Wow! It has been a while since I have written anything! It
was a rougher year for me than I care to admit. Between having “that" class,
grad school, and my regular life I had to take a break on something! So
hopefully, I’m back! I am hoping to build up the blog and my TPT store. One of the ways I am getting more involved
with the active online community of wonderful teachers is through participating
in the book study on Falling in Love with
Close Reading!
Each week there are 13 participants that will post our
thoughts, feelings, etc. about this book. This is being led by Diana at Sassy, Savvy, Simple Teaching! So
yay to her for a wonderful idea! During this book study we were given some
answers to contemplate the answers to! But can I first start by saying that
when I started reading this book, I LOVED it! It really takes a closer look at
Close Reading and explains some things that I may have been missing in my
reading block in regards to reading instruction involving close reading. Each week we are asked to look at questions pertaining to those questions.
Question 1: What is close reading? I LOVED how this book
answered this question. Close reading is a powerful, in-depth study of a
particular selection of text. Close reading allows for the readers to really
understand the selection. I loved the comparison the authors made of close
study when speaking of monks and how they would study religious texts. They
would pore over pieces of text over and over. Close reading, when given a
purpose, helps the readers to understand and maybe fall in love with a piece of
text.
Question 2: What is powerful close reading? Powerful close
reading happens when students not only understand their purpose of the reading,
but the purpose of close reading (in my opinion). This allows students to
realize there is a reason for the process of close reads. Close reads should
help to “improve the joy” of reading. I totally agree to this! In order for
this to happen students must be taught the process of close reading, they must
develop an understanding for the different processes that accompany a close
reading. In order for close reading to be powerful, it must be a part of your
literacy instruction. The authors quote Donalyn Miller during this piece,
letting readers know that the toolbox of literacy instruction must be varied!
If only close reading is being done the joy of this process will go away.
Question 3: What are we currently doing in our close read
instruction? Currently I teach 4th grade, we are at the beginning of
close reading. In my classroom I have developed a routine within close reading
and I am interested to see if anything that resembles my routine will make its
way in the book.
I hope you join us for the rest of the summer for this
wonderful book study!
Click on the links below for our giveaway and to read the other entries in this book study!
Bye Y'all,
Nicole
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