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Five close reading strategies to support the Common Core

Five close reading strategies to support the Common Core
I walked in to my first college class, Political Science 101, eager to learn. For my inaugural college assignment, my professor asked the class to read the first three chapters of the textbook for the next class period. That night, I returned to my dorm room, determined to learn everything I could in those three chapters. I pulled out my textbook and highlighter. Growing up, that is what I always saw the “older kids” using when they read a textbook. In my naïve 18-year-old mind, I believed that highlighters must have some magical power that transports the words on the page directly to your brain. However, when I opened my textbook it was unlike anything I had read in high school. I shrugged, pulled out my highlighter and started highlighting. I quickly realized that I had no real game plan for reading this complicated textbook. Flash forward to my first few years of teaching. Last fall, I attended an AVID workshop about critical reading strategies. 1. 2. 3. 4. 5. · Ask questions.

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Great reading strategies: ‘First lines’ for developing comprehension Throughout the summer I’ve been posting a series of posts looking at communicative classroom reading strategies. I’ve started each post with this little bit of blurb explaining my thinking behind the series, as well as what you can expect to find in each post. Although this is now the sixth post of the series, please feel free to read on (you should probably skip this section if you’ve read my previous entries in the series). As far as I’m concerned, when implementing strategy training of this kind in your classes teacher demonstration, modeling, and follow-up independent practice are all critical factors for success. I’d also say that learner discussion following strategy instruction is also helpful. For more on what I consider to be fundamental considerations in using reading strategies, please take a look at the opening paragraphs in the first post in this series.

CAIS21stcentury - List of 21st Century Skills Cooperation '''Cooperation, co-operation, or coöperation''' is the process of working or acting together, which can be accomplished by both intentional and non-intentional agents. In its simplest form it involves things working in harmony, side by side, while in its more complicated forms, it can involve something as complex as the inner workings of a human being or even the social patterns of a nation. It is the alternative to working separately in competition. Cooperation can also be accomplished by computers, which can handle shared resources simultaneously, while sharing processor time. Cooperation, more formally speaking is how the components of a system work together to achieve the global properties. Close Reading | Elementary School Passages and Lessons | | Middle School Passages and Lessons | | High School Passages and Lessons | |How to Teach Close Reading| 21 Cool Anchor Charts To Teach Close Reading Skills Posters to introduce or reinforce skill development. The Art of Close Reading Part 1, Part 2, and Part 3 These three articles from How to Read a Paragraph analyze what students must do and what they must avoid doing in order to read a text effectively. Bringing the Common Core Standards to Life in the Classroom Scroll to page 3 of this document for a discussion of close reading and the PARCC assessments and for discussion of the G.I.S.T. and "Somebody Wanted But So" strategies. Close Reading Jigsaw In this YouTube video (2:30) a teacher demonstrates close reading in the elementary school classroom using a jigsaw strategy.

English Books Michael Cunningham — By NightfallGenre: #contemporary_prose_mb Peter and Rebecca Harris: mid-forties denizens of Manhattan’s SoHo, nearing the apogee of committed careers in the arts—he a dealer, she an editor. With a spacious loft, a college-age daughter in Boston, and lively friends, they are admirable, enviable contemporary urbanites with every reason, it seems, to be happy. Then Rebecca’s much younger look-alike brother, Ethan (known in the family as Mizzy, “the mistake”), shows up for a visit.

Draft 21st Century Skills List « Skills for the 21st Century Below is a list we’ve collected of the ‘meta-skills’/cognitive skills Adults will need to Succeed in the 21st Century. These were drafted by a small group of Tech folks at the Center for Literacy Studies and then added to/refined some at COABE 2010. We plan to update this list based on blog discussions, research we find, and comments on this page. please let us know what you think! Purple were added at COABE – the most recent update. *We think teaching these skills is a real challenge and would welcome ideas! Like this: Home - Media: Meaning & Message - Digital Learning Commons at South Portland High School "Media literacy is the ability to ACCESS, ANALYZE, EVALUATE, CREATE, and ACT using all forms of communication." National Association for Media Literacy Education "Media Literacy is a 21st century approach to education. It provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy."

Reading Comprehension Worksheets "Your reading comprehension materials are the best I've found on the web. They are so thorough and comprehensive! My students and I have learned a lot from them. Thanks so much!" Four Major Shifts in Literacy This video mini-series has been designed to provide an efficient pathway for understanding and implementing the most significant shifts in English/language arts and literacy instruction. Ranging from seven to ten minutes in length, each video tackles one important topic and then provides tools that educators can begin using in their classrooms immediately. The order in which the videos are watched in not critical, so please feel free to start with the one that seems the most intriguing. Major Shift 1: Emphasizing Informational Text The Common Core State Standards insist on the use of more information texts throughout the school day. This video discusses why and provides educators guidance on where to find high-quality informational texts.

What is Native Advertising? Definition & Examples With Outbrain Content Amplify , links to your brand’s content appear as recommendations on the web's largest content publishers, including sites like: If you have a great blog post, a terrific review from the press or an influencer, a video, or content you co-created with a publisher, Outbrain can help your content get discovered. The Outbrain Interest Graph, which taps into a deep reservoir of unique content consumption data from across our network, allows us to personalize recommendations for each audience member.

Book Cover Creator ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more. More Balancing Informational Text and Literature This is a 10 minute video which features a discussion between NYS Commissioner of Education John B. King Jr., David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund) addressing Shift 1 – PK-5: Balancing Informational Text and Literature. By unpacking Shift 1, the discussion addresses the role of the elementary teacher and the benefits of giving informational text the time it deserves in the elementary classroom. researchers find students have trouble judging the credibility of information online Education scholars say youth are duped by sponsored content and don't always recognize political bias of social messages. When it comes to evaluating information that flows across social channels or pops up in a Google search, young and otherwise digital-savvy students can easily be duped, finds a new report from researchers at Stanford Graduate School of Education. The report, released this week by the Stanford History Education Group (SHEG), shows a dismaying inability by students to reason about information they see on the Internet, the authors said. Students, for example, had a hard time distinguishing advertisements from news articles or identifying where information came from. "Many people assume that because young people are fluent in social media they are equally perceptive about what they find there," said Professor Sam Wineburg, the lead author of the report and founder of SHEG. "Our work shows the opposite to be true."

Case Files of Detective Nose It was a long and almost unbearable drive out into the desert as the hot sun beat down on Detective Nose’s face. As luck would have it, his air conditioning had broken down only two days earlier and despite having all the windows open, the heat was simply excruciating. As the inspector sipped on some of the water that he brought for the trip, the thought that he may have somehow missed his destination was beginning to penetrate his mind. Just as he was about to turn around and head back, a small sign appeared that read “Ross Expeditions Here”. With a silent sigh of relief, he turned his car towards the small cabin that could be seen in the distance.

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