MMSD Secondary Social Studies Close Reading Planning Tool

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 Planning Tool provides one 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 Planning Tool adapts elements from Wisconsin DPI’s Close Reading chart at http://dpi.wi.gov/files/cal/pdf/close-reading.pdf 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 10: Read and comprehend complex literary and informational texts independently and proficiently.
  • Select additional Reading Standards as appropriate for each lesson.

CCSS Writing Anchor Standards
  • 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.
  • Select additional Writing Standards as appropriate for each lesson.

Wisconsin/MMSD Social Studies Standards
  • Select Wisconsin/MMSD Social Studies Standards as appropriate for each lesson.

MMSD Secondary Social Studies Close Reading Planning Tool

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 http://standards.dpi.wi.gov/files/cal/pdf/text-types.pdf
For more on Text Complexity, see Wisconsin DPI’s http://pld.dpi.wi.gov/files/pld/pdf/text-complexity.pdf
  • Consider Quantitative, Qualitative, and Reader to Task measures.

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


Teacher introduces the text, and sets the purpose for reading. /
  • Provide essential/guiding question(s) & focus for lesson inquiry
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

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

AVID Critical Reading Strategies to consider:
  • Strategy 2: Prereading (p. 11-30)
  • esp. ‘Studying Historical Contexts’ (p. 24)
  • Strategy 3: Learning Academic Vocabulary (p. 33-42)
  • Strategy 4: Rereading the Text (p. 45-53)


Students mark the text, i.e., “read with a pencil.” /
  • Writing in the margins
  • Student questions (text interrogation, consider what’s left out, guide later inquiry/research)
  • Making thinking and learning visible

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)


Students respond to text-dependent questions that focus on discrete elements of the text.
Individual or with a partner
Note: This may overlap with the step below, depending on lesson. / Text-dependent questions:
  • Questions align with text
  • Questions align with the purpose for reading
  • Questions provide a variety of layers and focus: (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 http://sheg.stanford.edu/intro-materials for additional resources); also bias and point of view

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 text-dependent questions (see previous steps).
  • Clarify misunderstandings or confusions.
  • Generate additional questions posed by the student.

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).
AVID Collaborative Strategies to consider:
  • Socratic Seminar, Four Corner Discussion, Debate (from AVID Write Path II: History/Social Science book)


Students record and extend their thinking through writing about the text.
While students will be writing throughout the Close Reading lesson, this component offers a chance for students to complete formal writings. / Students reflect on the knowledge gained through Close Reading in short or long written passages:
● Diverse formats, media, lengths, considering RAFT (Role, Audience, Format, Topic)
● Students write argumentatively
● Students write to a framed paragraph
● Students write an objective summary
● Students write a thematic analysis
● Students write a characterization analysis
AVID Critical Reading Strategies to consider:
  • Strategy 9: Responding to a Writing Task (p. 115-125)
  • Strategy 10: Summarizing the Text (p. 127-157)
  • Strategy 11: Utilizing Sentence Starters and Templates (p. 159-178)
  • Strategy 12: Investigating Writers’ Choices (p. 181-198)

Extend: Students extend their thinking and learning beyond the Close Reading Lesson. /
  • Connect Close Reading learning to other lessons and types of learning in the unit.
  • Conduct research based on Close Reading learning.
  • Pair Close Reading text with other text(s) for analysis. Consider: same topic, different author; same author, different text; text that responds to the original text.
  • Connect learning to prior or future content.

MMSD Secondary Social Studies Close Reading Planning Tool

Gradual Release of Responsibility Model Connections

The Secondary Social Studies Close Reading Planning Tool helps to support implementation of Fisher and Frey’s Gradual Release of Responsibility model of instruction.

“The responsibility of the learning needs to be gradually released from what the teacher does to what the students are able to know and do.”

(MMSD Common Core State Standards 3 Year Plan, August 2013).

Phases of Gradual Release of Responsibility Model / Related Close Reading Components (above)
Focus Lesson
Sets the purpose through modeling or inquiry so students are provided with information about the ways in which a skilled reader, writer or thinker processes information. / Introduce
Read
Guided Learning
Cues, prompts, and questions are carefully planned by teachers to guide students. / Read
Annotate
Question
Collaborative Learning
Students consolidate their thinking with peers by negotiating, discussing ideas and information or engaging in inquiry with others about what they have learned during the focus lesson and guided instruction. / Question
Discuss - Partner
Discuss - Group
Independent Learning Tasks
Students independently apply information, ideas, content, skills, and strategies in unique situations. / Write
Extend