I would like to make a general statement about close reading before we get rolling. I think we need to be careful about oversimplifying CCSS intent. I've come to think there's no "one way" to do a close reading.
Last year my district's Curriculum Director asked me to teach a close reading lesson to 6th graders. She and the 3 district coaches taught the same lesson to the other 4 Core classes in 6th grade. I'm linking the lesson here. As you'll see, it's very specific--almost a script. To practice, I taught it the day before to my own class of 5th graders (and the coaches all came to observe, LOL). When we taught it to the 6th graders, the superintendent and all the principals also observed.
In hindsight, I thought it was a pretty good lesson, but (of course) there are things I would have done differently if it was my lesson. There were times I felt I was withholding information that would have helped the kids, information they couldn't really be expected to know and couldn't figure out from the text. I love the CCSS goal of getting kids to closely examine text to look for meaning. But I'm not sure there's just one way to skin a cat.
judy5caWell, shoot, it's not there anymore. Google "close reading colossus of Rhodes" and then select the "urban" address. It's there today just as I got it. Judy On 1/06/14, Kathy wrote: > I'd love to see your example. The link you sent didn't go > directly to a Close > Reading Lesson. > > K. > > > On 7/15/13, > judy5ca wrote: ...See MoreWell, shoot, it's not there anymore. Google "close reading colossus of Rhodes" and then select the "urban" address. It's there today just as I got it. Judy On 1/06/14, Kathy wrote: > I'd love to see your example. The link you sent didn't go > directly to a Close > Reading Lesson. > > K. > > > On 7/15/13, > judy5ca wrote: > >> Ah, I sure hope that's the KL I know and love! And brad's >> here, too! Yay! >> >> I would like to make a general statement about close reading >> before we get rolling. I think we need to be careful about >> oversimplifying CCSS intent. I've come to think there's no >> "one way" to do a close reading. >> >> Last year my district's Curriculum Director asked me to >> teach a close reading lesson to 6th graders. She and the 3 >> district coaches taught the same lesson to the other 4 Core >> classes in 6th grade. I'm linking the lesson here. As >> you'll see, it's very specific--almost a script. To >> practice, I taught it the day before to my own class of 5th >> graders (and the coaches all came to observe, LOL). When we >> taught it to the 6th graders, the superintendent and all the >> principals also observed. >> >> In hindsight, I thought it was a pretty good lesson, but (of >> course) there are things I would have done differently if it >> was my lesson. There were times I felt I was withholding >> information that would have helped the kids, information >> they couldn't really be expected to know and couldn't figure >> out from the text. I love the CCSS goal of getting kids to >> closely examine text to look for meaning. But I'm not sure >> there's just one way to skin a cat. >> >> Judy
On 7/15/13, judy5ca wrote: > Ah, I sure hope that's the KL I know and love! And brad's > here, too! Yay! > > I would like to make a general statement about close reading > before we get rolling. I think we need to be careful about > oversimplifying CCSS intent. I've come to think there's no > "one way" to do a close reading. > > Last year my district's Curriculum Director asked me to > teach a close reading lesson to 6th graders. She and the 3 > district coaches taught the same lesson to the other 4 Core > classes in 6th grade. I'm linking the lesson here. As > you'll see, it's very specific--almost a script. To > practice, I taught it the day before to my own class of 5th > graders (and the coaches all came to observe, LOL). When we > taught it to the 6th graders, the superintendent and all the > principals also observed. > > In hindsight, I thought it was a pretty good lesson, but (of > course) there are things I would have done differently if it > was my lesson. There were times I felt I was withholding > information that would have helped the kids, information > they couldn't really be expected to know and couldn't figure > out from the text. I love the CCSS goal of getting kids to > closely examine text to look for meaning. But I'm not sure > there's just one way to skin a cat. > > Judy
This excerpt reveals ...See MoreLinked below is the first of 4 excerpts we'll be sharing from the new book "On the Same Track: How Schools Can Join the Twenty-First-Century Struggle Against Resegregation" by school administrator Carol Corbett Burris (Beacon Press, March 18, 2014).
Coming soon: an opportunity to win a free copy of the book!
This excerpt reveals surprising, negative effects of school choice.
In the past decade, I have been greatly moved and honored to win numerous awards and been nominated for more still. My curriculum night presentations are always standing room only, because I’m the funny teacher who is going to make that half hour come to life with hands-on science, leaving them running to administration to sing my praises. ... My efforts pay off in children happily learning at high levels. Like so many of us here, I’m a doer, always thinking what more I can bring to my school and my students. Two years ago, I was lauded for my students receiving extremely high state test scores.
So, I hope you will excuse me if I’m a little grumpy that my name will be printed in newspapers and posted online as an inferior teacher in need of serious improvement. [Click below to read the rest.]
Has anyone read the article Our Greatest Strength is Our Greatest Weakness by Mel Riddle? If so, what is your opinion as a teacher? I am struggling with it...do you consider it a slam or beneficial for teachers? I feel both ways but still...
Tim Walker is an American teaching in Finland. He offers interesting andinformative comparisons between practices in American schools and the highly regarded Finnish education system. Click below to read his latest post.