Tag Archives: CCSS Reading 1

Twitter Chat: #FILWCloseReading 11.11.13 from 6-7 pm EST


Readers, Close Readers, Friends, Followers,

For my post honoring a full year of blogging, it is my pleasure to announce a Twitter Chat for Falling in Love with Close Reading ¬†Lessons for Analyzing Texts and Life to be held on Monday, November 11, 2013 from 6-7 pm EST (some of us work on Veteran’s Day ūüė¶ ).

The authors @ichrislehman and @teachkate will be joining us for that chat!

Our hashtag will be #FILWCloseReading.

TWO WEEKS!

What can you do during the next two weeks in order to “get ready” for the chat?

To prepare for the chat:

  • Read the book: ¬†Falling in Love with Close Reading Lessons for Analyzing Texts – and Life

  • Don‚Äôt have the book? Read a sample from the book available here at Heinemann.

  • Revisit the Close Reading Blog-a-thon and read the many blog posts available

  • Continue Learning!

    We will be talking about the “ritual” for teaching close reading that is the result of “loving the author’s craft” not a “must-do, lock-step procedure” that spans days of instruction for a two page story!

11/6/13
Questions for the chat can be found here  http://goo.gl/2HXOwi
Link to chart for lesson ideas and please contribute texts that you have used.

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‚Äôt 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‚Äôt 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 ‚Äď 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 РAdvertisements  (Added 02.23.14)

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