Thank you all for a great day of engagement in Close Reading design! Having learned about the standards, text complexity, the role of the Key Instructional Shifts, types of thinking and lesson design...take a few minutes to reflect on on areas that you might still challenge from an instructional standpoint. What are some specifics that cause you to ponder?
22 Comments
Lindsey
7/29/2015 04:49:00 am
What is the balance between "just right books" or texts that are at an instructional level for students and complex texts for close reading, especially for early readers?
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Jennifer
7/29/2015 04:49:15 am
I still think there is a place for guided reading groups that focus on decoding - especially in kindergarten. I am trying to figure out how/when to do both. I am still struggling with how to choose text that will work in my classroom. Do I choose text in isolation, and simply choose some good complex text to work with, or do I try to choose text that aligns with a science/social studies theme we are working on. Do you close read to learn about over-arching human themes, or content?
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Joan
7/29/2015 04:50:57 am
I have a different situation in that the selection of material is complete for me. So I believe my challenge with the lesson planning is to address the re-reading aspects with middle school boys mostly. However, I saw them engaged last year, so I firmly believe that making my instruction go deeper will only enhance their ability and interest. Some of the activities we are using I do not think would be of high interest, but I do think there are fantastic ways for me to explore the topic with them for the desired purpose.
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Heidi Crampsey
7/29/2015 04:51:50 am
I still think that small group reading with "just right books" should be utilized. Does EVERY text need to be a complex text? I also do think some basic, "trivial" questions are good just to ensure the reader understands and comprehends what was read.
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Carrie
7/29/2015 04:52:33 am
In literacy intervention using the same book for a long period of time baffles me for the younger grades.
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Courtney
7/29/2015 04:53:55 am
The article discussed the amount of time typically spent on the pre reading/background preparation and how this is maybe not the most effective. Close reading allows the students to discover the information through the text and dig deeper into the text. This is a shift for me as I spend a good amount of time prior to students reading the text, especially working with students from high poverty and ELL backgrounds. I understand the reasoning behind this but wonder what it looks like in practice and the best way to navigate this with struggling readers.
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Marci
7/29/2015 04:54:24 am
I think finding texts and planning lessons still feels challenging to me. I think more time will be spent on this so Im hopeful that more questions will be answered. Since I teach all elementary grade levels it seems difficult to plan for. Im hoping to learn about texts to use with multiple grade levels in order to make planning more efficient.
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tracey
7/29/2015 04:54:31 am
i think what is still eluding me is the how?? i see that the standards drive the purpose for reading but as a we worked through our lesson on "an open heart" i couldn't for the life of me have figured out that lesson or just steps in general to get to the end goal of the authors purpose. i think i need more exposure to actual close reading lessons to get a better understanding of how to navigate through. i think seeing/experiencing more lessons will make me feel more comfortable with this "new" type of reading.
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andrea shipp
7/29/2015 04:55:03 am
I really like the balance of convergent and divergent thinking as it pertains to reading instruction. I think it is important to have that background knowledge that comes from the convergent thinking to be able to access the creativity that comes into play with divergent thinking. As I think of close-reading and the challenges I still face, I would have to say it is at that very rudimentary level of choosing the proper text. Text complexity is becoming increasingly important, and for me, it is difficult to pick texts that are complex, challenging and engaging.
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Darcy
7/29/2015 04:55:10 am
After reading the article "Letting the Text Take the Center Stage" I am now more confused than ever about background knowledge and close reading. For the past few days we have been discussing how important it is to have background knowledge and developing complex questions for close reading, but the article states that too much background knowledge in counter-productive in helping students learn to read. It also states that close reading teaches students to only look for certain information. I think the trick is learning to balance those components of reading with enriching the students experience with literature in a meaningful way.
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John
7/29/2015 04:55:23 am
The title- Letting the Text Take Center Stage shows the instructional shift in reading. Let the text stand by itself. Let the students struggle a bit. The process of facilitating close reading "looks like problem solving with teachers offering guidance and support." Although this is not a monumental shift, many teachers and professors get into the habit of making the connections for the students, rather than assisting them with it.
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Christine Cope
7/29/2015 04:56:02 am
My challenge would still lie in the finely crafted series of lessons that are interactive. I am always a bit lost as to how to begin a lesson. I have used picture books and completed the DRAW activity with it. Then, I get a bit lost. In primary, I would read the story aloud and then use paragraphs to work on vocabulary. In particular, we would work on a "feelings toolbox". We use a dialectical journal for this part. This however, doesn't allow the student much opportunity to work with the text on their own. I need to work more on shorter articles and allowing students more time on their own in small groups to work with the text.
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Michael Stover
7/29/2015 04:56:08 am
I struggle remaining with one text for an extended period of time. In class, we have discussed analyzing one text for several days or weeks at a time. Through my practice last year, I would spend two days on a text and then move on, due to a lack of lesson ideas, or simple time constraints. I realized today that I need to take more time planning in order to spend more time with a text. I also began creating ideas to help alleviate time-constraint concerns. Since a true text analysis follows state standards, I will practice focusing less on the amount of content packed into a time frame, and instead utilize the time satisfying the state standards with one close-reading text.
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Denise
7/29/2015 04:56:37 am
As a teacher in an enrichment program, I am still learning what a Close Reading Lesson looks like in a traditional classroom, and how to apply the skill of teaching with that method. I was challenged in the reading of the article, "Letting the Text Take Center Stage" when the author refers to the teacher providing student supports to be successful but without doing the work for the students. The saying, "The one is doing all the work, is the one who is doing all the learning" resonates with me as I often think I am doing all the work and "giving the answer" rather than assisting kids in digging deeper to discover if for themselves.
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Stephanie
7/29/2015 04:57:00 am
One concern I have is the potential to overuse close reading. Since much of our knowledge comes from reading, I'm hoping that close reading will be balanced by quicker reading so students also have lots of opportunities to develop their background knowledge base.
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Ana
7/29/2015 04:57:34 am
I might still find challenges on designing a lesson with less amount of support and/or scaffolding. Giving students the right amount of support without doing the work for them. I work with students who have difficulties in reading and Math.
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Deb Sudbeck
7/29/2015 04:57:49 am
I continue to question the fact that grade level complex text is appropriate for struggling readers. I worry that these students are not able to "dive deeper" into the text because they struggle with the task of fluently reading the text. I do recognize though that these students are just as able to think deeply and make connections with complex text since they are some of my most loyal listeners during read aloud time. My question is whether it is appropriate to offer accommodations of having the text read aloud to them or if this is going against the standard that states they must read and comprehend complex text at grade level.
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7/29/2015 04:58:18 am
The areas that I still have hard time or are a challenge for me from an instructional standpoint are the close reading. At the time to determine what the text says explicitly and to make the logical inferences from it. Also, to cite the specific evidence require when writing or speaking to support the conclusions drawn from the text. I think the cause is because I need to practice more this strategy...
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Monica
7/29/2015 04:59:13 am
I am thinking about how all this learning applies in to a 1st grade classroom. How does this look like in a practical way? I am thinking on the type of questions/deep questions for a six years old student.
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Andy
7/29/2015 05:02:02 am
You have probably heard teachers and administrators say- don't just teach to the test, and warn about the evils of doing so. I had a principal one time say "Teaching to a test is not bad, if it is a good test." As I read the article, one recurring theme was that CCSS were going to tell teachers what to teach, and not "how to teach it". We have certainly had much discussion about how stuff should be taught- with consideration to complex texts. One thing that I have trouble with is- when teachers are expected to stop using quality practices that they have used for years. My big question is- why always "throw the baby out with the bathwater" and, why not do something as long as it works? Isn't that the point? It seems we should always be looking at what works best to reach scholars, as opposed to deep diving and committing to one pool of thinking? What are your thoughts?
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Mary
7/29/2015 06:50:01 am
I continue to struggle with the idea that students with very low reading abilities should be reading complex text at grade level, even with support. I understand that there is value in reading and discussing the rich content of those texts with struggling readers and they need the knowledge and need to develop critical thinking skills. My experience working with my students has always been that they feel very self defeated when reading text that is way above their ability level and have much more success and build confidence when reading closer to their level. Feeling somewhat perplexed over how to find success implementing this with low level readers.
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Julie
7/29/2015 03:01:53 pm
I am still struggling with background knowledge and prior instruction. I feel that there needs to be a certain amount of background knowledge but, I am never sure how much is too much. I understand that the text needs to speak for itself but, sometimes there needs to be a little more learning to get deeper into a text. It is hard to determine if the prior instruction is really necessary to understand the text.
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