Repeated reading is a BIG part of the close reading process. Each time students interact with the text, they come to a deeper understanding of it. Each time, they have more background knowledge than before. Each time, their conversations deepen. Struggling Readers or English Language Learners Struggling readers and English Language Learners (ELLs) may need extra time when reading. Each has his/her various challenges. However, close reading is great for struggling readers and/or ELLs because of this repeated reading. It gives kids time and many different opportunities to process information and make connections. Who is reading? The text is being read over and over. But who should read the text each time? Many times, the reader changes. It is usually suggested that the students tackle the text independently through silent reading the very first time. However, as mentioned before, modifications must be made for younger students. This may mean that a teacher reads aloud as shared reading for the very first time. Types of Repeated Reading -Individual -Groups -Teacher -Partner Remember that the type and number of repeated readings depends on the specific passage and students in the classroom. You do not need to use all of those listed above. Choose what Continue Reading
This is perhaps the biggest debate in close reading. Period. Here’s why in simple terms: Teachers have sometimes given students SO much background knowledge, that they were able to answer questions about the text before even reading it! (I mean, really, that sounds just plain crazy!) What is the point in reading if they kids already know the answers? Boring to kids. Waste of time for teachers. …in walks Common Core… I have heard so many times that Common Core says a big fat “NO!” to background knowledge. This is not true by any means. But I do know where the idea stems from. Educators were afraid that TOO much background knowledge was given before reading. So they started encouraging teachers to pull back. However, background knowledge has been proven to have an impact on student comprehension. Many researchers believe that you do not have to instruct kids on the topic before reading because it can be very easily done during reading. I agree with this. I would rather jump into reading and tackle questions as they come rather than spoon-feeding the kids before they have a chance to think! It is important to: -Set a purpose for reading -Give definitions of unknown Continue Reading