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Close Read

Title of Text:
Suggested sequence; the entire sequence can be condensed or lengthened.


You may want to read aloud for enjoyment IF:
it is early in the process of teaching close reads,
it is a particularly difficult text, or
you are working with struggling or EL learners.

As you come to the vocabulary words, say the word, give a simple definition and say the word again (trait - a
particular quality in someones character). This is especially useful for English learners.
Vocabulary
Word: definition (Longmans dictionary has particularly student friendly definitions
http://www.ldoceonline.com/)


1st student read
Set the purpose for rereading: You might ask a question about the gist of the text.


2nd student read
Set the purpose for rereading: You might ask a question about words or structure.


3rd student read
Set the purpose for rereading: You might want to ask a question about theme or moral, authors intention or a
stance.

Writing prompt:

Use evidence from the whole text and the quote to support your answer. Quote accurately from the text when
explaining what the text says explicitly and when drawing inferences from the text.

Close Read
Title of Text:

Be sure to share and discuss the rubric with the students before and after their quick write so that the
students can use the rubric to improve their thinking.

Quick Write Rubric

Name: ________________________________________________

4 3 2 1
Focus on
Topic

Addresses the
prompt; There is one
clear, well-
focused topic.
Main idea stands
out and is
supported by
detailed
information.
Addresses the
prompt; Main idea is
clear but the
supporting
information is
general.
Addresses the
prompt; Main idea
is somewhat
clear but there is
a need for more
supporting
information.
The main idea is not
clear. There is a
seemingly random
collection of
information.
Support for
Topic

Relevant, telling,
quality
details give the
reader important
information that
goes beyond the
obvious or
predictable; uses
domain specific
vocabulary to
clarify.
Supporting details
and
information are
relevant, but one
key issue or
portion of the
storyline is
unsupported. Uses
domain specific
vocabulary.
Supporting details
and
information are
relevant, but several
key issues or
portions of the
storyline are
unsupported. Uses
some domain
specific vocabulary,
but needs more for
clarity.
Supporting
details and
information are
typically unclear
or not related to
the topic; no
evidence of
domain specific
vocabulary.
Citing
evidence
Quotes from the
text directly and
and accurately.
Refers to the text
using signal words
(e.g. in the text it
says).

Refers to the text
without using signal
words (e.g. in the
text it says).

Does not refer to
the text directly,
but they
communicate
knowledge of
the text.

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