Poetry
Close reading of text with Common Core Standards
Key Ideas and Details
Literacy RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Craft and Structure
Literacy RL3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Literacy RL3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Range of Reading and Level of Text Complexity
Literacy RL3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
Phonics and World Recognition
Literacy RF3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Fluency
Literacy RF3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Vocabulary Acquisition and Use
Literacy L3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Common Core Text Exemplars and Performance Tasks
Common Core Text Exemplars at the Poetry Foundation
Key Points of Close Reading
- Use of short passages
- Rereading
- Reading with a pencil
- Noticing things that are confusing
- Discussing the text with others
- Responding the text-dependent questions
Steps in Close Reading
1. Establish a purpose for reading.
2. Students read independently. They will circle words or ideas they have questions about.
3. Students write key idea and share with a partner. “I was amazed to learn that….”
4. Have students share out. Teachers will use this to guide their modeling.
5. Teacher will read aloud the text and model confusing parts/words or comprehension modeling. Students will reread passage in response to text-dependent questions.
6. Students will continue discussion around text-dependent questions referring to text as needed.
7. Final reading of text (optional).
8. Journal/Writing response or final step in graphic organizer. Younger kids could return to their first statement and make one now; comparing both of them.
Question-Answer Relationship reading strategy bookmark
6 Dimensions of Fluency Rubric
Student Checklist of Oral Reading Fluency
Author's Craft Cheat Sheet and Reccording Form
Poem with Structure Highlighted
Close reading videos for Afternoon on a Hill by LearnZillion
Close reading videos for Something Told the Wild Geese by LearnZillion
Autumn by Emily Dickinson
Who Has Seen the Wind? by Christina Rossetti
Afternoon on a Hill by Edna St Vincent Millay
Stoppin by Woods on a Snow Eve by Robert Frost
Your World by Georgia Douglas Johnson
Eating While Reading by Gary Soto
Something Told the Wild Geese by Rachel Field
Knoxville, Tennessee by Nikki Giovanni
Weather by Eve Merriam
A Bat is Born by Randall Jarrell
Grandpa's Stories by Langston Hughes
6 Dimensions of Fluency Rubric
Student Checklist of Oral Reading Fluency
Author's Craft Cheat Sheet and Reccording Form
Poem with Structure Highlighted
Close reading videos for Afternoon on a Hill by LearnZillion
Close reading videos for Something Told the Wild Geese by LearnZillion
Autumn by Emily Dickinson
Who Has Seen the Wind? by Christina Rossetti
Afternoon on a Hill by Edna St Vincent Millay
Stoppin by Woods on a Snow Eve by Robert Frost
Your World by Georgia Douglas Johnson
Eating While Reading by Gary Soto
Something Told the Wild Geese by Rachel Field
Knoxville, Tennessee by Nikki Giovanni
Weather by Eve Merriam
A Bat is Born by Randall Jarrell
Grandpa's Stories by Langston Hughes