Tag Archives: ads

Close Reading in Kindergarten? Is it Possible?


close reading button

“The CCSS are too hard.”

“The CCSS are not developmentally appropriate.”

“The CCSS have pushed many skills down into the primary grades before students are ready to tackle such difficult texts.”

As of 09.02.13 according to Chris Lehman:

“Close reading is when a reader independently stops at moments in a text (or media or life) to reread and observe the choices an author has made. He or she reflects on those observations to reach for new understandings that can color the way the rest of the book is read (or song heard or life lived) and thought about.”

Check out that link above the definition for the original blog post with foundational understandings of close reading built upon the work of Patricia Kain, Doug Fisher, Kylene Beers and Bob Probst.  More information will also be available in Chris Lehman and Kate Roberts soon to be released text, Falling in Love with Close Reading.  Some of those beliefs about the ultimate goal of close reading from a Teachers College presentation by Kate Roberts are also found in an earlier blog post of my own found here.

Thinking about misconceptions . . .

Is close reading appropriate for kindergarten and first grade students?

It would appear that #CCSS expert Tim Shanahan believes that close reading is not appropriate in the primary grades.  In his blog post from Tuesday, July 16, 2013, Shanahan responds to a reader’s request as follows:

Close Reading for Beginning Readers? Probably Not.

“I am a first grade teacher. My principal has mandated that all classes K-5 do Close Reading. Is it appropriate for all ages? It seems to me that the texts at K/1 are not likely to be complex enough and that the students at this age are too concrete in their thinking.”

Response:

“Good question. I share your concerns. There are very few articles or stories appropriate for K/1 that would make any sense for close reading. The content usually just isn’t deep enough to bear such close study (and, frankly, if you look at the comprehension standards themselves, specifically standards #4-9 for those grades, it should be evident that CCSS doesn’t envision particularly close reading at these levels).”

But if we base our work on the definition above and in Chris’s post, I believe that “close reading” is possible for kindergarten and first grade students.  Will it be easy?  No!  Will all students get it?  Not, YET!

Teachers will have to carefully craft their instruction in order to allow students to “independently” have the opportunity to look for patterns.  After reading Dorothy Barnhouse and Vickie Vinton’s What Readers Really Do, I continue to believe that beginning students can engage in the thinking necessary for “close reading.”

My example:  
The teacher uses No, David! by David Shannon as mentor text and reads it to the class.  She models her thinking as she reveals patterns and encourages the students to also think about the patterns that were included.  On another day, the teacher will provide time for the students to read David Goes to School and David Gets in Trouble.  The teacher will invite the students in partner groups to search for patterns for “Know, Wonder” charts.  Questions will not be used to interrogate the students.  Students will be invited to “tell me more . . .”  Students will be encouraged to think about the patterns that the teacher revealed about relationships between the words and the illustrations that David Shannon used in No, David!  Because some of our kindergartners have been in session for three weeks, I think we can develop additional “Know, Wonder” charts and check for students who are “close reading” as they search for patterns in the books they are reading.  Students who are able to explain their thinking about the patterns and draw inferences to similarities across multiple texts (especially if they point to the matching pages) will be providing evidence of their “close reading.”

Common Core Grade Level Reference

RL.K.(7-9) Integration of Knowledge and Ideas
RL.K.7 – With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).(Goal – Students will complete this goal without prompting and support after appropriate instruction and opportunities to practice tracing patterns.)
What do you think?  Is this close reading?  Or is this another misconception?

Check out this link:  Close Reading in Kindergarten – Advertisements  (Added 02.23.14)

Join in here!

Tim's Teaching Thoughts

Ideas and Reflections on Teaching

Hands Down, Speak Out

Listening and Talking Across Literacy and Math

Teachers | Books | Readers

Thirty-One Educators Connecting Students and Books

Educator *Speaker *Author*coach

We have the perfect words. Write when you need them. www.carlambrown.com

Curriculum Coffee

A Written Shot of Espresso

Mrs. Palmer Ponders

Noticing and celebrating life's moments of any size.

doctorsam7

Seeking Ways to Grow Proficient, Motivated, Lifelong Readers & Writers

Doing The Work That Matters

a journey of growing readers & writers

Present Perfect

adventures in multiple tenses

The Blue Heron (Then Sings My Soul)

The oft bemused (or quite simply amused) musings of Krista Marx -- a self-professed HOPE pursuing Pollyanna

Middle English

Life as an English teacher leader

steps in the literacy journey

Walking the Path to Literacy Together

arjeha

Smile! You’re at the best WordPress.com site ever

Resource - Full

Sharing Ideas, Strategies and Tools

Joel Pedersen

be that #oneperson

adventuresinstaffdevelopment

All Things Literacy! Brianna Parlitsis

TWO WRITING TEACHERS

A meeting place for a world of reflective writers.

elsie tries writing

"The problem with people is they forget that that most of the time it's the small things that count." (Said by Finch in All the Bright Places by Jennifer Niven. These are my small things that count.