More adventures in CLOSE Reading

I LOVE when teachers let me come into their rooms and model lessons.  I recently visited more 2nd grade classrooms and four 3rd grade classrooms to model CLOSE Reading.  Every time I teach CLOSE reading, I learn more myself!  A big ah ha has been that CLOSE reading is really the way, in my opinion, to tie most of the Common Core ELA shifts together.  CLOSE reading has helped classroom teachers understand some of the shifts better.  They see the importance of text complexity, especially when we are asking students to do purposeful reading.  They are seeing what is looks like to see students grapple with text.  Teachers are starting to understand that text based responses are higher level questions.

The picture on the right shows a simple poster I use when I first introduce CLOSE reading to a class.

As teachers around the district become more familiar with CLOSE reading, some interesting conversations have come up in regards to DO WE OR DO WE NOT Build Background Knowledge before the students read when we are teaching a CLOSE reading?  I recently read an article in the Reading Teacher  I found this article very interesting and informative because they discussed this very topic.  They also discuss how CLOSE reading looks in the elementary setting. A team of Kindergarten through sixth grade teachers observed secondary teachers doing CLOSE reading.  The team then discussed how they could modify the CLOSE reading lessons and make them appropriate for the elementary school level.

As I continue developing my own CLOSE reading lessons I am pondering what CLOSE reading will look like in a kindergarten and first grade classroom.  If you have done CLOSE reading in a kindergarten or first grade classroom, I would love to hear your ideas!


Published in: CLOSE Reading, Text Complexity on March 4, 2013 at2:35 pm Comments (0)

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