Tag Archives: @teachkate

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.

EdCamp DesMoines = Close Reading


The fourth week of the Close Reading Blog-a-Thon is wrapping up and I see “close reading” everywhere! ¬†Is it all scholarly? ¬†Is it all equally rigorous? Is it an example of close reading for life? ¬†You decide!

Close Reading and Ed Camp Background Information

As a reminder, the definition of close reading that is used for this post is the one that comes from @ichrislehman and @teacherkate that will be in their book, Falling in Love With Close Reading:  Lessons for Analyzing Texts Рand Life! due out October 17th.  That definition is found in post one and is:

‚ÄúClose 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.‚ÄĚ

An #edcamp is an organic, collaborative day of participant-organized learning.  The behind the scenes organization includes setting a date, finding sponsors, confirming a location with parking AND internet access, and recruiting a team to help with details. There were four #edcamps on Saturday, September 28, 2013, and I was fortunate to be at the #edcamp held in Des Moines, Iowa that was organized by @jamiefath.

Close Reading?

No one asked me text dependent questions at #EdCampDSM, but here is what I did as a participant when I made decisions about the sessions that I would attend.

  1. I read the entire list of proposed sessions to get a feel for the topic possibilities.
  2. I checked the twitter handle for the session proposer.
  3. When available, I checked the blog or website listed on the profile of the person listed as the session proposer.
  4. ¬†I thought about everything I knew about that person including their professional role and my need to “learn or know more” about that topic.
  5. I made my session choice.

That was my decision-making process. ¬†Did it also include some elements of “close reading?” ¬†I independently stopped, I reread, and I also observed / looked for more information about the session proposers and their own work. ¬†I believe that the first part of the definition is covered in my actions/process. ¬†What about the second part, that “reflecting on those observations to reach for new understandings?”

The morning schedule was posted like this.

edcampdsm

When it came to the second session, I had to think about my choices. ¬†Did I want to continue a discussion with grading and further extend my learning with @mctownsley? ¬†Or did I want to move to a session more focused on literacy? ¬†or even engagement? ¬†Based on what I was hearing, learning, thinking, as I reflected on the first session about grading and changes, I made the decision to continue with more learning about grading. ¬†(After all, standards-based grading was a topic that I had hoped would be on the board for the day!) ¬†So was that “close reading?”

Reflections on my learning will be continuing as I dig into “standards-based grading” and I consider:

  • What is the role of homework?
  • When can students “redo” homework and “retake” assessments?
  • Is there any purpose to a “summative course grade”?

Or was this just an example of what @teachkate referred to as the “5th corner” as I inserted myself into the text?

Conversation, please!  Based on this small snapshot of the day, was this close reading?

(Note:  After a day of technology the # and @ are automatic, but will they enable or allow a reader to more easily move to Twitter and check out the people only mentioned by their twitter handles?)

close reading button

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