# data[].attributes.headline
Synthesizing Statement: Just because a text is difficult to read doesn't mean that it is worth reading. 

# data[].attributes.subject
Synthesizing Statement: Just because a text is difficult to read doesn't mean that it is worth reading. 

# data[].attributes.body
In the readings for the past two weeks the term "rigor" was redefined. Essentially, at first glance the term rigor in reading seemed to mean the grit and perseverance that it takes to read difficult texts. At surface level this is the ability for a student to overcome reading hard words and challenging writing styles. In reality, the term "rigor" can be seen as the grit that students have towards creating understanding/ deeper meaning of the text. This can look like making connections, asking questions that demonstrate understanding, and many other things. Using these tools to create deeper understanding of a text is real rigor,  NOT translating difficult words or decoding difficult phrases. Beers and Pobst explain it the best when they state that "rigor, in other words, lies in the transaction between the reader and the text and then among readers. The essence of rigor is engagement and commitment." (page 23, 2012)

# data[].attributes.headline
Quote 1: "Textbooks tend to be written to expose students to information rather than help them truly understand it." (Buehl chapter 3 page 19, 2014)

# data[].attributes.subject
Quote 1: "Textbooks tend to be written to expose students to information rather than help them truly understand it." (Buehl chapter 3 page 19, 2014)

# data[].attributes.body
I think that there is a huge difference between exposing a student to certain content and instilling knowledge. For example, a student could simply be exposed to a piece of art and have no important thoughts or other engagement. The student simply saw the art/ was exposed to it, nothing more and nothing less. Yet, a different student that has been given some background knowledge and a set of brain tools to look deeper at the painting will be able to create a greater understanding on many aspects of the artwork. This is the "rigor" that is important to create in reading.

# data[].attributes.headline
Quote 2: "When I am Struggling to stick with a book, I first identify what causes me to want to abandon it. Lack of background knowledge, difficult vocabulary, and long description all interfere with my comprehension. Knowing how the text is structured, as well as being able to read and paraphrase, helps me negotiate these difficulties." (Tovani chapter 3 page 31, 2004)

# data[].attributes.subject
Quote 2: "When I am Struggling to stick with a book, I first identify what causes me to want to abandon it. Lack of background knowledge, difficult vocabulary, and long description all interfere with my comprehension. Knowing how the text is structured, as well as being able to read and paraphrase, helps me negotiate these difficulties." (Tovani chapter 3 page 31, 2004)

# data[].attributes.body
I had never thought of these concepts about reading in this way. The identification process would be easy to implicate and would allow a student to determine if there are ways to supplement the text afterwards if they don't understand. These questions could be:
What words do I not know?
What am I supposed to be learning about?
What things do I understand and not understand?
How is this text written?
These question can help create a better understanding, but can also give the student the information needed to find supplementary information that is from outside sources.

# data[].attributes.headline
When a student reads the most difficult version of Beowulf 

# data[].attributes.subject
When a student reads the most difficult version of Beowulf 

# data[].attributes.headline
Quote 3: "The department chairmans's concerns were valid. I had to come up with an alternative that would support teachers and give kids something interesting and readable, keeping in mind two real concerns of all content teachers: too much content and not enough accessible text" (Tovani chapter 4 page 38, 2004)

# data[].attributes.subject
Quote 3: "The department chairmans's concerns were valid. I had to come up with an alternative that would support teachers and give kids something interesting and readable, keeping in mind two real concerns of all content teachers: too much content and not enough accessible text" (Tovani chapter 4 page 38, 2004)

# data[].attributes.body
This reminds me of many of the math courses that I have taken in high school and college. Often times, I don't read the textbook because it is confusing and seems much more abstract than it needs to be. The best math textbook that I have used it one that, throughout each chapter, gave practice problems that helped me contextualize or visualize what was being taught. The textbook was much more "accessible" than the other ones that I had used before. This, in turn gave me a greater understanding about the math concepts that I was studying.

# data[].attributes.body
I wonder, should schools/districts mandate that departments work in collaboration with professionals such as Tovani, who specialize in teaching reading in different content areas, to help pick out and determine which textbooks/reading materials are best for the classroom. I feel as though this would be a huge benefit to students and could increase engagement.

# data[].attributes.headline
Quote 4: "The essential element in rigor is engagement. The rigor has to be achieved by engaging the reader in a process that is sufficiently interesting or rewarding that they'll invest energy in the work." (Beers & Probst page 22, 2012)

# data[].attributes.subject
Quote 4: "The essential element in rigor is engagement. The rigor has to be achieved by engaging the reader in a process that is sufficiently interesting or rewarding that they'll invest energy in the work." (Beers & Probst page 22, 2012)

# data[].attributes.body
This is why people who read for leisure enjoy it. A book that is the "just right" level of difficulty and engagement creates a compelling read. This is a reason why I enjoy reading C.S. Lewis. His writing style is a little bit different than American authors, but also is extremely interesting because it creates a new and engaging perspective.

# data[].attributes.body
Quote 1 talks about only exposing students to information whereas Quote 4, contrastingly, speaks about rigor of the text and the amount of engagement that is required. I will state it again, simply exposing students to information is useless. Finding texts that students find engaging and interesting will create the rigor/ work that we want students to have when reading. It will, furthermore, allow students to learn and create deep understanding.

# data[].attributes.body
Buehl, D. (2014). Classroom strategies for interactive learning (4th ed.). ISBN: 9781625311702

Tovani, C. (2004). Do I really have to teach reading? Stenhouse.

Beers, K., & Probst, R. E. (2012). Notice and note strategies for close reading.

# data[].attributes.headline
For textbooks that are too difficult to understand:

# data[].attributes.subject
For textbooks that are too difficult to understand: