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Close Reading in Elementary School: Bringing Readers and Texts Together
Many literacy experts believe close reading has the power to create strong, independent readers, but what does that really mean, and how does it work in the classroom? This book is your must-have guide to getting started! It provides step-by-step strategies and scaffolds for teaching close reading and improving students’ comprehension of complex texts. You will learn how to teach close reading based on text type, how to accelerate learning through increasingly challenging texts in both print and digital media, how to use close reading as a springboard for close talks and close writes, and how to support your students to move forward confidently with a repertoire of tools to employ as they navigate complex text in their daily lives.
Special
A clear explanation of what text complexity really means and how it varies by student
An easy-to-use framework for creating a close reading lesson that builds student reading stamina
Scaffolds to help students at all ability levels to do a close reading
Close reading strategies for a variety of literary and informational genres
Ideas for strengthening reading through targeting comprehension skills, including analyzing text structure and evaluating arguments
Suggestions for helping students read with increasing levels of rigor
Techniques for how to lessen student technology distractions and dig deeper into digital text
Guidelines and procedures for close talks – purposeful, focused discussions about text
Procedures for close writes that vary based on genre and student ability level
Recommendations to ensure students have the close reading skills to be effective readers in and out of the classroom
In addition, each chapter includes study guide questions to help you apply the ideas in the book to your own classroom. With this practical book, you will have all the tools you need to make close reading a reality!
Special
A clear explanation of what text complexity really means and how it varies by student
An easy-to-use framework for creating a close reading lesson that builds student reading stamina
Scaffolds to help students at all ability levels to do a close reading
Close reading strategies for a variety of literary and informational genres
Ideas for strengthening reading through targeting comprehension skills, including analyzing text structure and evaluating arguments
Suggestions for helping students read with increasing levels of rigor
Techniques for how to lessen student technology distractions and dig deeper into digital text
Guidelines and procedures for close talks – purposeful, focused discussions about text
Procedures for close writes that vary based on genre and student ability level
Recommendations to ensure students have the close reading skills to be effective readers in and out of the classroom
In addition, each chapter includes study guide questions to help you apply the ideas in the book to your own classroom. With this practical book, you will have all the tools you need to make close reading a reality!
194 pages, Kindle Edition
First published January 1, 2014
2 people are currently reading
10 people want to read
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Displaying 1 of 1 review
July 9, 2018
After having finished Notice and Note, I wanted to get my hands on all the books I could about close reading. I was particularly excited about this books k-5 focus.
I have to say, though, that I was completely disappointed. This book lives solely in the theoretical world. It has lots of history, background, and frameworks, but I get the very real sense that none of this was tried in a classroom before the book was written. While there was a ton of talk about choosing the right text, there were no specific examples of the framework with a specific text.
I was honestly bored and unmotivated. I don't need to learn about Bloom's taxonomy, especially when it has been revised and there was no mention of the revised one.
I have to say, though, that I was completely disappointed. This book lives solely in the theoretical world. It has lots of history, background, and frameworks, but I get the very real sense that none of this was tried in a classroom before the book was written. While there was a ton of talk about choosing the right text, there were no specific examples of the framework with a specific text.
I was honestly bored and unmotivated. I don't need to learn about Bloom's taxonomy, especially when it has been revised and there was no mention of the revised one.
Displaying 1 of 1 review