Read-6707 Reading & Literacy Growth, Grades 4-6 Draft Lesson plan Text-Dependent Questioning: Critical Response to Reading In this paper, I will discuss the summary of this close reading activity and provide explanation using learning resources. When we feel passionate enough to reach a topic, we have specific questions in mind, questions that we have generate for ourselves (Cummins, S., 2013). As an illustration, the text used for the close reading activity for grade 4-6 was an old basal reader dated in the 1955-1965 period story. In fact, the story narrates the events of a cat named Tom that lives in a place called Junction City. Furthermore, the text is about four pages and is one that uses quite an understandable level of language for grade 4-6 students. In fact, one of my objectives, as I chose this text for the close reading activity, is that I wanted the students to have a great understanding and think about the text in effective ways. For instance, I settled on this text since it was easy for me to use it to achieve major informational goals I had, while conducting the close reading activity with the students in class. In addition, the text contents the three components of text complexity in various ways. The three components of text complexity are qualitative measures, quantitative measures and reader and the task (Burke, 2017). As a result, the text has ideas that further student’s understanding of various topics such as heroism and fame among others and thus satisfies the qualitative component. Furthermore, the text had a structure that could be used to access if the students understood the text meaning. In fact, the quantitative aspect, the text is of the readable level to grade 4-6 readers an important factor that influenced the success of the text. Since, my pre-assessment test, I had assessed how conversant my students were with the topic of heroism and fame and gauged their interest in the topic, which was quite high as such; also, text met the reader and task consideration aspect for it to be properly use for a close reading activity. Nevertheless, the pre-assessment data for the close reading was composed through observation and teacher talk. For the most part, I watched and listened to students as they read in class for themselves, which was I task I conducted as a self-assessment. Furthermore, I observed that most of the reading my student were “gist” reading, which was done hurriedly by just reading the text. In this case, I used effective questions to assess if the student would be able to answer a few questions about the text they were reading. As a result, I realized that their answers were just an interpretation and discussions that were, based on the text not grounded in a comprehensive way. Indeed, the response from the students to the close reading active was quite positive. Furthermore, it was the kind of response most teacher, would hope from the students after an exercise. Nevertheless, the students were sinc ...

1. Read-6707 Reading & Literacy Growth, Grades 4-6
Draft Lesson plan
Text-Dependent Questioning: Critical Response to Reading
In this paper, I will discuss the summary of this close reading
activity and provide explanation using learning resources. When
we feel passionate enough to reach a topic, we have specific
questions in mind, questions that we have generate for ourselves
(Cummins, S., 2013). As an illustration, the text used for the
close reading activity for grade 4-6 was an old basal reader
dated in the 1955-1965 period story. In fact, the story narrates
the events of a cat named Tom that lives in a place called
Junction City. Furthermore, the text is about four pages and is
one that uses quite an understandable level of language for
grade 4-6 students. In fact, one of my objectives, as I chose this
text for the close reading activity, is that I wanted the students
to have a great understanding and think about the text in
effective ways. For instance, I settled on this text since it was
easy for me to use it to achieve major informational goals I had,
while conducting the close reading activity with the students in
class.
In addition, the text contents the three components of text
complexity in various ways. The three components of text
complexity are qualitative measures, quantitative measures and
reader and the task (Burke, 2017). As a result, the text has ideas
that further student’s understanding of various topics such as
heroism and fame among others and thus satisfies the
qualitative component. Furthermore, the text had a structure
that could be used to access if the students understood the text
meaning. In fact, the quantitative aspect, the text is of the
readable level to grade 4-6 readers an important factor that
influenced the success of the text. Since, my pre-assessment
test, I had assessed how conversant my students were with the

2. topic of heroism and fame and gauged their interest in the topic,
which was quite high as such; also, text met the reader and task
consideration aspect for it to be properly use for a close reading
activity.
Nevertheless, the pre-assessment data for the close reading was
composed through observation and teacher talk. For the most
part, I watched and listened to students as they read in class for
themselves, which was I task I conducted as a self-assessment.
Furthermore, I observed that most of the reading my student
were “gist” reading, which was done hurriedly by just reading
the text. In this case, I used effective questions to assess if the
student would be able to answer a few questions about the text
they were reading. As a result, I realized that their answers were
just an interpretation and discussions that were, based on the
text not grounded in a comprehensive way.
Indeed, the response from the students to the close reading
active was quite positive. Furthermore, it was the kind of
response most teacher, would hope from the students after an
exercise. Nevertheless, the students were sincerely excited and
seemed to have enjoyed the text at a deeper level, which I
presume would not have been the case if they had not read the
text carefully. Then, I also incorporated acting out some of the
parts of the text in a dramatic way; most students was engaged
as could be demonstrating when I asked them to relate some
sections read in the text with real-life situations that they could
relate to. In fact, this was also, proven in the writing section of
the activity as most students gave correct answers to the
questions showing a deep understanding of the text.
Furthermore, most of the students were, faired quite well in the
writing section with the close reading helping them improve on
new words they had learned from the text as most of them
struggled to give the correct spelling of the vocabulary they had
learned from the text.
In addition, the text-dependent questions that I asked for the
closed reading activity were in three sections depending on the
intent of the questions and the interpretive objective of the

3. reading. Next, the questions were checking three main things: if
the students could indicate the key ideas and details about the
text; Also, if the student has a grasp of the structure and craft of
the text; and if the students could integrate.
The text-based questions were as followed:
Questions on the main ideas in the text
· What was special about Tom?
· Why did Tom pretend to sleep?
· As the men loaded the train, what did Tom do?
· What was the reason behind Tom’s picture the newspaper?
· What problem did Tom have when he was in the in the railroad
car?
· What did the engineer think Tom wanted when he yowled?
· What happened after Tom saved the train?
· Where was Tom when he got out of the car?
Questions on text craft and structure:
· The author wrote, “He had never seen a kitchen or climbed a
backyard fence?” What did he mean?
· What is the meaning of “freight”?
· The text, on page one narrates states that Tom was a “hero.”
What does that mean?
· Is this story a realistic fiction or fantasy?
· What is the difference between the references of Tom as a
“hero” on page four that in page one?
Questions on the meaning of the text:
· What is the alteration between a hero and a famous person?
· The word “hero” has been use twice in this story. Which is the
right one?
· What is better, being a hero or being famous?
· What did you learn from this story?
In summary, this close reading activity was successful, and in
addition to that, there were many valuable lessons that I
learned, that should enlighten my next instructional practices
with grade 4-6. Together with, dramatization during the close
reading is important as it enables the students to clearly
understand the deeper meaning of the text and enjoy the activity

4. as well. In fact, the text-based questions should be set with the
intention of accessing a particular objective of the close reading
activity.
Reference
Cummins, S. (2013). Close reading of informational texts:
Assessment-driven instruction in grades 3-8. New York, NY:
The Guilford Press.
Burke, B. (2017, June 12). A Close Look at Close Reading,
Retrieved from NIE online:
https://nieonline.com/tbtimes/downloads/CCSS_reading.pdf
Nozama Information Sheet
Introduction
You are in the process of creating Nozema, an e-commerce book
retailer. Your experience from computer networking courses in
college gives you the confidence to tackle this project yourself,
and along the way you will tackle issues related to MIS framed
through the fictional retailer.About Nozama
Nozama will focus on selling new and used books. Beyond
strictly selling physical copies, a major part of your business

5. will be allowing customers to get “online” in your store and
download books. This process will be addressed in classes that
you plan to offer on downloading books and setting them up on
any device. To do so, you will need to design and build a
network and computing solution for your business. After having
done some initial planning, you have decided on starting with
100 initial items and growing items as business increases.
Company Needs
You have identified the following requirements for your
network:
1. One office computer and one server used for sales services
and classes on your website.
2. A backup server to capture data in case of a disaster
3. Two dedicated networks: for computers and for the servers
4. Centralized management and control of the computers so that
you can maintain the network from off-site
5. Adequate security for all company communication and
documents
6. Protection for all services
7. Segmented general network access
8. Top drawer speed
9. Available capacity to use as the company grows
Additionally, the following needs ought to be addressed as you
develop your MIS strategy:
1. Drafting a company history
2. Developing a company mission statement
3. Expanding to selling additional items
4. Providing clients the ability to view all books online
5. Providing customers with a general information website
6. Creating a second, secure, Website through which clients can
buy services and products
7. Providing for limited downtime (24 hour downtime
maximum)
8. Long-term costs
9. Hiring and training additional employees, all of whom will

6. work from home.
Reading & Literacy Growth, Grades 4-6
Assignment: Text-Dependent Questioning: Critical Response to
Reading
Instruction:
1. Use your Reflection draft paper to create Instructional plan.
2. Write a Brief, respond to highlight questions in the
instructional plan. Remember to include state standards. Using
APA style and references.
Instructional Plan Template
Setting/Grade Level:
Subject(s): Close Reading School: N/A
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the
standard(s), and a description of the standard(s).
Which international, national, or state, or content standards
does this lesson address?
Professional Standards associated with your specialization). .
1. PLANNING
Learning Outcomes/SMARTGoals
What will students learn? Using smart goal
1. PLANNING
Learning Objectives (at least two)

7. What will students do? All objectives must be measurable.
1. PLANNING
Bloom’s Revised Taxonomy
Which level(s) of Bloom’s Revised Taxonomy are targeted?
Make sure that you reach the higher levels of Bloom’s
Taxonomy (Evaluating and Creating).
☐ Remembering
☐ Understanding
☐ Applying
☐ Analyzing
☐ Evaluating
☐ Creating
1. PLANNING
Real World Contexts
What real-world contexts are included in the lesson? Link the
topic of the lesson to the relevance for the student. Include
opportunities for students to demonstrate career and college
readiness skills.

8. 1. PLANNING
Collaboration
How was collaboration with other professionals, families,
and/or community leaders included for this lesson? Describe the
collaborative effort.
2. METHODOLOGY
Learning Experience/ Activity
Introductory/Anticipatory Set
Building/Applying Knowledge and Skills by engaging students
in their learning.
List and explain all of the activities that you will use in the
lesson.
Connect each activity back to the standard(s) and objective(s)
by listing each number of the standard and objective after each
activity.
Extension/Enrichment/Transfer or Generalization of Knowledge
that engages students in their learning.
List and explain how each student will take this knowledge and
transfer it to real-world situations. Provide at least two
examples of this knowledge and transfer.
Diversity of instruction in the lesson: Address the diversity of
your students by indicating at least one type of diverse student

9. and how you would support this student in the lesson. Use the
following definition of diversity when addressing this issue.
Diversity. (1) Individual differences (e.g., personality, interests,
learning modalities, and life experiences), and (2) group
differences (e.g., race, ethnicity, ability, gender identity, gender
expression, sexual orientation, nationality, language, religion,
political affiliation, and socio-economic background)
Synthesis/Closure: Include at least one instructional strategy
that supports the objectives and provides closure in the lesson
for the students.
2. METHODOLOGY
Instructional Strategies
What instructional strategies/methods will you use?
Connect each strategy and method back to the standard(s) and
objective(s) by listing each number of the standard and
objective after each activity.
☐
Constructions
Standard:
Objective:
☐
Nonlinguistic Representations

10. Standard:
Objective:
☐
Cooperative Learning
Standard:
Objective:
☐
Peer Editing
Standard:
Objective:
☐
Discovery
Standard:
Objective:
☐
Practice/Drill
Standard:
Objective:

11. ☐
Discussion/Questioning
Standard:
Objective:
☐
Practicum
Standard:
Objective:
☐
Experiment
Standard:
Objective:
☐
Problem Solving
Standard:
Objective:
☐
Field Study
Standard:
Objective:
☐

12. Questions, Cues, and Advance Organizers
Standard:
Objective:
☐
Graphic Organizers
Standard:
Objective:
☐
Reflection/Response
Standard:
Objective:
☐
Generating and Testing Hypothesis
Standard:
Objective:
☐
Reinforcing Effort and Providing Recognition
Standard:
Objective:
☐

13. Homework and Practice
Standard:
Objective:
☐
Reporting
Standard:
Objective:
☐
Identifying Similarities and Differences
Standard:
Objective:
☐
Role-playing
Standard:
Objective:
☐
Independent Learning
Standard:
Objective:
☐
Setting Objectives and Providing Feedback

14. Standard:
Objective:
☐
Journal
Standard:
Objective:
☐
Simulation
Standard:
Objective:
☐
Laboratory
Standard:
Objective:
☐
Summarizing and Note Taking
Standard:
Objective:
☐
Lecture

15. Standard:
Objective:
☐
Viewing/Listening/Answering
Standard:
Objective:
☐
Library Research
Standard:
Objective:
☐
Other (Please specify)
:
Standard:
Objective:
Why did you choose these instructional strategies/methods?
What levels of Bloom’s Taxonomy did your students reach?
Explain the activities that support these areas of Bloom’s
Taxonomy. Use outside resources to support your reasoning for
each strategy.
How will you group students for instruction (individual, small
group, large group, or whole class)? Explain your rationale.
1. MATERIALS

16. Materials Used
T = FOR TEACHER
S = FOR STUDENT
Include at least one digital material.
T
S
Materials used
T
S
Technology utilized
☐
☐
☐
☐
Cassettes/CDs
☐
☐
☐
☐
Graphing or Scientific Calculator
☐
☐
☐
☐
Slides
☐

17. ☐
☐
☐
Tape Recorder
☐
☐
☐
☐
VCR/TV/DVD/Laser disc
☐
☐
☐
☐
Assistive Technology
☐
☐
☐
☐
Cell Phone/Mobile Device
☐
☐
☐
☐
Digital/Video Camera
☐
☐
☐
☐
Concept Mapping Software
☐

18. ☐
☐
☐
Social Networking
☐
☐
☐
☐
Virtual World (e.g., Second Life)
☐
☐
☐
☐
Interactive Gaming
☐
☐
☐
☐
Interactive White Board (e.g., SMART Board)
☐
☐
☐
☐
Distance Learning/Webcast
☐
☐
☐
☐
Computer Software
☐

19. ☐
☐
☐
Weblog (Blog)
☐
☐
☐
☐
Wiki
☐
☐
☐
☐
Internet Research/Website
☐
☐
☐
☐
Podcast/Vodcast
☐
☐
☐
☐
E-mail
☐
☐
☐
☐
Presentation Software (e.g., PowerPoint)
☐

20. ☐
☐
☐
Virtual Field Trip
☐
☐
☐
☐
Interactive Gaming
☐
☐
☐
☐
Other (Please specify):
Why did you choose these materials?
2. ASSESSMENT/EVALUATION
Assessment Options
☐
☐
Application Exam
Standard:
Objective:
☐

21. ☐
Objective Test
Standard:
Objective:
☐
☐
Concept Mapping
Standard:
Objective:
☐
☐
Observation
Standard:
Objective:
☐
☐
Parent Evaluation
Standard:
Objective:
☐
☐
Contract
Standard:
Objective:
☐
☐
Peer Evaluation
Standard:
Objective:
☐
☐
Checklist
Standard:
Objective:

22. ☐
☐
Self-Evaluation
Standard:
Objective:
☐
☐
Performance Task
Standard:
Objective:
☐
☐
Inventory
Standard:
Objective:
☐
☐
Portfolio
Standard:
Objective:
☐
☐
Quantitative Scale
Standard:
Objective:
☐
☐
Rating Scales
Standard:
Objective:
☐
☐
Rubric
Standard:
Objective:
☐

23. ☐
Scored Discussion
Standard:
Objective:
☐
☐
Journal
Standard:
Objective:
☐
☐
Problem-Solving Assessment
Standard:
Objective:
☐
☐
Other (Please specify):
Standard:
Objective:
Why did you choose this assessment(s)? How do the chosen
assessment(s) help you determine if your students met the
goals/objectives? In your answer, provide a rationale for each
assessment you plan to use and its connection with each of your
standard(s) and objective(s). Be sure and link each assessment
piece to a specific objective. Make sure you collect student
work samples that can be included as appendices. What do your
pre-assessment, formative assessments, and summative
assessments tell you about the learning of your group of P-12
students?

24. How will you use this assessment data to inform your
instruction?
3. LEARNERS
Differentiation
How will you differentiate curriculum to meet diverse student
needs? List and explain at least two ways that you differentiated
the curriculum to meet diverse student needs.
How will you differentiate instruction to meet diverse student
needs?
List and explain at least two ways that you differentiated the
instruction to meet diverse student needs.
How will you differentiate assessment to meet diverse student
needs?
List and explain at least two ways that you differentiated the
assessment to meet diverse student needs.
5. LEARNERS
Diversity
How will you address the needs of diverse students (e.g., IEP,
504, readiness level, cultural/linguistic background)? Choose
one diverse population and explain how you addressed their
special needs.

25. Student Work Samples
As you implement your Instructional Plan with a group of P-12
students, collect pre-assessment data to help you create your
plan, formative assessment data so you can make sure your
students are reaching your Learning Outcomes and Objectives,
and summative assessment data so you have evidence of student
mastery. You need to compare the three types of data as part of
your final reflection on this lesson.