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Related:  Reading Skills

Poetry Editor & Poetry: 10 Ways to Read a Poem 1. Get comfy and enjoy your first reading. Relax into the experience without trying to analyze anything. 2. 3. 4. 5. 6. 7. 8. 9. 10. © 2015, Mary Harwell Sayler has 3 books of poetry, Outside Eden and Beach Songs & Wood Chimes, published by Kelsay Books in 2014 and, in 2012, Living in the Nature Poem published by Hiraeth Press with an e-book version released in 2014. Children's Library : Free Books : Free Texts Publisher's chromolithographed pictorial wrappers favoritefavoritefavoritefavorite ( 22 reviews ) Topics: Brothers and sisters, Orphans, Conduct of life, Education California Digital Library by Crane, Thomas, b. 1843? texts eye favorite 147 comment 7 Osborne Coll. favoritefavoritefavoritefavorite ( 7 reviews ) Topics: Poetry of places, France -- Description and travel Juvenile literature NY3 favoritefavoritefavoritefavorite ( 5 reviews ) Topic: Drawing -- Study and teaching by Baum, L. favorite 101 comment 2 Publisher's green and red illustrated cloth over boards; illustrated endpapers. by Dalziel, Edward, 1817-1905; Dalziel, George, 1815-1902 favorite 67 comment 11 Publisher's peach wrappers, printed in red, blue, and black favoritefavoritefavorite ( 11 reviews ) Topic: Conduct of life NY3 favoritefavoritefavoritefavoritefavorite ( 1 reviews ) Topic: Drawing -- Study and teaching by Ségur, Sophie, comtesse de, 1799-1874; Sterrett, Virginia Frances favorite 139 Spec. Osborne Coll. favorite 28 Blanck.

Reading Strategies Reading is a skill that is used in all subject areas and can greatly increase or decrease a student’s success in the classroom. Reading strategies can be used to vary the approach students are given of any given text. Some reading strategies are summarized below. Activating prior knowledge Activating prior knowledge is a reading strategy that occurs before the student is introduced to reading material. Clarifying Clarifying is making the meaning of the text clear to the reader. Context Clues Context clues is using words surrounding an unknown word to determine its meaning. Drawing Conclusions Drawing conclusions is a reading strategy that is done after reading. Evaluating Evaluating is a reading strategy that is conducted during and after reading. Inferring Inferring is giving a logical guess based on facts or evidence presented using prior knowledge to help the reader understand the deeper meaning of a text. Predicting Predicting is using the text to guess what will happen next. Rereading

Teacher Education Center-Lesson Plans Why do good readers ask themselves questions about what they have just read? (Students respond.) Right. Let's talk about what makes a "good" teacher-like question. Read this passage: Many years ago, in the days when people lived outdoors or in caves, there were no tame dogs. Ask:What kinds of questions can you think of to test your understanding of this passage? Good questions ask who, what, when, where, why, and how. The Art of Close Reading (Part Three) In the previous two columns we introduced the idea of close reading, emphasizing the importance of the following: To read well, in addition to having the above understandings, students must be able to identify the big picture within a text, to determine the key ideas within the text early on, and to see the scaffolding that connects all the ideas within the text. In other words, they need to develop structural reading abilities. In this column we will focus on the theory of close reading. Structural Reading Structural reading is a form of close reading applied to the overall structure of an extended text (usually a book). To read structurally, ask these questions: What does the title tell me about this book? Finding key sentences means finding the sentences that are the driving force within a book. An important part of reading with discipline is to connect sentences to the broader context within which they are located, to see how they fit within the written piece. How to Read a Paragraph

The Art of Close Reading (Part Two) In the previous article we introduced the idea of close reading, which is reading with an emphasis on: understanding your purpose in reading understanding the author’s purpose in writing seeing ideas in a text as being interconnected looking for and understanding systems of meaning In this article, we discuss the art of engaging a text while reading. To read closely, students must get beyond impressionist reading. They must come to see that simply deciphering words on a page and getting some vague sense of what is there does not translate into substantive learning. Instead, they must learn that to read well is to engage in a self-constructed dialog with the author of a text. Avoiding Impressionistic Reading and Writing The impressionistic mind follows associations, wandering from paragraph to paragraph, drawing no clear distinction between its own thinking and the author’s thinking. Engaging a Text The reflective mind interacts with the author’s thinking. Go to top

15 terrific resources for close reading Snap Learning is a longtime partner and supporter of The Cornerstone, and they have sponsored this post. Though their products are not included in the roundup below as these resources are free, I encourage you to check out their Close Reading Portfolio or request a demo of the product here. They’re a fantastic company and I believe their interactive close reading exercises are among the best on the market. Close reading is an important part of Common Core because it helps students think and reflect deeply on the text. However, it think it’s a great strategy for ALL teachers to use, regardless of whether your state has adopted Common Core. It’s just plain good teaching! I remember teaching my third graders to use “think marks” like stars, question marks, and exclamation marks as far back as 2001. There is no one set way or “right” way for teaching kids to do close reading. Hopefully your students aren’t doing THAT kind of close reading.

The Art of Close Reading (Part One) To read well requires one to develop one’s thinking about reading and, as a result, to learn how to engage in the process of what we call close reading. Students not only need to learn how to determine whether a text is worth reading, but also how to take ownership of a text’s important ideas (when it contains them). This requires the active use of intellectual skills. It requires command of the theory of close reading as well as guided practice based on that theory. In this and the next few articles we focus on some of the fundamentals of close reading. Reading For a Purpose Skilled readers do not read blindly, but purposely. When we read, we translate words into meanings. "I have devoted especial pains to learn, with some degree of numerical accuracy, how far the reading, in our schools, is an exercise of the mind in thinking and feeling and how far it is a barren action of the organs of speech upon the atmosphere. In general, then, we read to figure out what authors mean. Go to top

Close Reading Passages, Middle School |Elementary School Passages and Lessons, grades 1-6| |Middle School Passages and Lessons| |High School Passages and Lessons| |How to Teach Close Reading| Close Reading of President Abraham Lincoln's First Inaugural AddressThis structured handout guides students through a close reading of a short passage from the address. One page; requires a word processor for access. Farewell to Manzanar (Houston) and Unbroken (Hillenbrand)This lesson exemplar will allow students to participate in critical discussion of two stories that illuminate important, yet divergent, experiences of war and conflict. This lesson exemplar will push students to think critically about the experience of wartime as felt by both soldiers and civilians as they navigated specific trials that were a part of their direct or peripheral involvement in WWII. One-Page Fiction Readings: Grade 7Links to 11 printable passages. One-Page Nonfiction Readings: Grade 7Links to 12 printable passages with skill development indicated.