A Close-Up on Close Reading

· Consider your experience of the activity and how it informs your instructional practice.

· Reflect on a reading activity you taught recently.

· Consider how your current reading instruction is different from what you observed in the close reading experience in the media program.

· Consider how close reading of complex text can enhance your reading instruction.

Assignment instruction: Answer the following below:

1. Based on your observation and your experience of the close reading media program or transcript and activity, post a description of how metacognition was addressed in the Close Reading Activity for a learner in grades 4-6.

2. Also discuss how your current reading instruction is different from what you observed in the close reading lesson.

Helpful reference.

International Literacy Association (ILA) and National Council for Teachers of English (NCTE). (2014c). ReadWriteThink: Get close to think deeply: Creating primary-level close readings. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/close-think-deeply-creating-30976.html

Media program or transcript.

Laureate Education, Inc. (Producer). (2014a). Close reading experience [Multimedia file]. Baltimore, MD: Author.

Burke, B. (n.d.). A close look at close reading: Scaffolding students with complex texts. Retrieved May 15, 2016, from http://nieonline.com/tbtimes/downloads/CCSS_reading.pdf 

Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 66(3), 179–188.

Hiebert, E. H. (2013). Supporting students’ movement up the staircase of text complexity. The Reading Teacher, 66(6), 459–468.

International Literacy Association (ILA) and National Council for Teachers of English (NCTE). (2014d). ReadWriteThink: Promote deep thinking! How to choose a complex text. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/promote-deep-thinking-choose-31023.html