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Using a text you select, design a close reading lesson.

Include the following in your post to Padlet:

Post Title: Group members’ names

Post Contents:

1. Book/Article title

2. Author

3. Purpose/Goal for your lesson

4. Text-dependent questions for each round of reading (with standards)

5. Performance Task

SC ELA Standards Link:

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ELA Standards by Grade Level - South Carolina Department of Education

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ELA Standards by Grade Level: Elementary SCCCR ELA Standards Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 SCCCR ELA Inquiry-Based Literacy byGrade Band

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Housel, D. (2015). Leveled text-dependent question stems. Huntington Beach, CA: Shell.

Lapp, D., Moss, B., Grant, M., & Johnson, K. (2016). Dive into close reading: Strategies for your K-2 classroom. Huntington Beach, CA: Shell.

Lapp, D., Moss, B., Grant, M., & Johnson, K. (2015). A close look at close reading: Grades K-5. Alexandria, VA: ASCD.

Lehman, C. & Roberts, K. (2013). Falling in love with close reading: Lessons for analyzing texts and life. Portsmouth, NH: Heinemann.

Sisson, D. & Sisson, B. (2014). Close reading in elementary school: Bringing readers and texts together. New York, NY: Routledge.

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1. Shark Lady
2. Jess  Keating
3. Grade 4 - Standard 5. Students  will make predictions, infer, draw conclusions, provide evidence, and analyze.
4. First - show front and back of book. Make predictions about what book will be about. "What do you think this book will be about?"
Second - read through page 12. Stop and ask students to make predictions. "Do you think Eugienie will let others influence her dreams?"
Third -

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1. Baseball Saved Us
2. Written by Ken Mochizuki
3. We want the students to consider the different viewpoints and perspectives of the Japanese Americans in the internment camps.
4. - While reading, think about how the families felt when they were taken away from their homes?
- How do you think the family dynamics changed after this experience?
- What do you think was going through the Japanese Americans minds when they were in the internment camps?
- How were the Japanese Americans treated in the internment camps?
- Do you think that America was right in sending Japanese Americans to an internment camp just because of their Japanese decent?
5. A way for the teacher to know if the students were able to read closely, the teacher can provide an image of a Japanese American and the students can write out what the person would be saying or thinking while imprisoned during WWII.

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Whitney Jordan, Kersten Epting and Mrs. Ellisor

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Whitney Jordan, Kersten Epting and Mrs. Ellisor

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1. Mae Among the Stars
2. Roda Ahmed
3. To help children remember that if they dream it, believe it, and work hard for it, ANYTHING is possible.
4. a. What is the main idea of the book?
b. Why does Mae want to go to space?
c. Name different instances when Mae's mood changes.
5. Write about what they want to be when they grow up and why. Also provide an illustration.

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1. A Bad Case of Strips
2. David Shannon
3. To teach self-acceptance, telling the truth and being who you are no matter what
4. - Identify the changes of Camilla's skin
- Turn and talk about the things that relate to themselves and the text
5. Create a colorful version of themselves using student's interest

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Book Title: Hidden Figures- The True Story of Four Black Women and the Space Race
Author: Margot Lee Shetterly
Purpose/ Goal for the lesson: To get students to analyze text and pull out certain themes/ life lessons.
Text-dependent questions for each round of reading:
1. What  were somethings that whites had the opportunity to do that blacks did not?
2. What were women prohibited to do? How did that change?
3. What are some obstacles that they had to face to get to where they are? How did that change?

Performance Task:
Draw an image of empowerment and have the student to write a statement about obstacles that they overcame.