Helping Students with Increasingly Complex Text The Common Core notes one of the major key shifts in its standards: that students have experience in “regular practice with complex texts and their academic language” (from www.corestandards.org/key-shifts-in-english-language-arts/). Of course, simply having students read complex materials without scaffolding or instruction are less likely to yield positive results than if you assist students in ways that will help them increase their comprehension and confidence. And although students vary widely in reading abilities – with some on grade level, others above, and others well below – there are some general strategies that can help students get more comfortable with this type of reading. In “PARCC Resources: A Guide for Teachers and Parents” (PARCC Resources: A Guide for Teachers and Parents – by Julie C. Lyons), I mentioned Close Reading as one way to prepare your students for the PARCC. Today, let’s take a more in-depth look at (1) what Close Reading is; and (2) considerations for Close Reading in the classroom and also few free resources. What is Close Reading? According to Sheila Brown and Lee Kappes (Implementing the Common Core State Standards: A Primer on “Close Reading”, 2012), Close Reading is defined as: “an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as key vocabulary and how its meaning is shaped by context; attention to form, tone, imagery and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times” (Brown and Kappes, p. 2). Considerations for Close Reading in the Classroom In order to assist students with Close Reading, then, the teacher must first select a “brief, high-quality, complex text” (Brown and Kappes, p.3). The idea behind brevity is that students can reread and contemplate the central idea (and supporting details) more quickly and easily if the text is relatively short. Next, students will read the text and discuss (or sometimes write about) what they have read. Depending upon reading levels, some students may need guidance and support at first, but the eventual goal is that the student can read the text independently and employ the Close Reading strategies successfully. Some free resources Educational Apps for Parents, students and Teacher Summer Learning HeadStart Reading List for Grade 4 Survival Guide for Parents - Back to School Read More on Helping Students with Increasingly Complex Text
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