professornana (professornana) wrote,

Close Versus Close

I have been thinking about close reading within the new CCSS framework. In doing some online searching, I came across one definition that suggested close reading uses text dependent questions that ask students to think about the text and the author's purpose. One individual likened close reading to what Louise Rosenblatt was discussing in her texts on reader response. Another calls for using scaffolding to help students approach complex texts; a different scholar insists we do not activate prior knowledge. And finally, as it turns out, close reading is NOT a CCSS at all. So why all the focus on close reading? I am still scratching my head. Here is my favorite site about close reading:

My concern is that if we require that texts be deconstructed, we will CLOSE down the pleasure of reading. I read some things closely, of course. Journal articles, particularly those purporting to know what CCSS is all about and how it will be assessed, for instance, are things I read and re-read.

However, I have read over 500 books this year. Most of those were read for pleasure (and so that I can pass suggestions along to you, dear readers). Not much close reading there. And I hope we still permit kids plenty of time for OPEN reading (is that the opposite of close?) and perhaps use DEEPER reading in other instances (thanks to Kelly Gallagher).

But pay no attention to me. I have covered 800+ miles and taught 12 hours in the last 3 days. I also managed to read 2 traditional texts: IN A GLASS GRIMMLY and THE SECRET OF THE FORTUNE WOOKIE. I listened to two audiobooks. I also read my Twitter and Facebook feeds and text messages each day. I'd say that my reading has OPENed some new channels of thought and brought me CLOSE to tears and laughter.
Tags: close reading
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