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Enabling the CCSS version of exemplary adolescent literacy.
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Shanahan on Literacy: Close Reading: A Video Replay

Shanahan on Literacy: Close Reading: A Video Replay | AdLit | Scoop.it

Last week I dinged that video for claiming that close reading is a teaching technique (it's an approach to reading). I was critical of the idea that close reading helps students “conquer complex text,” if that includes language complexity as measured by Lexiles. I didn’t like the idea of reading the book to the kids; I’m a fan of reading texts to kids (see recent NewYork Times article on this), but not the texts the kids are supposed to be reading. Finally, I didn’t like how rereading was being approached.  Here is the rest of my thinking about this lesson. Hope it’s useful to you.


Via Deb Gardner, Mel Riddile
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Rescooped by Lynnette Van Dyke from CCSS News Curated by Core2Class
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Shanahan on Literacy: Close Reading with Struggling Adolescents

Shanahan on Literacy: Close Reading with Struggling Adolescents | AdLit | Scoop.it
Dr. Shanahan, I have a question regarding close reading and struggling adolescent readers. What I’ve read about close reading suggests that students should first read the text independently. I’m wondering if this still applies when students are reading significantly below grade level (2-5 years). Is reading the text aloud and modeling thinking (around Key Ideas and Details) during the first read ever appropriate? Thanks in advance for your response!
Via Deb Gardner
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Deb Gardner's curator insight, March 14, 2013 3:33 PM

Close reading: an outcome not a teaching strategy.


The goal is for students to be able to closely read complex texts independently and proficiently.





Rescooped by Lynnette Van Dyke from CCSS News Curated by Core2Class
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Why Reading Strategies Usually Don't Help the Better Readers

Why Reading Strategies Usually Don't Help the Better Readers | AdLit | Scoop.it
Yes, we should teach reading comprehension strategies, even to good readers. But we should do so in an environment that emphasizes the value of knowledge and understanding, and that requires students to confront genuine intellectual challenges. Those disciplinary literacy strategies touted in my last entry seem to have motivation built in: trying to connect the graphics and the prose in science to figure out how a process works; or judging the veracity of multiple documents in history; or determining which protagonist an author is most sympathetic to in literature tend to be more purposeful and intellectually engaging than turning headers into questions or summarizing the author’s message.

Via Deb Gardner
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