
____
?
How
doe
s th
is se
lect
ion
conn
ect
to (
othe
r te
xt w
e ha
ve r
ead,
con
tent
are
a, e
tc.)
How
is _
____
___
in p
arag
raph
s 1
and
2 lik
e th
at s
ame
idea
in p
arag
raph
s 3
thro
ugh
6?
H
ow is
___
____
_ sh
own
in p
arag
raph
s 7-
11?
Wha
t m
ood
does
the
aut
hor
crea
te?
babu
rke@
aacr
c.ne
t 13
