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.
Wisconsin Social Studies Standards History B.12.4 Assess the validity of different interpretations of significant historical events History B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world Behavioral Science E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings MMSD Gr. 9/Gr. 9Honors Social Studies Close Reading Example Lesson Components Component Details Lesson-Specific Strategies and Materials Select a brief, high-quality, complex text that warrants further investigation and understanding. Diverse Social Studies texts, considering both primary and secondary sources: Primary sources: speeches, letters, political cartoons, newspaper articles, maps, diaries, photographs, etc. Articles and informational texts Excerpts from novels, books, graphic novels Charts, graphs, maps Art, music, lyrics, poetry, audio/visual For more on Text Types, see Wisconsin DPI’s For more on Text Complexity, see Wisconsin DPI’s Consider Quantitative, Qualitative, and Reader to Task measures. Kenneth C. Davis – excerpt from When Monopoly Wasn’t a Game (secondary source). Davis, Kenneth C. Don’t Know Much About History. New York: Harper Collins, 2003. Quantitative Measure: 1250 Lexile Qualitative Measure (See CCSS Appendix A): Moderate complexity of Meaning/Purpose, Structure, Language Conventionality and Clarity, Knowledge Demands No Visual Supports Reader and Task Measure: Backwards-planned from the writing prompt AVID Critical Reading Resources to consider: ‘Selecting Texts for Instructional Purposes’ (p. 2) Consider Prior Learning A Close Reading lesson fits within a unit of study, not as a stand-alone. Key vocabulary and ideas Consider context (through an article, timeline, direct teacher presentation, connection to prior lesson, etc.) Textbook reading, books, web resources, photographs, audio, video Intended Course & Unit: U.S. History, The Gilded Age Background Textbook Reading: TCI History Alive! Pursuing American Ideals Era 2 Industrialism and Reform (p. 147-241); definition & description of ‘Gilded Age’ p. 173
Teacher introduces the text, and sets the purpose for reading. Possible purposes to consider: Analysis Argument (claim/evidence) Author’s purpose Cause/effect Change over time Content acquisition Evaluate validity Language Objective summary Structure of text Theme What earned the Gilded Age its nickname? To what extent does the term ‘The Gilded Age’ accurately describe this era? What were the roles and relationships between the federal government, business, and citizens during the Gilded Age? (if using Alternative Prompt A below) Analyze an author’s argument and the strength of the various examples the author uses to support his/her argument. (if using Alternative Prompt B below) AVID Critical Reading Strategies to consider: Strategy 1: Planning for the Reading (p. 1-7) Students read the text with appropriate scaffolds. Note: Close reading requires multiple reads of the same text. Reading options to consider, within Gradual Release of Responsibility model: Students read individually Teacher reads text/portion of text out loud as students follow along (modeling) Group read aloud, for student engagement and to reinforce the primacy of the text First Read: Students read individually, keeping in mind the guiding question: What earned the Gilded Age its nickname? Vocabulary that may challenge students: surge (paragraph 2) *gilded (paragraph 3) base (paragraph 3) tarnished (paragraph 3) brazenly (paragraph 3) bilked (paragraph 3) *aristocracy (paragraph 4) comprising (paragraph 4) judiciously (paragraph 4) magnates (paragraph 4) agrarian (paragraph 4) *republic (paragraph 4) *Medici (paragraph 5) dictated (paragraph 5) Morgan, Gould, Rockefeller, Carnegie (para.
5) inept (paragraph 5) scion (paragraph 5) homesteaders (paragraph 6) czars (paragraph 6) barons (paragraph 6) *subjugation (paragraph 6) maintained (paragraph 7) [secondary meaning] paupers (paragraph 7) AVID Critical Reading Strategies to consider: Strategy 2: Prereading (p. 11-30) esp. ‘Studying Historical Contexts’ (p. 24) Strategy 3: Learning Academic Vocabulary (p. Strategy 4: Rereading the Text (p. 45-53) AVID Strategy 3: Learning Academic Vocabulary Explicitly teach the 5 starred words above (*), using AVID Handout 3.2 ‘Keeping Track of New Vocabulary (p. 40) Students mark the text, i.e., “read with a pencil” or “interrogate the text.” Writing in the margins Student questions (text interrogation, consider what’s left out, guide later inquiry/research) Making thinking and learning visible Second Read: Students read and annotate according to the model that they have learned and used previously, or AVID Strategy 5: Marking the Text, below. AVID Critical Reading Strategies to consider: Strategy 5: Marking the Text (p. 55-67) Strategy 6: Pausing to Connect Ideas Within a Text (p. 69-75) Strategy 7: Writing in the Margins (p. 77-95) Strategy 8: Charting the Text (p. 97-113) AVID Strategy 5: Marking The Text (p. 58) Students should: Number the paragraphs. Circle key terms, cited authors, and other essential words or numbers. Underline the author’s claims and other information relevant to the reading purpose. Students respond to questions that Text-dependent questions: Questions align with text Questions align with the purpose for reading Questions provide a variety of layers and focus: See Student Handout for Text-Dependent Questions, Discussion Prompts, and Writing
focus on discrete elements of the text. Individual or with a partner Note: This may overlap with the step below, depending on lesson. (a) general understanding, (b) key details, (c) vocabulary and text structure, (d) author’s purpose, (e) inferences, (f) opinions, arguments, and intertextual connections. See DPI Handout: Social Studies: consider source, context, corroboration (See SHEG’s Reading Like a Historian for additional resources); also bias and point of view Prompts. AVID Critical Reading Strategies to consider: Strategy 8: Charting the Text (p. 97-113) - Partner Students talk through their understanding of the text with a partner. Note: This may overlap with the steps above and below, depending on lesson. Students share thinking with a partner. Share annotations and responses to questions (see previous steps). Clarify misunderstandings or confusions. Generate additional questions posed by the student. Students discuss text-dependent questions with a partner. Students may answer the questions with a partner, discussing as they go, OR answer the questions individually, and then share answers and discuss with a partner. See Student Handout for Text-Dependent Questions, Discussion Prompts, and Writing Prompts. AVID Collaborative Strategies to consider: Think-Pair-Share (from AVID Write Path II: History/Social Science book) - Group Whole or Small group discussion among students. Note: This may overlap with the step above, depending on lesson. Students debate, argue, discuss text as a whole or small group. The text remains the focus as the reader explores and evaluates the author’s choices. Structure discussion around student responses to text-dependent questions while also preparing them to write about the text (see next step). Whole class discussion, guided by the 4 discussion prompts. Consider whether students will also need to discuss others of the text-dependent questions. Suggestion: use of primary source quotes in ‘American Voices’ & connections to laissez-faire. AVID Collaborative Strategies to consider: Socratic Seminar, Four Corner Discussion, Debate (from AVID Write Path II: History/Social Science