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War of the Worlds(Laureate Education, 2014). The primary objective of a close reading is to afford students with the opportunity to assimilate new textual information with their existing background knowledge and prior experiences to expand their schema (Fisher & Frey, 2012). Metacognition is the process of thinking about your thinking. Students make interpretations of text based off evidence found in the text. When engaged in close reads, learnersare not reading to simply learn what the text is about, they are reading to reflect on how they are reading and what is meant by what is being read. These detailed text analyses improve the overall thought process of students and allows them to make meaningful connections to class content.
One way close reading differs in my class from the video experience, is that I primarily read the text for the students. As a Kindergarten teacher, majority of my students are emerging and beginning readers. Close reads require complex text that contain words and phrases above the independent and sometimes instructional level of my students. If teachers only used texts students can read for close reading, there probably wouldn’t be as many ideas for them to talk about (Fisher & Frey, 2012). A major difference I noticed was in how students used annotations,