2. Close Reading
Practice

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

4. A close look at a photo

5. What do you see?

6. What else do you notice?

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

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

9. 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.

10. First Read

11. 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.

12. Second Read

13. 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

14. Third Read

15. 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

16. Why did the author start the passage with information about grizzly bears?
Modified Table-top-texting
In groups of
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.

17. 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.

18. 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.

19. 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.

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