Lessons and Units for Closer Reading, Grades K-2. Nancy Boyles

each set in a small envelope for easy distribution.) Copy the larger cards from the companion website to use with your whole class as you read the book for your initial close reading lesson. You will want to make sure that the story you are reading has a clear problem/solution format so these cards will completely support the text.

      2 Before reading the book, review the story parts with your students. Remind them as well where they will most likely (but not always) find these parts within the story: characters, setting, and the problem gets started at the beginning; the problem gets bigger in the middle; the problem gets solved along with the ending at the end of the story. Kids love to act this out, holding a designated card and positioning themselves in the right place: beginning, middle, or end.

      3 As you read aloud to students, repeatedly refer to the cards: Have we met any characters yet? Do we have a problem? Is the problem getting bigger? How?

      4 At the conclusion of the story, use the set of large cards to summarize it. You might want to turn the pages of the book as you do this so students can see you’re relying on the text for accuracy.

      5 Now distribute the small set of Active Reader Cards: Summarizing a Story and ask students to work with a partner to take turns summarizing the story orally. They should account for each card, step by step. Move from pair to pair as students summarize the story aloud, monitoring for accuracy and fluent language.

      6 Invite a few students to share their summaries at the end of the session.

      7 You can differentiate this lesson by asking students to identify just a few of these story parts; asking students to give you supporting details for each story part; or asking students to distinguish between actions in the story that would be included in a summary and descriptive details that do not contribute to the sequence of events.

      Active Reader Cards: Summarizing a Story

      Summarize a Story: Reader Response Frame

      Assessment Tool

       Reader Response Frame: Summarizing a Story

      Purpose

      This frame mirrors exactly the Active Reader Cards: Summarizing a Story, so if students have had practice with those cards, getting them to use the frame will be a pretty comfortable next step. This frame will work well for any of the identified summary lessons in this book. And it can also work for other problem/solution stories you read with your whole class, in a small group, or it can support students’ independent reading.

      Tips for Evaluating Students’ Responses

      In addition to the criteria noted for evaluating any written response,

      1 Look for evidence that students can distinguish main characters from secondary characters, evidence that they accurately identify how or when the problem begins (many students think that the “problem” is the effect rather than the cause), and evidence that they can distinguish between the resolution of the problem and the extended ending. (Cinderella marries the prince after the problem has been solved.)

      2 Look for evidence that students are using key words from the text in their summaries, such as characters’ names and places. Try to move them away from too many pronouns and vague references.

      Reader Response Frame: Summarizing a Story

      

      Identify Details That Support a Central Idea: Active Reader Cards

      Assessment Tool

       Active Reader Cards: Identifying Central Idea and Details

      Purpose

      The purpose of these cards is, first of all, to teach primary students that texts consist of central ideas and details and to teach the meaning of these terms. The concept of “central idea” is made more complicated lately by the variation in language used to describe it. It is at times called a theme, main idea, big idea, author’s message, lesson, and possibly other terminology as well. As adult readers, we may recognize the nuanced differences between these designations, but young learners will not so easily discern them. Instead, create a chart in your classroom titled Other Words for Central Idea. Point out to your students that a question that asks about a “theme” (for example), is essentially asking you about its “central idea.”

      A second function of these cards is to help students recognize the difference between central ideas and details and to see that a central idea is supported by details that come directly from the text.

      How to Use the Active Reader Cards

      1 Copy and cut apart the Active Reader Cards: Identifying Central Ideas and Details. For easier distribution, I place all the Central Idea cards in one envelope and the Detail cards in a different envelope. (For your convenience, you can access these cards on the companion website in a larger format.)

      2 If this is the first time you are using these cards, explain the meaning of central idea and detail, and create the chart for Other Words for Central Idea as described earlier. Give a couple of examples of central ideas and the details that would support them. For example, in Goldilocks and the Three Bears, a central idea might be that you should respect other people’s property. Details might be that Goldilocks destroyed Little Bear’s chair and ate his porridge. If you have taught this skill before, review the meaning of each of these terms and ask students for an example or two of a central idea and a detail.

      3 Most of the time with primary students, you will be identifying the central idea for them or determining it together.

      4 As you reread the text for your lesson on Day 3 or 4, model this skill by looking for a supporting detail or two early in the book.

      5 Now provide pairs or small groups of students with two Detail cards and ask them to identify additional details that support this same central idea. (Having multiple copies of your text will aid this process.)

      6 Invite students to share their details at the end of the session.

      7 You can differentiate this lesson by asking for different numbers of details, asking students to identify the central idea as well as the details, or asking students to determine details for a different central idea than the one you have modeled.

      Active Reader Cards: Identifying Central Idea and Details

      Identify Details That Support a Central Idea: Reader Response Frame

      Assessment Tool

       Reader Response Frame: Identifying Central Idea and Details

      Purpose

      This frame is designed to scaffold primary students as they identify textual details that support a central idea. You may want to fill in the central idea yourself and just ask students to supply the supporting details. This frame could be modified to require more or fewer details.

      Tips for Evaluating Students’ Responses

      In addition to the criteria noted for evaluating any written response,

      1 Look