6th-8th

grade text exemplars in CAS

Close Reading Strategy with:
Eleven by Sandra Cisneros


1st Reading:
Hand out text. Explain what were doing and why. Even though this
story doesnt have difficult words in it, it has a lot to think about.

As you read, underline things that confuse you and draw a ? next to them. If you notice any
figurative language, underline that and put a star next to it. Circle things you think are
interesting. Do a quick write on one of the authors uses of figurative language. What is it,
what kind, and how does it help you to understand? (Explain quick write)

(Me: observe students. Are they writing much? What are they writing? Are they
underlining anything?)

10 minutes.

1st Discussion: Partner talk. Share your quick writes with each other. Use words from
the text to explain your thinking to your partner. Share with each other the things you
underlined.

(Me: Walk around and listen in. On task? Misconceptions? Using text evidence?)

5 minutes

2nd Discussion: Share out. Observe level of engagement, judge level of students
understanding of the text. Are there misconceptions?

5 minutes.

2nd Reading: I will read. Think aloud. Focus on fig. lang, specific author choices (rattling
inside me like pennies in a tin Band-Aid box). Notice use of ages. Introduce idea of sweater
as symbol.

10 minutes

3rd Discussion: Start with telling students that they will need to answer with text
evidence.
1.
How old is the narrator? (prompt student to give text evidence in answer).
(General UnderstandingsExplicit).
2.
What is the setting? (Key DetailsExplicit).
3.
The author uses many similes. Can you find one? Why does the author make
this comparison? (Vocab & Text Structure).
4.
When the author says that the way you grow old is kind of like an onion or like
the rings inside a tree trunk or like my little wooden dolls what does she mean?
How does this set of similes fit in with her overall message? (Vocab & Text
Structure)
Mya Mikkelsen, 2012

6th-8th grade text exemplars in CAS

5.
6.
7.
8.
9.

What is Sandra Cisneros trying to communicate with this essay? (Authors

Purpose)
What kind of person is Rachel (traits)? (Inference)
What kind of person is Mrs. Price? (Inference)
Why doesnt Rachel want the red sweater? Why does the teacher assume its
Rachels? (Inferences)
Do you think the red sweater symbolizes anything? Is this a story about a
sweater and about something deeper at the same time?
(Inferences/Opinions/Arguments)

10 minutes

Journal Writing: What does Sandra Cisneros mean when she says that when youre
eleven, youre also ten, and nine, and eight, and seven, and six, and five, and four, and three,
and two, and one.? Use at least two details from the text in your answer that shows what
Cisneros means and how she uses this idea in the essay.

10 minutes

What does Sandra Cisneros mean when she says that when youre
eleven, youre also ten, and nine, and eight, and seven, and six, and
five, and four, and three, and two, and one.? Use at least two details
from the text in your answer that shows what Cisneros means and
how she uses this idea in the essay.

Mya Mikkelsen, 2012