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Language is built when students are engaged/inspired by the texts. When they are engaged, they will want to communicate. They will reread the text to grab the language they need. (Spanish 1)

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I think that the authors change my thinking and bring back the concept of text to self and text to world connections. The pendulum swung to the side of using only information from the text to close read and now it’s winging back to building on schema and expanding ones thinking using information from the text.

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I find it interesting that they are working on the text to self connections when it seems as though there has been a move away from that in recent years. It has seemed to be more of a focus on text, text, and more text recently.

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I have not been a fan a close reading. The way I have done it has been boring (for myself) and less than engaging with the only real purpose to answer questions. I like how B & P promote returning to the signposts as a path to analyze the text. It makes for a more authentic experience. I have some changes that need to be implemented next year!

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I have not been a fan a close reading. The way I have done it has been boring (for myself) and less than engaging with the only real purpose to answer questions. I like how B & P promote returning to the signposts as a path to analyze the text. It makes for a more authentic experience. I have some changes that need to be implemented next year!

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Close reading can be helpful at times, but it is not the end all be all in reading. It is still important to dig deeper into the short articles and passages, as well as to look at longer novels on their own.

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B&P confirm my understanding that close reading involves increased examination and depth of a passage, but redefined it for me as integrating their signposts and changing the focus from teacher-centered to student-driven.

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I think our testing practices encourage staying within the text, and to develop the personal connection to the text, we need to go beyond the close read.

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I’m surprised and excited that connections to text and self are needed for deeper meaning when it seems like this is a shift in thinking from recent years.

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It’s important for students to have a variety of experiences in order to make connections during close reading.

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It confirmed my belief that close reading requires students to identify a basic element of fiction, and then question and analyze how other parts of the text related or contributed to that particular element.

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I appreciated the authors point that the sign posts help students identify the passages that merit close reading

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We teach the student about text-dependent questions, but I see students just skimming to find the answer, not interacting with the text at all.

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In group reading, students are generating questions naturally when they engage with the text, but the teacher is there to “call attention to passages the class may have missed or read to casually.” This makes it different from FVR/SSR.

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The reading confirmed my belief that close reading is a balance among the text, reader, and reader's experience. However, I did not think of close reading as something that should only be done for part of a story. Instead, I was expecting close reading to occur throughout the entire passage, rather than naturally and at the readers' discretion. This approach to close reading is far more reasonable and likely to encourage depth of understanding.

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The reading made me re-examine the way I utilize close reading in my classroom. The text explains that “close reading should suggest close attention to the text; attention to the relevant experience, thought, and memory of the reader; close attention to the responses and interpretations of other readers; and close attention to the interactions among those elements.” Although I incorporated most of these elements in my close reading instruction, I did not incorporate them all.

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It changed how I perceive the expectation that students need to re-read. The reality is that a close reading and the skills to do so are entirely more effective and instructionally worthwhile.

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I remember having students reread stories three times. It was not fun. I am looking forward to teaching some of the signposts to keep my students engaged in a text. I teach struggling readers so I'm anxious to see how involved they will become in the text and take ownership in their reading.

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Close reading works best with short passages. This means while reading a novel we are not always using close reading, but will use close reading in short spurts all throughout the whole text

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The synthesis of experience and what the text says explicitly seems to always get students to probe further and give you the real “aha moments.” The portion that emphasizes discussion during a close reading is something that I always try to keep in mind.

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The reading changed my thoughts on close reading by addressing that close reading is bringing the text and the reader’s experiences closely together and not just solely looking at the text. Readers should also pay close attention to other’s interpretations as well as their own.

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I have another view of close reading, one that explores different aspects of it. It should extend to their own experience and other parts of the text.

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Close reading should not be a rereading of an entire text as previously thought, but rather a rereading of a section or a passage of the text, with an intense focus.  There needs to be a purpose to the rereading, such as understanding a confusing part of the text, or to understand the meaning of words in the text.

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I hate teaching close reading. UUUGGHHH! But that was when reading a passage three times was encouraged. I still taught this last year but I’m over it! I like the ideas that Beers and Probst suggest. It’s the same intense focus but much more purposeful. :)

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One of the most important factors in close reading is seeing the different  perspectives students have about the material.

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I was not a fan of close reading as it was presented before. I immediately thought students would be bored and it wasn't engaging enough. Less skilled readers do not have that internal dialogue when rereading. I am hoping e signposts will give students a starting point even if it is getting 1 or 2 down it is a place to start.

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Students need a sense, a feeling, of what the words mean in the context of the text. This taps into a different kind of brain learning than simply a logical understanding of a definition.

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I thought that close reading dealt with novels and not short passages. However, I realize it can be a short poem or focusing intensely on a paragraph in a book.

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I was one of those read three times people and it was sooooo bbbooorrriiinnggg! I like to think of it more as a deeper understanding of the text by adding it to what is going on in your mind. I think of these questions: What is it? How do we know? Why? Your mind needs to interact with the text.