FictionKindergarten

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©Tara West-Little Minds at work

Close Read Text

©Tara West

Week 1: Duck and Goose ................................................pages 4-10If you do not have this text ask around your school building, check out your school library, local library, or send out a request on your social media avenues!

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Little Minds at Work

“ Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension.”

Nancy Boyles, Educational Leadership December 2012/January 2013

What is close reading?

A close read....is Engaging

Has a Defined Purpose

Sees connections within text

Provides a reason to learn

teaches students to dig deeper

a Process to learning more

Close reading...is not a change to what you teach- just how you teach it!

©Tara West

Duck & Goose Close Read DAY One: Cold Read

On day one of the close read begin by having a “cold read.” Only minimally stopping. This is a simple read for enjoyment. Explain to the students that you will be coming back to this text each day during the week. Express excitement towards learning something new about the text each day you read. Establish and state the essential question{s} for the week’s focus. Encourage students to listen for unknown words they hear within the text. You can have them record these words in a journal or a sticky note. After the cold read have students share out with a partner one or two of their unknown words. This task will need some teaching and might be something you do whole group for awhile, then transition to recording individually and sharing out with a partner.

©Tara West

DAY two: Vocabulary

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huffed Breathed hard in anger

scoldedTo speak to a someone in a sharp, or angry way

disturbing Interrupting with noise

occupant Someone who is living in that location

suspicious Causing questions or doubt

Chart vocabulary words. Display photographs of each vocabulary word and add in a small movement or gesture for

better understanding.

Optional: Students may write their words on the corresponding vocabulary

recording sheet.

Duck & Goose Close Read

DAY three: Text Dependent Q’s

©Tara West

• Reread page 6. How does the author relay to the reader that Duck and Goose are so upset at one another? {The author uses capitalized words.....showing that they were yelling at one another}.

• On page 8, the author writes, “that’s quite a beauty.” Explain what this means.

• Using the illustrations on pages 10-11. How does the author indicate that Goose and Duck are still upset with one another? {Pointing out the labels on each sign}

• How do Duck and Goose feel when the bird tells them it is a ball instead of an egg. How did you know that? {Point out their facial expressions on page 30}.

• Which statements at the end of the story show you that Duck and Goose are now friends?

• During the cold read/first read did you know it was a ball? State specific evidence from the text.

Essential Question:What is the main idea of this text? State

specific evidence from the text.

Duck & Goose Close Read

DAY four: collaborative Q’s

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Essential Question:What lesson did the author want you to learn by

explaining Duck and Goose’s story?

What lesson did the author want you to learn by explaining Duck and Goose’s story?

Use evidence from the story to support your answer.

Break students into their collaborative learning groups

and ask students to ponder and resolve the above

question.

Students must come to a decision as a group to

what lesson the author wanted them to learn.

Support their answer with FACTS from the text.

Give groups time to collaborate and use the text as

a reference for their reasoning.

Duck & Goose Close Read

DAY five: Cumulative Writing

©Tara West

Cumulative Writing Activity:Assess student’s comprehension and understanding of Duck & Goose by taking it to writing. Browse through the book again. Have the students describe the events of

the beginning, middle, and ending of the story. Emphasize Duck and Goose’s relationship and their

unlikely friendship. State to the students that they will now write about how Duck & Goose became friends even

though it seemed as if they would never agree upon anything. Students will need to provide specific evidence

from the story on how the two became best friends. Choose a writing prompt of your choice to use.

Duck & Goose Close Read

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©Tara West

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