Close Reading Practice

Introduction to cells This is a sample of how we might introduce a concept through a close reading activity.

A close look at a photo

What do you see?

What else do you notice?

Where do you think this picture was taken? Why do you think that?

What’s going on in this picture? How do you know?

This picture will connect with the article we are about to read. Now, let’s read the article in a similar way and make connections.

First Read

First Read Set Purpose Text-dependent Question Read to find out how living things store energy What does the text say? Students read the text Students use pencils, post-it or highlighters to annotate the text using HBGSD close reading symbols Discuss in small groups - Have each student share at least one thing they annotated with their team members.

Second Read

Second Read How does the text work? (Craft and Structure) Text-Dependent Question What does ___ mean as used in the text? sufficient adipose tissue elongated Students complete graphic organizer independently Think-Pair-Share

Third Read

What does the text mean? (Integration of knowledge and ideas) Third Read What does the text mean? (Integration of knowledge and ideas) Text-Dependent Question Why did the author start the passage with information about grizzly bears? Discuss, model and guide students...Table-top texting

Why did the author start the passage with information about grizzly bears? Modified Table-top-texting In groups of 3-4... Give each student a few post-it notes. Have each student respond to the question on a single post-it note. Stick that post-it on the table in front of them. Then... I think the author was trying to make a connection to us because bears are something that gets our attention.

Have each student rotate clockwise to the seat/desk next to them. Why did the author start the passage with information about grizzly bears? Have each student rotate clockwise to the seat/desk next to them. On a new post-it note, each student will now respond to the “text” in front of them (i.e., the one their neighbor wrote). I think the author was trying to make a connection to us because bears are something that gets our attention. I also think it is because bears have special cells.

Why did the author start the passage with information about grizzly bears? Have each student rotate clockwise again to the seat/desk next to them. On a new post-it note, each student will now respond to the “text” in front of them (i.e., the one their neighbor wrote). I think the author was trying to make a connection to us because bears are something that gets our attention. I also think it is because bears have special cells. I agree. Those special cells, in the adipose tissue, have a very specific function.

Why did the author start the passage with information about grizzly bears? Continue rotating and “texting” until the students come back to the conversation they started. I think the author was trying to make a connection to us because bears are something that gets our attention. I also think it is because bears have special cells. I agree. Those special cells, in the adipose tissue, have a very specific function.

How does this picture connect to what we learned about cells and the way they are structured and how they function?