MMSD Gr. 9/Gr. 9Honors Social Studies Close Reading Example Lesson Incorporating AVID Strategies and the Gradual Release of Responsibility model NOTE: Close Reading is complex and varied, and there are many ways to design a close reading lesson using AVID strategies (integrated throughout) and the Gradual Release of Responsibility model (chart on final page). This Social Studies Close Reading Example Lesson provides an example of how a teacher might choose to set up a close reading lesson, which will vary according to the and student needs. teacher’s objectives This MMSD Secondary Social Studies Close Reading Example Lesson Close Reading chart adapts elements from Wisconsin DPI’s at and the Attributes of Close Reading Lessons chart (p. 3) at . See also Secondary Aspen Institute’s/Lee Kappes’ DPI’s Reading resources at . AVID Critical Reading references are from the AVID text Critical Reading: Deep Reading Strategies for Expository Text. AVID Collaborative references are from the AVID text The Write Path II: History/Social Science. CCSS Reading Anchor Standards R 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Delineate and evaluate the argument and specific claims in a text, including the validity of R 8: the reasoning as well as the relevance and sufficiency of the evidence. R 10: Read and comprehend complex literary and informational texts independently and proficiently. CCSS Writing Anchor Standards W 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
MMSD Gr. 9/Gr. 9Honors Social Studies Close Reading Example Lesson Incorporating AVID Strategies and the Gradual Release of Responsibility model NOTE: Close Reading is complex and varied, and there are many ways to design a close reading lesson using AVID strategies (integrated throughout) and the Gradual Release of Responsibility model (chart on final page). This Social Studies Close Reading Example Lesson provides an example of how a teacher might choose to set up a close reading lesson, which will vary according to the teacher’s objectives and student needs. This MMSD Secondary Social Studies Close Reading Example Lesson adapts elements from Wisconsin DPI’s Close Reading chart at and the Aspen Institute’s/Lee Kappes’ Attributes of Close Reading Lessons chart (p. 3) at . See also DPI’s Secondary Reading resources at . AVID Critical Reading references are from the AVID text Critical Reading: Deep Reading Strategies for Expository Text. AVID Collaborative references are from the AVID text The Write Path II: History/Social Science. CCSS Reading Anchor Standards R 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R 10: Read and comprehend complex literary and informational texts independently and proficiently. CCSS Writing Anchor Standards W 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Gr.%209%20Social%20Studies%20Close%20Reading%20Example%20Lesson%20Davis_0.docx