![]() When one of the faculty members commented that this seemed contrary to what the CCSS calls for, she countered by saying that Scholastic takes the position that the anchoring is necessary because we are talking about an "intervention" and we are targeting students who are significantly below grade level expectancy. (Based on the example, it appeared the video covered the information that would then be portrayed in the passage.) This same type of frontloading is also used during the teacher-led component of instruction every lesson begins with a video overview. As the presenter explained the computer-based student practice component of the program, she said that before the student reads a passage, he is shown an "anchor" video that serves to "introduce the reader to background information and important vocabulary". I sat in on a Read 180 overview presented by Scholastic. Sometimes I will anticipate and tell, but whether I do or not, I can always clarify it later in the discussion. But if I didn't do that, I would definitely ask a question about this sentence and would tell that info during the discussion. I might want to clarify the source of that before students dig in. "It is only partly true that 'only you' can prevent forest fires." That is a cute beginning, but I'm not sure all of the second-graders will recognize that it is referring to a Smokey the Bear line from a once-common public service announcement. ![]() (I was just looking at an article on forest fires. If not, then add the information to the second reading. If you are uncertain, then let the kids have a chance to make sense of it. If there is no pre-information necessary, then don't make such a presentation or discussion. If you think there is key information that students need to know before they read the text (something necessary for making sense of the text that isn't stated in the text), by all means, tell it. I am being asked with increasing frequency what close reading is. Much of the focus of discussions of close reading have emphasized what teachers should not do (in terms of pre-reading, or types of questions). The Common Core State Standards are encouraging teachers to engage students in close reading. Next week I'll post a new entry - this one also on close reading (and whether it is supported by research). Check this entry out to find out what close reading is really about. No, close reading is not the new cool name for reading comprehension. Teaching reading comprehension and teaching close reading overlap in important ways but they definitely are not the same thing. These days the term "close reading" is increasingly being used by teachers as a synonym for reading comprehension. Obviously a lot of people have found it to be useful, so I have reposted it for those who might not have seen it before. First published JOf all of my blog entries, this one has been read, cited, and distributed most often. Blast from the Past: Re-issued Maand August 3, 2017.
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