Differentiate with this Close Reading Strategy
Editor's note: We love this simple idea for close-reading differentiation from superstar 4th-grade teacher Allie Curtis. Allie took our Close-Reading Questions (found in the Teacher's Guide) and put her own spin on them to provide an effective differentiated lesson using her "Color RAP" strategy. Try Allie's lesson in your classroom (she's even provided her materials for you) and let us know how it works for your students!
What you need:
- The Storyworks nonfiction feature "Swarms of Terror" from the December 2017/January 2018 issue
- Allie's instructions for teachers
- Allie's student-facing instructions
- RAP rubric
Get started: I usually do this strategy as a second-read of the article. After we've read the article once, I divide my students into groups based on their abilities. I name these groups after colors— the blue group is usually my lowest-performing students and the color groups increase in ability level with the purple group as the highest-performing students (of course the groups are flexible). I have found that differentiating the level of critical thinking in the questions I pose and give my students has been a great way to give each group a special purpose for close reading, while providing an opportunity for me to guide and stretch their thinking about text.
Each group gets a RAP rubric and a "question card." I create these question cards myself using the Close-Reading Questions from the Teacher's Guide. I give each group a question that is differentiated for them based on complexity level of the question and data from previous lessons.
Students work collaboratively in their Color RAP groups to answer the question.
After each group works to respond to its question, I display each question under the document camera. We discuss the question and find the evidence to the answer from the text. Then we look at the group's response to that question and score the response using the RAP rubric.
After reviewing and scoring each group's question, I use the Critical-Thinking Question (also found in the Teacher's Guide) as an exit slip (formative assessment). I've had a lot of success with this strategy in my classroom, and I hope you will too!