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ASCD article on Close Reading for CCSS

Many children are not strategic readers of nonfiction text; they dive into reading nonfiction the same way they approach a story or a novel. But if students are to become literate readers in a world filled with an abundance of information, they need to be good readers and strategic readers.

Imagine a classroom library showcasing books by Gail Gibbons and Eric Carle, selections from the Curious George series, nonfiction trade books about animals, and science magazines. Although the books appear to be disconnected, they are part of a unit of study called Fact or Fiction in which students investigate how authors use factual information about animals in fictional stories. By carefully selecting these texts within the context of a meaningful unit of study, the teacher has taken the first step in helping students be successful with complex informational text.

"What is it? Here's an article by BIE, updated from its original appearance in the September 2010 issue of Educational Leadership magazine from ASCD. Good for general audiences as well as educators, it explains the essential elements that make rigorous PBL different from "doing projects." Why do we like it? This article was written because some teachers say they "do projects" already (so why learn more about PBL) and some educators and members of the general public may have negative stereotypes of PBL as merely a "fun" or "hands-on" activity. How can you use it? Share this article with anyone, from teachers to parents to administrators, to explain PBL and provide a common framework for projects. The 8 Essential Elements are the basis of BIE's Project Design Rubric and PBL 101 Workshop."

But what we admire and what we deliberately cultivate aren't the same. When researchers dig deeper, they find that many adults think of curiosity as a trait possessed by some but not others. Or they think that as long as the environment isn't too repressive, children's natural sense of inquiry will surface (Engel, 2011). In fact, when Hilary and I asked teachers to list which qualities were most important without giving them a list to choose from, almost none mentioned curiosity. Many teachers endorse curiosity when they're asked about it, but it isn't uppermost on their minds-or shaping their teaching plans.