Date of Award:

12-2021

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Kathleen A. J. Mohr

Committee

Kathleen A. J. Mohr

Committee

D. Ray Reutzel

Committee

Sylvia Read

Committee

Cindy Jones

Committee

Sarah Braden

Abstract

Expectations have been placed upon elementary teachers from the Common Core State Standards in English Language Arts to guide students through close readings of informational and literary texts. This content analysis examined online close reading lesson plans to determine common objectives in elementary close reading lessons using literary text and to delineate which aspects of language are recommended for close reading instruction. Lessons for primary and intermediate grade levels were stratified and highlighted which instructional moves and student tasks are recommended for making complex language in texts more comprehensible. Key findings indicate a lack of alignment in lesson planning between objectives, lesson content, recommended vocabulary, student tasks, and assessment of multiple aspects of language creating a possible challenge for teachers to use close reading lesson plans as clear resources of close reading instruction. The most common objectives centered on the processes and routines of close reading through discussions of elements of fiction. There is scarce representation of instruction or modeling of language structure grammar and syntax, figurative language, language use and conventions used in literary text language. Intentional and incidental vocabulary instruction and use of context clues is the predominant language focus.

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