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Participant Texts

7/14/2014

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Model Lesson Example

7/9/2014

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http://youtu.be/bvx70BTew9E
In an effort to provide multiple examples of close reading "in action," I came across this model and wanted to share it. In this short clip, Sunday Cummins nicely models a paragraph about frogs that is deceivingly simple at first glance. Notice that she demonstrates that students could likely come to a generic conclusion about the text, if not actively engaged with it through close reading. I think she does a nice job of (unintentionally) showing how old instruction differs from the concept of close reading, that is, looking at a text from a surface level as opposed to digging deeper using the word level-sentence level- paragraph level- text level-world level model that we discussed in class. 

Similar to the previous video that I posted, I would caution viewers with respect to one key concept: close reading is not just about the questions you ask, but the intentional scaffolding that you build into each of those questions that build student's stamina and ability to effectively answer them in a sophisticated way. Even in this short clip, I can see multiple opportunities to physically pull the text apart using manipulatives and strategies such as a dialectical journal to ensure that kids are truly processing and retaining their understanding of the analysis process to draw their conclusions. Close reading inherently demands that students become physically involved with the text. When this process gets watered down to the extent that we simply revert to the old way of "read a passage, answer the questions, discuss, move on," we have lost our momentum in the effort to develop critical, analytical thinkers. We have to ensure that they have the tools and the process to work at the higher level.
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Author's Craft & Colorado Public Radio

7/8/2014

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Picture
While listening to CPR today, I heard an interesting interview that I want to share. Ryan Warner interviewed Boulder author TaraShea Nesbitt about her new book "The Wives of Los Alamos." At one point, Warner asked Nesbitt to discuss her decision, as an author, to write using "we" as opposed to some other pronoun. She gave a very interesting answer, which I think offers a great opportunity to consider author's craft in textual analysis. 

When asking students to dig into text, particularly around author's craft and structure, it is important to provide lots of support and examples. Question stems such as, why do you think the author chose to write using the pronoun "we" instead of "I, you, they, etc?;" what effect does this structural decision have on you as the reader?; what message does the author want to get across through this intentional selection of words? all support students as they consider that author's are very intentional about the words they chose in an effort to convey certain meaning, messages, etc. When students look at choices made over the course of a text, they begin to draw conclusions around the tone, mood, theme, etc of that text and certainly gain a better understanding of how to approach analysis of complex material.

Take some time to enjoy this interview and consider how this kind of discussion could make it into your student's conversations around text, point of view and craft and structure. 

http://www.cpr.org/news/story/new-book-chronicles-los-alamos-wives-heading-west-unknown

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Reflections

7/6/2014

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As you are writing your lesson and teaching it with students, please be sure to reflect on your experiences! Be sure to comment on at least two other posts prior to our September meeting date! We can't wait to see all of the fabulous lessons and instructional strategies!
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