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Tag Archives: Reading
Passions Are Powerful Conductors of the Future
After a tumultuous semester battling pneumonia and the recurrence of my mother’s cancerous tumor, I packed up my Hope College memorabilia and returned to my hometown, parental rules, and the familiar pink shag carpet my eleven-year-old self had loved. I … Continue reading →
In Defense of Audio Books
My students didn’t consider themselves readers until I began using audiobooks. Before audiobooks, nothing was more difficult for my students than sitting down with a book and trying to make the letters into words and the words into sentences that … 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 →