Welcome back! It's another week of joining in with Dianna at Sassy, Savvy, Simple Teaching. Last week we looked at the basics of Close Reading and what it might look like. This week in Chapter 2 we get to dig in a little more about the process and how to proceed.
I know a lot of people in this book study were questioning how this might look in a primary classroom. I personally thought this chapter was full of awesome ideas. As with just about anything it is all about differentiation. In many cases, that can be just toning down for our younger ones. I think we still use the same terms (don't change it because they will see them as the years go on), but we can add examples or modifications.
For example, the first step is called: Reading through lenses. For my students, I wear glasses and contact lenses and I could use this as an example of how if I don't wear one of these items I cannot see anything at all, but when I use my lenses I can see a lot better, and a lot more!
(*sidenote: in the party section at Target are these awesome glasses. I have 5 and am going to use them on my reading bulletin board. I thought of them the whole time I was reading this chapter and thought it would be so fun for our kids to wear them if we had them in a small group doing this.)
The basics of reading through lenses is gathering text evidence. We're looking for the details. In a fiction text this may be something like looking for what a character says/does/thinks/feels. It may also be how a setting or place is described. In an informational text we can gather these details from facts, descriptions, even photos and their captions.
In terms of how this may be similar or different to word choice I would think (word choice is addressed in chapter 3) that with word choice we are going to look at the type of language used. Whereas with text evidence we are looking for details and information, we're not analyzing the words.
The next step (or step 2) is called: Using lenses to find patterns. In basic terms I think of this as analyzing the details we just uncovered during step 1 (notice I didn't say analyzing the word choice, but the details). I also thought of this like sorting - sorting the details that go together. Maybe you want to to sort it by color coding, maybe you want to circle one set of details that go together and box another set. It's up to what works for you and your students. What I did like about the coding/sorting is that they mentioned making a key, like a map key -- what a great way to tie in some social skills!
The third step is: Use the patterns to develop a new understanding of the text. What I love about this step is it is the actual process of basically, how have our thoughts or ideas changed about this character/or whatever non-fiction piece you are studying during this process?
In fact there are even sentence frames and prompts that were provided. I love that there are sentence frames because it is so valuable to my ESOL students. I've put a few reminder/prompt cards together for you. Click on the picture to be taken to the free cards (please leave feedback if you like these)!
Now I have to tell you my favorite part of this chapter was the suggestion of teaching a lesson with song lyrics first in order to introduce this whole concept. So you will use the lyrics of the song as what will be read closely, or analyzed. They used the example of a Justin Bieber song, and while my 2nd graders know who he is, I was thinking more along the lines of Let It Go from Frozen.
So the idea behind this is that some people will already like the song and some won't which is the perfect combination for this (my 2nd grade boys were so over this song last year...but I still played it cause I liked it, hehe).
So you would play the song once and then post the lyrics (I would also print out the lyrics and have a handout for each student). You can look at the lyrics to try to determine what message the song is trying to convey.
So here is how I envision this:
The blue highlighting is about her power and what she can do.
The orange is about how everyone knows and she is dealing with it.
The yellow is about how she had to stifle herself and couldn't be who she was.
Obviously getting the students to see all of these things will take training. So maybe in the beginning they receive direction about a certain theme to look for. **Please please take into consideration that this is not official, I am not an expert, these are just my ideas for how I would teach this to group of 2nd graders who are mainly ESOL students. There is not a right or wrong with this set of lyrics or any of it.** How do you want the lesson to go? What standard are you teaching? Just make sure that as your students are practicing this independently (when ready) you are assessing their work in order to help you decide your next steps.
Make sure to enter our giveaway and check out the other bloggers in this books study (I know there's a freebie along the way).