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Drawn together by the Aspen Institute, some chief academic officers hash out how to deliver a profound shift in reading instruction.
What would happen if English/language arts teachers revolutionized their instruction to focus intently—and exclusively—on the texts students are reading?
Close Reading: A Key Shift
Close reading represents a key shift in the Common Core State Standards:
Students are expected to engage in "close reading" of complex literary and informational texts.
In contrast to common practice, in which teachers explain reading passages and supply background information before students read, "close reading" confines initial study to the text itself. Students make sense of it by probing its words and structure for information and evidence. Through questions and class exercises, teachers guide students back through the reading in a hunt for answers and deeper understanding.
Changes H0w Teachers Teach
Close reading requires profound shifts:
in how teachers teach how districts choose texts how they test what students know how they evaluate teachers.
Teachers Lack the Capacity
"I'm really worried that we haven't prepared our teachers for this," one chief academic officer said. "The academic and cognitive demand [on teachers] is quite high."
One of the chief academic officers said that such a process represents a more significant change for teachers than they might realize.
Significant Professional Development
Moving teachers toward this way of working will require "some significant professional development:"
teachers must learn to refrain from providing quick answers figure out instead how to formulate new kinds of questions that take them and their students back to the text repeatedly in their search for understanding.
Close reading "moves students toward independence:"
by developing their abilities to build vocabulary access a text's structure; grasp a text's meaning and build arguments from it based on evidence in the text itself eventually build the confidence to grapple with tough reading on their own.
Questions Left Unanswered
How, for instance, would they build skill among their educators to provide sufficient supports for struggling readers, special education students, and English-learners to tackle text this way? How would teachers respond to a "sea change" that reframes their role from provider of information to facilitator of inquiry? And where would they get deep, focused lessons for such instruction?
Hello I'm Mike Manley, welcome to my daily studio Blog. I'm a long time comic, animation artist and edit Draw! Magazine. This blog is a cronicle of what's happening in my studio daily. Follow as I show some of my process.
is actually based on Google, but it analyses Google results for readability, so it can help you to find more lower level texts for learners without you having to read through every result from Google to see if it's simple enough.
"Weaver has had success using elements of Ulysses in conjunction with Ulysses "SEEN"—the strategy Berry and his colleagues intended the comic to be used for—and has converted some of his students to Joyce fans in the process, which is no small feat for such a difficult text as Ulysses."
This online graphic novel is now available for the ipad $7.49.
Speech . language . social skills American website lists resources and services, web and other related to - Auditory Processing; Language disorders; Language disabilities; Social language (Pragmatics); Speech and language materials.
The Power of Image: presenting with the brain in mind...
The human brain is wired to respond to images. Scientific studies of the brain are providing powerful insights for designing and delivering presentations that grab the attention of the learner. Once you understand the key concepts of strong visual communication, you can get unstuck from the stale text-and-bullet format of presentation.
"Close reading is an instructional approach that requires readers to re-read a text several times and really develop a deep understanding of the content contained in the text. The purpose is to build the habits of readers as they engage with the complex texts and to build their stamina and skills for being able to do so independently. However, close reading doesn’t mean that you simply distribute a complex reading and then exhort them to read it again and again until they understand it. As part of a close reading, students "read with a pencil" and learn to annotate as they go. In addition, they are asked text-dependent questions that require that they produce evidence from the text as part of their responses."