Close Reading and Reading Like a Writer

Asst. Authors, Blackboard Readings: Rigor, Close Reading, Defining the Signposts,
Asst. Authors, Blackboard Readings: Reading like Writers, The Craft of Writing, Organized Inquiry, Craft Inquiry
Daniels and Steineke, Mini-Lessons for Literature Circles

This week's reading covers the sometimes controversial ideas of defining rigor and determining what constitutes close reading. Once again, we see the importance of knowing research, rather than relying on political propaganda or trendy, popular culture catch-phrases. Rigor, the darling term of many well-meaning politicians, does NOT refer to the difficulty level of texts. Rather, it "resides in the energy and attention given to the text, not in the text itself." A terrible example is given of an English teacher choosing the least accessible and most difficult version of Beowulf for her students to read. I found myself both disgusted by and condemning of such actions, and I was reminded of my passionate disdain for those who call themselves professional educators but behave like idiots.
In rigor as well as close reading, engagement is key. The text on rigor asserts that the "essential element in rigor is engagement"; this brings us full circle to Rosenblatt's theories on the power of reader response. Likewise, the full circle of responding to texts, moving into the formal analysis of texts, and then incorporating the critical synthesis of texts seems echoed in the readings this week, as "a classroom that respects what the students bring to it, what they are capable of and interested in, and that welcomes them into an active intellectual community is more likely to achieve that rigor."

I think close reading lends itself very nicely to Socratic Seminars because of the emphasis on shorter passages and the focus on using the text to support a reader's individual response. Students can help one another discuss a short passage and, hopefully, bring themselves closer to the text.

Defining the Signposts: I loved this explanation (reminds me of why we use "purpose" in our lesson plans): the signposts appear "not only in texts but also in our lives." These moments "show up in novels because they show up in the world," and the author points out that questions are only helpful to notice if the students can also learn to ask the right questions.  When teaching the signposts, "it's the question that moves students into deeper thinking."

* Contrasts and Contradictions: Why would the character act (feel) this way?
* Aha Moment: How might this change things?
* Tough Questions: What does this question make me wonder about?
* Words of the Wiser: What's the life lesson and how might it affect the character?
* Again and Again: Why might the author bring this up again and again?
* Memory Moment: Why might this memory be important?

Explaining the Signposts offers practical ideas for introducing each signpost into your classes, what texts might work best in teaching them, and how to organize mini-lessons that will help students add these strategies to their reading repertoire. Authors recommend teaching one at a time, but I liked the idea one English teacher had to teach all six at once, then read A Christmas Carol with her class. She used "Think Aloud" strategy to explain which of the six she was noticing as she read, and soon they were all chiming in. Apparently, A Christmas Carol is replete with all 6 signposts, and what a great way to introduce something new at the end of the first semester!

The beautiful truth regarding reading like a writer is that helping students find their voices will help US find ours as their teachers. The idea that one has to be a perfect writer in order to teach a student how to be a great writer is baloney -- we just need to collect examples of already powerful writers and allow our students access to them! Also, we need to let our students learn to read AS writers, which connects literacy to identity and empowerment. The craft of writing is a beautiful way to approach the teaching of writing. To indulge in reading the artful constructions of master writers and then construct our own writing in their image is to both enjoy and produce better quality writing. So many of these chapters echo our readings this summer about writing purpose, engagement, emulation and enjoyment. Shared reading, guided reading, inquiry craft exercises -- they all serve to empower our students to become more confident people as they become more confident writers and readers.

DO:

I used Pinterest to search for some Signpost bookmark ideas, and I hit the jackpot! I added links to each graphic, so click on the bookmark to go directly to the source! Here are some of my favorites:

1. A bookmark with short descriptions of each signpost.

2. A bookmark with annotation ideas! 

This allows students to take note of signposts without interrupting the flow of their reading.

3. This great bookmark includes the questions students should ask themselves with each signpost...