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close reading of informational texts

Critical thinking across multiple texts – Part I

In a 7th grade social studies class I visited a few weeks ago, the students used an evolving definition of “honorable” as a lens for reading multiple texts on warriors – ancient and modern. In the image below, the blue text was our original definition. As the students engaged in discussions about what it means …Read more

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Do students understand what we mean by “key details”?

Is the term “key details” vague for your students? I’m teaching 2nd/3rd grade students this week and trying out an anchor chart that attempts to make the term “key details” more concrete for students. I think a “key detail” might change depending on what our purpose is for reading. Here are a few of the …Read more

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Please don’t overdose on “close reading”

I have been asked several times recently, “How often should teachers engage students in close reading?” I don’t have an easy answer on this. I’d like to start by saying that close reading of an excerpt of informational text should be part of a larger integrated unit of study. These units need to be filled …Read more

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Close Reading of Invincible Microbe excerpt (Murphy, 2013)

TheĀ Invincible Microbe: Tuberculosis and the Never-Ending Search for a CureĀ  is Jim Murphy’s new book, co-authored with Alison Blank. Murphy’s book The Great Fire is a Newbery Honor book and listed as a text exemplar for informational texts at the middle school level in the Common Core Standards Appendix B. Invincible Microbe would be an …Read more

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