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Lesson Plan

Create a Great Future: STEM Career Research Using Close Reading

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Create a Great Future: STEM Career Research Using Close Reading

Grades 6 – 12
Lesson Plan Type Minilesson
Estimated Time Two 60-minute sessions
Lesson Author

Deborah Kozdras, Ph.D.

Deborah Kozdras, Ph.D.

Tampa, Florida

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

In this lesson, teachers scaffold student reading of websites that highlight science, technology, engineering, and mathematics (STEM) careers. Before choosing a text for close reading, the teacher models how to “read” the variety of texts and features on different websites, including images and interactives. Then the teacher models a close reading with students, setting a purpose and asking text-dependent questions before, during, and after to help students find evidence, use inferencing skills, and peer edit. These questions help students gather the necessary evidence to create their own poems and trading cards using career-specific language.

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FEATURED RESOURCES

Trading Card Creator or Trading Cards mobile app: The Trading Card online interactive or mobile app can be used to have students make career trading cards for people who work in different STEM careers.

Word Mover or Word Mover mobile app: The Word Mover online interactive or mobile app can be used to create poems that use disciplinary vocabulary that students find on websites about their chosen STEM careers.

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FROM THEORY TO PRACTICE

Hinchman, K.A., & Moore, D.W. (2013). Close reading: A cautionary interpretation. Journal of Adolescent and Adult Literacy, 56(6), 441–450.

  • Hinchman and Moore discuss close reading as a deep, probing analysis of texts.

  • Reading and rereading is necessary to obtain deep understandings of texts.

  • Educators design different points of entry and scaffolding to accommodate individual differences while reading.

 

Fisher, D., & Frey, N. (2012). Close reading in elementary schools.The Reading Teacher, 66(3), 179-188.

  • Fisher and Frey define text-dependent questions as "effective questions about literature and nonfiction texts [that] require students to delve into a text to find answers" (p. 70).

  • Six categories of text-dependent questions that move a reader from finding evidence to making inferences are identified; they include general understanding; key details; vocabulary and text structure; purposes; inferences; and opinions, arguments, and intertextual connections.

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