Close and Critical Reading, in short a CCR. Here there are four main questions that students focus on.

First, What a text says? (Restatement)
Second, What a text does? (Description)
Third, What a text means? (Interpretation)
Lastly, What does the text mean to me? (So what?)

Erin,

We focus on Close and Critical reading in my building as well. When we have our students answer "Question 2," we say "How does it say it?" We have them focus on text structures, enhancements, use of dialogue, text features, etc. Do your students do the same, based on saying "What a text does?" I thought it was interesting that the explanation for the same strategy is a bit different between our buildings. I find that my students struggle most with the second question. We have used the process with more than just narrative texts. It is extremely useful for informational texts as well.

In terms of guided highlighted reading, we (the ELA department) has gotten all content areas to adopt using them. I have given our mathematics teachers articles from the newspaper that discuss any sort of math topics. (stocks, decreases in home values, etc.) It is important that students view literacy as a skill they even need in math!

Mike Schmoker's "Focus" is a tremendous commentary on the elements of good instruction and the current state of education and teaching.

This reference text is divided into two sections: "What we teach, How we teach, and Literacy" and "Curriculum, Instruction, and Literacy in the Content areas." If one was to read this book, you would not necessarily need to read it "cover to cover." I believe that Section I is important for all teachers or those who have a hand in education. Section II, because of the way it is divided, could be read based on interests. There are specific discussions about how to integrate literacy into content areas. I felt that the discussion of literacy in mathematics and science was extremely interesting.

Mike Schmoker's message was calling educators "back to the basics." As I read, I found myself scribbling in the margins, because the comments being made were so true they were almost "taboo." Schmoker contradicts the current "educational bandwagons" that so many administrators and districts may jump on. He quotes Pfeffer and Sutton, saying "leaders resist simplicity; they are often irrationally enamored by novelty and complexity" (p 16). It was refreshing to read such a strong argument for "pure, effective teaching." Regardless of the technology or other tools in the classroom, without a firm grasp on the ways to provide clear instruction, students will not learn.

I have already used sections from this text in my building's PLC time. Though I have not used a specific strategy, I opened the dialogue about what should "be in a good lesson." Schmoker encourages the "five minute limit" where lectures cannot span longer than that before students are given a moment to talk or write. Formative assessments need to be used throughout daily lessons in order for the teacher to be guided into the next portion of the lesson. I have started to integrate more of these checks for understanding into my teaching, and I have found that I catch more misconceptions sooner than I would have normally. I also see that sections I felt required more time were grasped at a faster rate than anticipated. Formative assessments are a huge tool in my teaching.

I would recommend this text to a colleague, primarily as a way to validate their thinking. I feel that so many of my colleagues are as frustrated as I am in the inconsistency of requirements in teaching. I do not, though, agree with all of the suggestions within the text. Some of the ELA "goals" seemed rather outrageous, leaving me frustrated with my own situation. The comment that my students should be reading "15-20 fiction/non-fiction books, discussing 30-40 poems and articles, and writing many formal and informal pieces throughout the year" made me nervous. I did, however, simply return to Section I, and say, "Before I can make it to this, I will simply get back to the basics. I will make sure my instruction is solid, and the rest will come."

I shared this link in class the other day, but I was thinking that there are many of us that need more resources to reach all of our students. The texts are written at a 5th-6th grade level, and they center around an urban high school. The topics are very "real" to students, and I have found that a huge number of "non-readers" are picking these up. You can order 2 sets for your school, so you could share with someone else too! Hopefully this helps some of you looking for more resources.

http://www.embracingthechild.org/bluford.html

This is another site that offers a similar free option. So essentially, you could get 3 free sets!

http://www.townsendpress.com/specials/

Hedin, L.R. & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556-565. Doi: 10.1598/RT.63.7.3

"Striving readers may view the purpose of reading as decoding an assigned section rather than building knowledge." When I read this quote, I knew that this article would be of interest to me. As my building continues to examine the ramifications of the Common Core, informational text is something of concern. Should other content teachers be required to teach reading strategies using informational text? (Here, I am hoping, my readers reply with a resounding "YES!") This article gives specific strategies to use with students, with a focus on encouraging rereading. Below is an email that was sent to my colleagues:


Subject: The Secret to Informational Text

Perhaps my subject line was a bit misleading... Attached may not be "The Secret" to our informational text woes, but the article details strategies we can use in our classrooms now that will help our students with comprehension. After reviewing our NWEA scores, we have all seen the difficulties our students have with informational text and comprehension. The Common Core has a significant focus on informational reading and writing. In order to prepare for this shift in instruction and curriculum, I have found this very useful article. "Teaching Students to Comprehend Informational Text Through Rereading," details key ideas like helping our striving readers set the purpose for reading, identify text features, and strategies we can use in our daily instruction to strengthen their comprehension of texts. It questions whether our students are simply great "decoders" (they can read the words because they understand sound/letter relationships) or are they truly constructing meaning.

The role content teachers play in the development of successful readers is HUGE! Many of these strategies seem basic, but because of that, they will be simple to use in your daily instruction. Please consider reading the article. If you have questions about how to use these strategies in your classroom, please feel free to contact me.

Thank you for your support in our students growth!
Michelle Voelker
7th grade - Language Arts
mvoelker@waw.misd.net

Bluestein, N.A. (2010). Unlocking text features for determining importance in expository text: A strategy for struggling readers. The Reading Teacher, 63(7), 597-600. doi: 10.1598/RT.63.7.7


Because much focus in the ELA classroom is on narrative text, it is understandable when a deep weakness in comprehension of expository text exists. This article discusses the strategies to provide students when reading expository texts. The focus of the strategies discussed is the way to scaffold instruction so students can determine important information from informational text.

The article suggests this strategy begins by using a biography, because it usually contains clear text features (Table of contents, index, timelines, photographs) and is sequential in nature, so it is simplest for students to follow. It is suggested that students are taught explicitly how to identify each feature. A key to this strategy is identifying key settings and moments in history that would have contributed to this person's life and behavior. It goes on to instruct how to examine features of their character (things the did/did not do, important words they spoke, beliefs they held) so the student can begin to draw connections between their character and their setting. This understanding served as a transition to journalistic texts, then the more common informational text/textbook genre. A strategy that needs to be taught as well, per the article, is summarization.


This article essentially stated what most content area teachers would contend "they already know." The reading of a narrative and informational text requires separate skills, and many teachers do not address these independent needs. This is of use to content teachers because it provides components of informational texts that can serve as tools to assist their students in comprehension. Though many teachers may insist they "already know," this article gives an example and a sequence for teaching expository text comprehension.

In terms of how this will change my future practices, this made me think about how it may aid in my students completing the "How does the text say it" section of close and critical reading. My students are rather competent in summarizing the text, but they still need help in identifying the way the author conveys this meaning. I intend on using this article as a guide in the future when I use informational text in my classroom.