I’m looking forward to upcoming events in February. There’s nothing more fun than getting to see friends and meet new faces across the country.
Registration is open now for each of these. Hope to see you in person (or typy-typing online)!
If you cannot make these, check the link at the bottom of this post for additional events (I’m talking to you OH, MO, TX, IN, PA…).
Indianapolis and Chicago
February 4 and 5. Kate Roberts and I will lead a day long workshop on close reading practices for grades 4-12. There will be tons of practical ideas for close reading fiction, nonfiction, texts and media. And potentially we can get Kate to sing (but don’t tell her I told all of you that).
Beginning January 21 (then Jan 29 and Feb 11). I’m leading a 3-session online Heinemann webinar called “Energize Your Teaching: Informational Reading, Writing and Research are Way More Interesting Than You Think. These run on each date from 10-11:15AM EST.
In April I will begin booking services for the 2014-15 school year. If your school or organization is interested in on-site or on-line professional development or speaking engagements please be sure to join the growing wait list before April 1st for your best chance at being added.
For more information or to apply, use the contact form on the bottom of my Services Page.
This school year has been exciting and such a joy teaching and learning inside of classrooms with teams of teachers, speaking at conferences and workshop days around the world, and connecting with educators online in webinars and interactive sessions. I’m looking forward to 2014-15.
Also, there are some surprises in store (announced soon!), be sure to follow me on twitter or subscribe to this blog to so you don’t miss the big announcement.
Looking forward to continued collaboration, inspiration, and together becoming our best so students can become their best.
Larry Ferlazzo gathers questions from educators and then collects both invited responses from experts in our field and comments from readers. It’s a brilliant form of collaboration through his EdWeek “Classroom Q&A” column.
We hope our ideas spark engagement and interest in looking at close reading not through the lens of a mandate or prescribed program, but instead as one of many methods that can support our students (and ourselves) in looking at texts, media, and even our lives in new ways.
Falling in Love with Close Reading Study Guide!
In honor of your work, Kate and I wrote a Study Guide to accompany the book and support you in your conversations with colleagues. More than just discussion questions, the free guide is written with the same spirit Kate and I bring to our in-school staff development: one part inspiration, one part conversation, one part hands-on practical… and all parts collaboration.
LIVE! In addition to our regular work speaking and consulting in schools, Kate and I are presenting on the West Coast in April (yay!). Seattle on April 3 and Portland on April 4. Seats are limited (our two fall dates sold out early). Information and registration for the One-Day Workshops are at this link.
Call for Videos!
by Iconshock used under Creative Commons lic
Many of you have been tweeting or telling us in person about the amazing work you and your students are doing around close reading while using strategies from Falling in Love with Close Reading. We would like to celebrate your work and share it with the world.
We are having an open call for 4-minutes or less classroom video clips of you and your students in action.
All submissions require appropriate consent forms, find them and how to submit at the video landing page: Vimeo.com/FILWCloseReading (click links on the left sidebar). Selected videos will be posted with your name and state (unless you request otherwise).
#engchat Archive
We enjoyed guest hosting #engchat last night, the weekly chat for teachers of literacy and English. You can find the archive here. While there, consider donating to help #engchat‘s founder, Meenoo Rami, defray the cost of web-hosting the chat archives and announcements.
Thanks for all you do for your students and this profession!
My talk from November at UW-Madison is now available on their YouTube page. Close to 400 of you attended in person and online and the School of Education wanted to make the talk available to you to share.
In it I discuss two diverging decisions we can make in our schools about how to approach the ELA Common Core Standards, we can take the route of initiatives simply for initiative’s sake or we can take the route of our students, seeing their needs and responding to them.
I also take on the topic of CCSS “aligned” products, including exemplar modules and rubrics found online. I discuss where the creation of those modules began and how they miss the mark of both good classroom practice and the standards themselves.
I then describe promises we must make to our students and ways of aligning your instruction to their strengths and needs. Throughout I include the comments of our fellow educators and how they are navigating these challenging waters.
My sincerest hope is that you feel empowered to make the decisions that are best for you and your students. I hope you enjoy it and look forward to your insights and ideas.
I don’t know about you, but the weeks around Thanksgiving were so busy I lost complete control of my inbox. Now, finally starting to chip through it I came across–and realize I forgot to share with you–my article in the Booksource Banter November newsletter!
I was honored to be invited to write because I’ve appreciated articles by Pam Allyn, Donalyn Miller, and many other educators, in the past. Also because I am a Booksource advocate since my years in the classroom and now working with educators around the country, I see how they “get it.” Books in kids hands matters and helping educators find the right ones matter as well.
I’ll be speaking about Common Core State Standards myths, meanings, and providing guidance on ways to support our schools in moving forward.
Attend (Virtually): Webcast, Tweet
Registration for the in-person event has met capacity, but you are able to watch the live-stream online. Registration for the webcast is free: here.
You can use the hashtag #AEW2013 (American Education Week) while viewing, in order to connect, chat, and respond. I’ll plan to read and respond to tweets at the end of the evening.
Giving Back: Funding Books for Educators
One aspect of this conversation will include research around the absolute necessity of providing access to books. With this in mind, I wrote to friends at Booksource and asked if they would consider funding some educators’ needs. They graciously agreed and have committed to giving a total of $1,000 in book money to a few educators in attendance.
Here are the details from UW-Madison’s website and how Wisconsin educators attending in person or online can apply. Deadline is Monday afternoon:
Virtual Book Study
UW-Madison will also be kicking off a virtual book study of Pathways to the Common Core, more information is forth-coming.
I hope you will attend, tweet, and continue these essential conversations.
A quick note today to say that I sometimes have to pinch myself when I think of how lucky I am to be a part of our education community. My heart and mind grows with every interaction, in person or through twitter and blogs.
I’ve been having a blast hearing some of the ideas and stories coming from studies of my newest book with Kate Roberts, Falling in Love with Close Reading. It’s Kate and my hope that you find our book inspirational and practical. Equally, it is our hope that you grow well beyond it’s pages while you collaborate, talk, revise, and bridge our ideas to your own next studies and steps. We don’t see the book as a strict regiment, but instead as one path from which we hope many more will grow.
by Gtapp used under Creative Commons lic
Here are a few examples of recent posts and tweets of educators, like you, developing new ideas, making your own exciting connections. We love hearing these and hope you will share more.
Ongoing Twitter Community #FILWCloseReading
The hashtag #FILWCloseReading is alive and well. Fran, Alison, and Laura are hosting a follow up chat, on December 9, to continue the conversation (unfortunately, or fortunately depending on how you look at it, Kate and I are presenting together on Close Reading in Upstate NY, with only a few seats left, on that day and will most likely be in the air and miss it! We’ll read the archives and connect after, we promise.)
Many of you are also continuing to tweet using the hashtag. We love following your thinking and answering your questions or responding to comments.
Posts and Tweets on Next Steps and Growing Ideas after Reading FILWCR
Tara Smith, one of the new contributors to the dynamic Two Writing Teachers blog write about how Close Reading can support Close Writing. It’s a gorgeous post full of practical inspiration.
SEE UPDATED ARCHIVE FROM CHAT AT END OF THIS POST.
A few twitter friends organized a chat about our new book, Falling in Love With Close Reading, taking place tonight from 6-7pmET. The chat is about the book, but if you have not read it (or have just started) you are still welcome to join in.
Secret is out! A free, one hour webinar with Penny Kittle, Kate Roberts, and me will take place 10/23! We’ll be talking together and taking your questions and comments about the readers you teach – talking Close Reading, Independence, and most of all building reading Joy. 10/23 from 3-4 pm ET. Registration is live until all seats are filled: http://heinemann.com/PD/livewebinars/default.aspx. Groups are encouraged to register with just one seat to allow more educators to join.
UPDATE: In less than 24 hours the webinar filled up! Wow. Heinemann is collecting a wait list here as cancellations sometimes occur.
Also, a little bird *tweet tweet* told me that everyone registered (live or waitlist) will have access to a recording of the webinar aaaand perhaps something else very cool. It’s a thank you to all of you for the amazing ways you give back to education.
Kate and I are busy putting finishing touches on a study guide for the book. Many of you have shared that you are planning to have study groups at your school, so we’re working to support you in those conversations.
In November, Kate Roberts, Maggie Beattie Roberts (of KateAndMaggie.com) and I will be presenting on Close Reading at NCTE and then at the CEL convention, both in Boston.
Heinemann One-Day Workshops “Fall in Love With Close Reading”: My Dec 6 date in WI has sold out, on Dec 9 Kate and I will be presenting together and there are seats left but going quickly. A few more dates and locations for spring will be announced soon!
Kate and I will be hosting a 3-session webinar on Close Reading in Jan/Feb. Information and the link to register will be announced soon.
As always, we believe conversation is the best PD. We look forward to staying connected with you on close reading, education, great exercise routines (food, eating lots of food), or anything at all. Find us at:
UPDATE: In less than 24 hours the webinar filled up! Wow. Heinemann is collecting a wait list here as cancellations sometimes occur.
Also, a little bird *tweet tweet* told me that everyone registered (live or waitlist) will have access to a recording of the webinar aaaand perhaps something else very cool. It’s a thank you to all of you for the amazing ways you give back to education.
I’ve got a secret:
Tomorrow, Thursday October 17, Heinemann is posting registration for a free, live, webinar conversation between you and some familiar faces (hint: think love… book love… falling in love…).
The live webinar will take place October 23rd from 3-4PM.
Welcome to the last week of our 7-week blog-a-thon on #closereading! Each week educators joined in with comments and links to their own posts, you can visit the Contributors page for a record of the highlights of this inspiring experience. We are still collecting links throughout this final week. Let’s closely read the practice of close reading together!
Also, we look forward to working with many of you in person! My Brookfield, WI workshop “Fall in Love with Close Reading” on December 6 has sold out, however there are still seats available in Amherst, NY on December 9 when Kate and I will be presenting together! Registration can be found here.
Close Reading is Not the Answer…
This Thursday our new book, Falling in Love with Close Reading: Lessons for Analyzing Texts–And Life, is officially released. So Kate and I thought it important to start off this final week of our blog-a-thon letting you know that we think close reading is actually not that important… …at least not in the way some are describing it to be.
We disagree that close reading is a magic equalizer. We find little evidence that students at a “wide range of reading levels” can read and analyze “demanding text” simply because they are doing so while close reading. Yes, close reading is one way to dig further into texts, but one cannot analyze texts independently that they cannot actually read on their own. Sure, we can do some close teaching, but the goal should be students learn to independently apply close reading skills. (link to Publisher’s Criteria, page 4)
We do not believe that text dependent questions are teaching. These types of questions may make for good assessment, and we certainly use text-dependent questions at times in our demonstration lessons–after all, we all want students who talk and think through the text. However, lessons built almost entirely around text-dependent questions, without explicit demonstration, do little to pass skills to our students. Especially the students who need it most. Teaching through osmosis is built on chance, not purpose. (link to EngageNY module by Student Achievement Partners)
We do not believe that curriculum should be built solely around close reading of complex texts. The diversity of our learners’ interests, needs, and strengths is too great to be put all into one practice. Without time for independent practice, for example, there is little opportunity for the practice, data collection and responsive instruction needed to support the growth of readers. (link to EngageNY module by Expeditionary Learning)
Back in Post #1 of this blog-a-thon, “What Close Reading Isn’t (Or At Least Shouldn’t Be)“, we shared more thinking on what to hold onto and what to avoid (including labeling just anything “close reading”).
…You are the Answer
We think close reading IS important. We think it is as important as any other piece of student-centered, responsive, soul-filling, reading instruction.
Mary Ann Colbert, a master of primary reading instruction and former colleague, once said something that has stuck with me for years: “it’s important that we not only choose our teaching points to match our students, but that we also choose our methods carefully. It’s not just what we teach that makes a difference to kids, its how we choose to teach it.”
I think this idea is at the core of what Kate and I believe about close reading:
It is a method, a set of skills, for digging deeper into texts, into media, and into our daily lives.
It is a method, a set of skills, that readers can learn to choose (or not choose) to match their purpose–just as a baker will choose a gentle hand whisk over a powerful electronic mixer at times.
It is a method, a set of skills, that a teacher can choose (or not choose) to employ to match the needs and strengths of their students.
If our teaching is to be an art, we must draw from all we know, feel, and believe in order to create something beautiful. To teacher well, we do not need more techniques and strategies as much as we need a vision of what is essential. It is not the number of good ideas that turns our work into art, but the selection, balance, and design of those ideas.
We believe close reading is not the sole answer to every need of your students. Instead, we believe your knowledge of all the multi-facets of expert reading instruction, used in response to your students, is what matters.
You–educator, leader, literacy coach, administrator, library/media specialist, parent–are the answer. You are the answer when you continue to grow your kit of tools, when you continue to connect and dream with other educators, when you make decisions because your students’ new horizons.
Beyond Close Reading
As I’m finishing this post I am leafing through the pages of the “References” section in our book. The references are compiled at the end of writing, during production, just as the book is getting ready for it’s final proofread and off to the presses. They appear at the physical end of the book as a list of citations.
Rereading them, now, I am reminded that these texts, these voices, were very much the beginning. Our thinking grew from these educators and authors, their ideas about teaching, learning, and life influenced our own.
…Richard Allington, Katherine Applegate, Nancie Atwell, Dorthothy Barnhouse, Kylene Beers, Katherine and Randy Bomer, Lucy Calkins and the Reading and Writing Project, Eric Carle, Sharon Draper, Doug Fisher, Kelly Gallagher, Stephanie Harvey, John Hattie, Karin Hess, James Howe, Patricia Kain, Ellin Keene, Penny Kittle, Lois Lowry, Donalyn Miller, Tom Newkirk, R.J. Palacio, P. David Pearson, Katie Wood Ray, Louise Rosenblatt, Donna Santman, Jen Serravallo, Jon Steinbeck, Alfred Tatum, Cris Tovani, Lev Vygotsky… I’ve condensed the list here, there are so many others in between and beyond these names. So, many others who are also not directly cited in those final pages.
We hope that when and if you get to those final pages, when you hit that “References” section, that you not turn close the cover too quickly. Instead, let the end become your next beginning.
Continue to study and grow as you always have. Your students need you. We need you.
by geodesic used under Creative Commons lic
Your Turn
Which educators, authors, artists, people, have influenced your thinking about teaching, learning and life? When do you find close reading to be necessary and supportive in your instruction and when do you know to bring in another method or skill? This blog-a-thon is about the sharing ideas, we invite you to read the Contributor Page for more posts and information out how to add your own link.
Look for the final official post of this series on Thursday!
Only two weeks left in our 7-week blog-a-thon on #closereading! It has been an exciting, inspiring conversation. Be sure to read the Contributors page and consider linking to your own post.
Also, heads up that my “Fall in Love with Close Reading” workshop in Brookfield, WI on December 6 is nearly sold out. Seats are also going quickly for the date Kate and I will be together in Amherst, NY on December 9. We look forward to learning with you in person!
When You Stop Making Sense
Katie Wood Ray and Lester Laminack have one of the greatest titles for a professional education book: “The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts)” (2001 NCTE). It feels as if you could swap out “the writing workshop” for nearly anything in education and the title still holds: Social Studies: … And They’re All Hard Parts. Parent Involvement: … And They’re All Hard Parts. Grading…. And They’re All Hard Parts. And for our purposes here: Close Reading… And They’re All Hard Parts!
The good news is, as their title suggests, there are challenges in everything and yet you can work through them.
Case in point: teaching students to read closely to consider structure.
Now, perhaps you have long since mastered this instructional skill set. If you have, we would love you to link to a post about it. But let me tell you, Kate and I found this probably one of the biggest challenges in our study of close reading. It snuck up on us. Because on the outset it seems so simple, just stand in front of a class of students and begin your lesson with a crystal clear analogy:
by compujeramey used under Creative Commons lic
“Structure in books is a lot like the frame of a house or like the beams in a building. With that structure in place an architect can then attach everything else to it. It is what makes that building solid and whole. It is what gives that building it’s shape. Without structure, the building would fall apart.
…so.
….um.
….read to notice. that. stuff.
…now.”
It was not as simple as we thought.
Now, while many of our early attempts did not sound this pathetic, they often times felt pretty close. In one triumphant instance I was working with a class of sixth graders while the entire sixth grade team of teachers sat in. I modeled with a simple picture book (you know, so it would be quick and clear) and ended up taking nearly 30 minutes of talking and scribbling all over the board to demonstrate considering the structural choices the author made in the text.
At the very end I felt somewhat okay with myself, despite the absurdly long time. I mean, the board was full of lines and arrows and bullets. Clearly it was thought-provoking. Then, one teacher said, “Wait, so we’re just trying to make a timeline of all of the scenes?” I stepped back and realized that was exactly what I did. Only in a dramatic, overly complicated, way.
I felt ridiculous.
Instruction Is Not About “Perfect,” It’s About “Responsive”
If not for seeing what didn’t work, we never would have gotten to what worked (or, at least, what worked a lot better). What matters in close reading instruction, all instruction for that matter, is that we are willing to make an attempt and even more willing to look for parts of our instruction to revise.
Several actions helped us during this process of revising our teaching:
Always returning to student work to look for evidence of (or lack of) independence. If we didn’t see it, we knew our teaching wasn’t clear enough or transferable.
Looking for approximation and then building on that strength, both in student attempts and our own. A “are we there yet?” way of looking at our teaching choices helped us keep moving forward.
Lots of professional, reflective conversation. In their book, Professional Capital, Michael Fullan and Andy Hargreaves argue that a large piece of improving education revolves around making more time for collaboration. They point out that great schools do not have stellar teaching in random classrooms, but instead teams that grow, think, and plan together. We found each conversation, with whomever was willing to talk and reflect with us, to be hugely instructive.
Each attempt got better. Each time we were surprised by what we learned.
For instance, we began to see that structure didn’t just fall into one category but several. That sometimes structural choices are the major parts of a text–like scenes in a novel or video game, or sections in an article. That sometimes authors structured where and how techniques were used–like repeating a particular line in a poem, the appearance and reappearance of a certain color in a movie.
We found that for some students rereading to consider structural choices was naturally more of a two-step process: first they would locate the parts, then they would return to consider the purposes for that organization.
Then, of course, were times students blew our minds. In the chapter on structure in our book we include a few images from a high school class in which students not just thought about the purposes of structure in the text, but then experimented with ways of diagraming them.
Each new avenue started with a not-so-hot attempt.
It Will Be Challenging And You’ll Love It
by I See Modern Britain, used under Creative Commons lic
There will be times when your work with close reading goes amazingly well. Then, there will be times went it flops. When things fall apart we first send a heartfelt hug from across the miles–we’ve been there, friend–and we also want to say how exciting moments like those become.
Think of each interaction with your students as a chance to learn, a chance to follow the lead of your students, to study alongside your colleagues. With that mindset, there are no failures, only new understandings.
Your Turn
What have been your biggest challenges in close reading instruction? What have been your biggest moments of learning? Comment on this post, or better yet add a link to your own blog post. See the Contributor Page for more ideas and inspiration from fellow educators.
Share your insights, we are closely reading close reading together!
Welcome to the fifth week of our 7-week blog-a-thon on #closereading. Each week posts are added to the Contributors page and we are looking forward to your addition. Let’s closely read the practice of close reading together!
Also a reminder that we have two workshops coming up this December called “Fall in Love with Close Reading.” I will be in Brookfield, WI on December 6. Kate and I will be together in Amherst, NY on December 9. Registration as well as the number to call for lodging information or other questions can be found here. We look forward to working with you in person!
Complex What Now?
If you are a Common Core State Standards state, the standards your state adopted have only one thing to say about the complexity of texts students should be able to read by themselves: In Reading Standard 10, across grade levels, the standard reads: “By the end of the year, read and comprehend literature/informational texts in the grades X-Y text complexity band proficiently, with scaffolding as needed…”
One phrase that I find important: “by the end of the year.” What is clear here is that a standard is a standard, an expectation. One educators have always wanted, I argue. As page 6 of the standards further clarifies, you can decide how to get there, which research to follow or avoid, which path to take.
by basibanget used under Creative Commons lic
The message of students must read complex texts all the time, then, does not come from the standards themselves.
Instead, that message comes from documents your state did not directly adopt (though in the case of states like New York, it’s as if they had). Documents like the “publisher’s criteria” and the “tri-state rubric” offer interpretation of the standards–often based on theory more than research or knowledge of practice. These documents make broader reaches into suggesting that lessons should include texts that are “similar to CCSS grade-level text exemplars” or one of my least favorite phrases, include complex texts that are “worth reading” (insert a condescending, “pshaw”). The documents were intended to impact textbook companies, and it is evident that in many cases they have.
The good news is that if you agree with these or any other documents, you are free to follow their lead. If you disagree, the standards say that should be up to you to decide.
I Choose Complex Kids, First
What has felt so joyful about this blog-a-thon is that many of our fellow contributors struggle, dream, plan, and reflect on the love we hope for our children and young adults to have with reading and thinking. We aim to not just “do” close reading as an initiative, but instead to invite our students (and ourselves) to see this skill as a way of looking at the world in an eyes-open way.
In the opening to our book (sample here), we write:
“…teaching readers to look at texts closely—by showing them how one word, one scene, or one idea matters—is an opportunity to extend a love affair with reading. It is also a chance to carry close reading habits beyond the page, to remind students that their lives are rich with significance, ready to be examined, reflected upon, and appreciated.”
Close reading is not the only way, but instead one of many ways to invite our students to admire text and more importantly bask in their own deep, imaginative thinking.
Love is In the Eyes of the Book-Holder
Love is a fickle and uniquely personal thing. Along our lives we fall for the wrong people at times, we don’t make our friends happy with our choices, our love goes unrequited. When our hearts start beating fast and our palms sweat it’s often hard to know how or why. It just is. Who you fall for is unique to you. (It’s why those blind dates your friends set you up on don’t always pan out.)
by CarbonNYC used under Creative Commons lic.
Herein lies the perennial challenge of all reading instruction, close reading related or not: Just because you love and adore Text X with all of your heart and soul, does not mean your students will. Shakespeare, Austen, Dickens, Soto, Myers, Woodson, Dahl, DiCamillo–it doesn’t matter if you are “CANON” (boom!) minded or a young adult “fangirl/boy,” what you love will assuredly not be what all of your students do.
Sure, they may love YOU. May even love the experiences you have shared with them around a book. I argue, that still does not mean they would or could read Text X on their own and think within its pages. Heck, I will always remember James and The Giant Peach for the young, female teacher that read it aloud to us… I think there was a boy in it and maybe some bugs…
Learning to Love
Does this mean you should never choose texts? No. Exactly to opposite.
We learn about love and relationships through example. We watched our parents, television, movies, and our friends. Then, with those examples of what to do (and not to do) in mind, we let our hearts lead us.
Across this blog-a-thon, in our book, and in all of our work, we aim to support students in learning the habits of close reading so they can carry them beyond that one lesson and into their lives. A portion of this is how we are teaching these skills, another portion is the texts we use to demonstrate and inspire.
When choosing texts for close reading instruction we suggest you consider several actions:
Model your own joy of reading, often. Not just the texts you are using for instruction, but also talk about texts from outside of the classroom. The question, “So what are you reading right now…?” or the statement, “I just started an amazing book…,” are important across the school day and beyond.
Choose demonstration texts you love. Choose texts that you are authentically excited about, that is rule numero uno. If some curriculum guide you were handed says “This Text Was Deemed To Be Close Reading Worthy” but you find your soul wilting as you read it, then it is not worth reading. Your enthusiasm and wonder matters.
by Jack Mallon used under Creative Commons lic
Choose demonstration texts that will speak to students. The second step is to ask yourself if the texts you will model with will be compelling to (at least some of) your class. Does it strike an emotional nerve, engage them intellectually, speak to them? Learning happens with wide awake minds (versus sleeping with your eyes open in class).
Vary Your Texts Often: In Tone, Complexity, Topic. The more variety in your text choices, the more students’ minds you will ignite. If you spend time with a particularly dense text that felt like an uphill climb–both exhilarating at the top and exhausting–, then next read a text you can sprint through. If you just read a tear-jerker, don’t forget the kids with the infectious sense of humor. Recall, as well, that texts need not be only literature. Nonfiction, movies, songs, video games, primary source documents, overheard conversations–close reading is not only academic, it is a way to think through the stuff of life.
Readers Choose (And Choosey Readers Read Tons). Ultimately, allow your readers plenty of opportunity to choose the texts they will read independently. With choice come volume, engagement, and opportunity for developed thinking. (See Penny Kittle‘s brief video interview of her high school students talking about their lack-of-turned-growth-in reading, link here.) As we mentioned in a previous post, we have to be careful that we are not simply close teaching, but offering our students many opportunities to practice becoming close readers.
All of this is to say, we believe you do not choose your text, first, and then decide out how to bring it to your students. Instead you choose your students, first, and decide how to bring them to texts.
Your Turn
What do you think about when choosing texts? Do you agree with our points? Do you challenge some? Share your ah-has, hmms, and huhs with the community. This blog-a-thon is about all of us sharing ideas! See the Contributor Page for more posts and information out how to add yours.
Share your insights, we are closely reading close reading together!
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Christopher Lehman 