So, this is the first non-analysis/review post in almost three months, which, in blog time, is a while. And what brings such an interlude, you ask? 377 more words
In 1997 President George W. Bush supported an initiative to put an end to the reading question…what is the best way to teach beginning reading? So Congress approved monies to the National Institute Child Health and Human Development (NICHD) and the federal Department of Education to gather together a panel of experts to evaluate research t and to determine based on evidence, the best way to teach young children to read. 1,675 more words
reading anchor standard 4, a craft and structure standard, states that students will be able to “interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyzing how specific word choices shape meaning or tone.” 590 more words
thinking about characters is something kids are asked to do every year in their fiction reading. it’s important to have some sense of how reading standard 3, which states that students will “analyze how and why individuals, events, and ideas develop and interact over the course of a text,” progresses vertically across the grade-levels so that our teaching is not only grade-appropriate (i.e. 523 more words
What is it?
Why do we do it?
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The teacher’s goal in the use of Close Reading is to gradually release responsibility to students—moving from an environment where the teacher models for students the strategies to one where students employ the strategies on their own when they read independently.”
Academic reading is different than reading for fun. When you read for fun, you focus mainly on surface details like plot, character, and setting. Academic reading requires you to look a little closer, analyzing syntax, diction, symbolism, theme, and everything else to decipher a text’s deeper meaning. 113 more words