Thus, what “close reading” really means in practice is disciplined re-reading of inherently complex and worthy texts.
As Tim Shanahan puts it in his helpful blog entry, “Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts,” while noting that “not all texts are worth close reading.”
Knowing the research behind text complexity is critical to understanding the call for more complexity.
The CCSS crafters examined college freshman textbooks and career manuals.These texts typically measure at a Lexile score of 1450.This Lexile measure was used as a benchmark for college and career readiness (CCR).Grade level Lexiles were then scaffolded in reverse, defining grade level Lexile expectations as stated in the Common Core Appendix A.
Via Mel Riddile
by Kathy G. Short, University of Arizona. The Common Core State Standards put a major emphasis on the close reading of texts, recommending that students find and cite evidence in the text as they discuss key ideas and ...
Teacher Evaluation - With changes afoot in all of these areas, teacher-evaluation reform has gotten exponentially more difficult. 42 states report either having plans or building plans to revise their teacher-evaluation systems to comport with the expectations of Common Core. Thirty states claim to have “fully developed” plans to change their instructional materials to align with the new standards.
Common Core – One of several massive changes. Even the best state departments of education were fretting about the massive challenges associated with overhauling educator evaluation systems before Common Core implementation was front and center.
Professional Development – Plans “look a lot like the SEA’s current PD plans: same state office, same providers, same higher-ed institutions, same quality monitoring, same number of hours required, etc.”
Aligned Instructional Materials - Comparing the navigability of the CC-aligned resources marketplace to the Wild West would be an insult to the Wild West.
Teacher Preparation - Are any activities underway to improve teacher preparation programs so their graduates are ready for the demands of Common Core. As far as I can tell, most states haven’t even begun working in this area.
"Geniuses produce because they think fluently and flexibly," says Michael Michalko in his book "Cracking Creativity."
"Fluency of thought means generating quantities of ideas." A key characteristic of genius is immense productivity. Thomas Edison held 1093 patents. Einstein published 248 papers. Darwin wrote 119 papers besides his theory of evolution. Therefore, if you want more creative/innovative thinking in your organization, you must encourage the generation of "quantities of ideas."
However, if you stifle creative thinking by sending subtle or not so subtle messages that "we must just spend our time doing things the way we have always done"...because they have worked, you'll never find a better more efficient method. Your innovative risk-taking competitor will! That's how Microsoft climbed to success passing IBM and why they know they have to continue investing mega-millions in R&D.
===> You must encourage people to think creatively and take risks. <===
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
Close reading is not a reading strategy, but an approach to reading.
"In the instructional context, the idea of close reading has been to shift the attention during the reading lesson off of strategies and skills and onto the texts and ideas. The notion is that if students are engaged in close reading throughout their education, they will develop a rich body of knowledge about the world and these reading practices will become habits of mind."
Close reading is an old, widely known and specific concept that indicates where meaning resides (in the text) and what readers must do to gain access to this meaning (read the text closely, weighing the author’s words and ideas, and relying heavily on the evidence in the text).
Close reading of texts with ELLs presents more challenges beyond balancing building background knowledge with working with the actual text. Such challenges for educators of ELLs include choosing appropriate grade level texts, supplying supplementary texts at different reading levels, scaffolding instruction, and creating text depending questions that ELLs can access.
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