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2.1 Establishing the Purpose for Reading

In “ Close Reading in Elementary School,” Fisher and Frey emphasize that it is important to determine what makes the text complex for the students and then make strategic decisions about how much information should be frontloaded (taught before reading). In the study, the elementary school teachers agreed “that frontloading [should] not remove the need to read the text, and that frontloading [should] not take readers away from the text too soon” (Fisher and Frey, 2012).

Time to View

Watch grade 1 teacher Tammy Kaiser from Lake Marie Elementary School in the South Whittier School District introduce the lesson. Pay attention to the ways Mrs. Kaiser establishes the purpose, reviews instructional academic vocabulary, and supports student discussion. Also notice the ways the students respond to the sentence frame.


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Time to Check

From the list below, select ALL of the Grade 1 CA CCSS for ELA/Literacy that you saw addressed in the video.


In the video, the teacher explicitly reinforces two general academic terms that students will use repeatedly, objectives and identify. She also helps students activate prior knowledge for the upcoming reading by having partners discuss the importance of rules, using a sentence frame, “We need rules because _____________.” to support their discussion.