The Common Core State Standards have put close reading in the spotlight as never before. While elementary school teachers are certainly willing to teach students to closely read both literary and informational text, many are wondering what, exactly, this involves. Is there a process to follow? How is close reading different from guided reading or other common literacy practices? How do you prepare students to have their ability to analyze complex texts measured by Common Core assessments? Is it even possible for students in grades K-5 to qread to learnq when they're only just learning to read? Literacy experts Diane Lapp, Barbara Moss, Maria Grant, and Kelly Johnson answer these questions and more as they explain how to teach young learners to be close readers and how to make close reading a habit of practice in the elementary classroom. Informed by the authors' extensive field experience and enriched by dozens of real-life scenarios and downloadable tools and templates, this book explores * Text complexity and how to determine if a particular text is right for your learning purposes and your students. * The process and purpose of close reading in the elementary grades, with an emphasis on its role in developing the 21st century thinking, speaking, and writing skills essential for academic communication and required by the Common Core. * How to plan, teach, and manage close reading sessions across the academic disciplines, including the kinds of questions to ask and the kinds of support to provide. * How to assess close reading and help all students--regardless of linguistic, cultural, or academic background--connect deeply with what they read and derive meaning from a complex text. Equipping students with the tools and process of close reading sets them on the road to becoming analytical and critical thinkers--and empowered and independent learners. In this comprehensive resource, you'll find everything you need to start their journey.In Figure 1.4, we share how this rubric was used by 2nd grade teacher Alison Zamarelli to identify teaching points when introducing her ... The next example, in Figure 1.5, illustrates how 4th grade teacher David Flynn assessed the aLiving Fencesa section of Erinn ... Transition words, such as in contrast, however, and unlike, are missing from this text, so students might need help understanding the authora#39;s purpose, which was to compare living fences from the past to the present day.
|Title||:||A Close Look at Close Reading|
|Author||:||Diane Lapp, Barbara Moss, María Grant|
|Publisher||:||ASCD - 2015-01-30|