My latest Diigo links (weekly)

• An alternate take on the "close reading" standard - @fisher1000 SmartBlogs

  • Consider this: the anchor standard is the ONLY place that the phrase “reading closely” is mentioned; it is not used again in any grade-specific reading standards.
  • The skill of reading closely is great, but that is not the objective. Reading comprehension is the objective.
  • Metacognition is where it’s at. The important words in the standard are not necessarily “read closely,” but rather “what the text says explicitly.” The grade0level standards are pretty clear about what students need to know and be able to do. At the lower grade levels, they must be able to ask and answer questions about specific details in the text and then in sixth grade, the verb changes. In sixth grade, the students have to “cite evidence” that supports their thinking, which becomes sophisticated over time depending on the best evidence to support their thinking and evidence across multiple texts.
  • Close reading at home turned into disruptive fluency; we overused it.
  • hat we’ve shifted to at home lately has more of an emphasis on text-dependent questions that are developed in the moment and focus on important details rather than overall main idea
  • We get better at the things we do with regularity and in their totality, not because we learn sets of isolated skills and expect those skills to magically connect when it’s time to perform. Those skills always have to feed the overarching idea, which, in this case, is becoming a fluent reader, not just a close reader.
  • reading voluminously

Posted from Diigo. The rest of my favorite links are here.

My latest Diigo links (weekly)