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The Power of Taking a Risk
I shared my writing with my students and it was really powerful. I know what you’re thinking: Of course it was. We all know this. We know that we should write with our students, model for our students, share with … Continue reading →
Naming the Elephant: An Announcement
In celebration of their union, “Close Reading” and “Critical Reading” will now be addressed as simply “Critical Reading.” Please update your planbook accordingly. In my first post of this series, I discussed and defined a problem that I see: that … Continue reading →
What Experts Say About the Elephant: What is Close Reading? And why do we do it?
In my first post of this series, I unpacked the problem I saw with the term “Close Reading.” This buzzword seems to have many different interpretations. Everyone I’ve talked with is “doing Close Reading” with our students, but none of … Continue reading →
Defining the Elephant in the Room: What, Exactly, is Close Reading?
After months of research and soul-searching, I’ve come to the realization that I can’t use the terminology of “close reading” in my classes any longer. This has been a long journey for me, as I’ve tried to understand what “close … Continue reading →