Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar
Chalkbooard background image
Close Reading Strategies

CLOSE READING STRATEGIES:

 

Partner Reading / Partner Reading Sentence by Sentence:  This strategy helps build confidence, only reading in small chunks.  Do this for 10 minutes/day in each of the content areas.  Both partners alternate reading a sentence, and each summarizes what the sentence means.  Follow this up with silent rereading ~ the ELL student will reinforce the concepts, and make the reading easier as it is familiar.
*  Choral Reading:  Set up any way you want, but limit too 3-5 min/content area class per day. n (whole class with teacher or half the class by paragraphs or pages, etc.)
*  Reciprocal Teaching:  Each child in a small group has a role after a reading assignment.  For example, one could be the summarizer, one could be the word wizard (picks out interesting new words), one could be the connector (what the passage reminded him/her of), one could be the predictor or the questioner. . . .  Similar to the Literature Circle.   
*  Think Alouds:  Teacher talks aloud her thought process as she does something:  taking notes, finding main idea, making connections. . . .
*  Explicitly Teach Nonfiction Text Features: Teach captions, illustrations, maps, etc. and their purposes.
*  Numbered Heads Together:  Put students in groups of 4, with some questions they must answer together.  Get a common answer.  Now, pick a number 1-4.  The teacher calls on the students with said number to answer one of the questions.
*  Double Entry Journals: You might ask the child to define a word on the right side, illustrate a quote on the right side that you’ve written on the left side, ask a question, have the students make a connection. . . .  Generally the right side is not “right or wrong” but a comment, or a reaction.
*  Close Reading with Text Dependent Questions:  This strategy has students engage in a text of sufficient complexity, examining the meaning of the text thoroughly and methodically, reflecting on words, sentences, and central ideas and details.   Questions are leveled from:
  • General Understanding:  What is the main idea?
  • Key Details:  questions that answer who, what, where, when, why, how
  • Vocab., Sentence, Text Structure:  asking about specific vocabulary, text structure, literal/figurative meanings, grammar
  • Author’s Purpose:  point of view, purpose, perspective
  • Inferences:  How do the inferences contribute to the author’s purpose?
  • Opinions, Arguments, Intertextual Connections

Credit to Judy Arauj