WHAT DOES CLOSE READING LOOK LIKE?

Here is how close reading looks in my 8th grade US History.

First, place the primary source is placed in an easy to read format.  On the left side of the handout is the primary source. Then, on the right side students have questions and space to respond those specific questions (test dependent). The questions on the right are located very near the passage where the student can find the information.  This is important as it will help the students focus on the area where the information can be found. 

Second, when I create the primary source handout,  I highlight keywords in the document that student may not know.  Then on the right side provide definitions.

THE READING PROCESS:
But this is only part of the close reading in my classroom.  More important is the process of reading. 

I have the students read the primary source three times. 


First Reading:  Student silently read, but only skimming the primary source.  They will highlight words on the primary source they don't know or words the have never heard before - even the words I've highlighted in the primary source. Then students share the words with an elbow partner and look up the definitions to understand the context,  Finally I ask students to share any words they "discovered". 

Second Reading: Now, the students read for content and annotate. I explain to my students that annotating is like having a discussion with the reading.  Student will jot down their  thoughts next to primary source like, "Wow, that's cool!", "Are you crazy?", or  "Wow, that's what my Mom says all the time". This is to get the students engaged with the document. 

Third Reading: The students read to answer the questions. I encourage students to work with their elbow partner during this process.  Then in the end we discuss their answers. 

I try to make the documents short for my middle schoolers.  If I can not break it up into smaller chunks, then I may read most of the document to my students with students helping me out along the way for the first read.

So, does close reading look the same in your room or is it different?  Let me know.

Finally, if you are looking for SUPER close reading/text dependant readings for US History, check this out!

LET YOUR STUDENTS KNOW THEY ARE SAFE!

Our nation seems to be imploding with strife and hate.  When children see adults screaming at each other, and hurting each other everyday in the news and social media,it will spill into our classrooms.  This is a time calling for American educators to step up and do our part!

Fellow teacher, do not despair or feel helpless in this crazy world.  Now is the time for us to effect a change in the areas we control; our classroom; our interactions with our students.  Each of us can start on the very first day with small acts of kindness and kind words.  Even though our actions may seem insignificant, they are not.  Our small acts will carry the day.  We may not see the outcome our actions, but we will start a ripple that will change the life a student, and possibly others.

My last post was about how we, as educators, can support and help our students feel safe in our classrooms. But I wanted to help other educators in their efforts.  This is why I am giving away a free mini-poster from my Teacher Pay Teacher store.  I call it the "Stop the Hate Poster".  It can found here, and download, 100% free!  I created it in PowerPoint and it's editable, so you can make changes as you see fit.  Please share with as many teachers as possible!

HATE IN THE NEWS-ACCEPTANCE IN THE CLASSROOM

Let's face it, the last 24 hours news from Charlottesville, Virginia has been disparaging and heart sickening.

But the large and most important question for me, as a public school teacher, what can I do?

Here are some plans of action for the coming school year.

#1 - NEVER LOSE HOPE - As sad and unnerving the news from Charlottesville is, I must NEVER forget the most immediate and best impact I can have on society is within my classroom.  Don't get me wrong, I am not mitigating the impact of demonstrations, contacting representatives, or making my voice heard in other ways.  But, I must NEVER succumb to the feeling of hopelessness.  As a public educator, I can make a difference, in small ways, in small steps, within my classroom. Working with students and teaching tolerance in small ways, day in and day out.

#2 - THE SYLLABUS - Let ALL my students and parents know that I accept them as they are...no questions, no judgment.  Building a safe classroom environment starts with me.  As I am reviewing my classroom procedures, I notice nothing is mentioned about this in my class syllabus. It states nothing about about accepting ALL students or my goal to create a safe learning environment where bullying and intimidation is not tolerated. IT STARTS HERE!

#3 - RACE ISSUE - Let's face it - discussing race in the classroom such is VERY difficult. As a public school educator, my words carry weight and significances.  Words can be misinterpreted or students sometimes only hear a part of a sentence; all of which could led to an angry parent or community. But, as a society we need to face it and understand it is NOT best left untouched.  Race can NOT be the elephant in the room any more. But, I must teach my students how to respectfully discuss the issue of race.  How to listen and NOT shout.  Remind them that our diversity is our STRENGTH!

THE TROUBLE MAKERS

Over the Summer I read a book this entitled "Trouble Makers: Lessons in Freedom from Younger Children at School", written by Carla Shalaby.  She has taken my educational philosophy and placed it on overdrive and underscored the part of education that can NOT be quantified with a grade.

#1 Kids act out out because a basic need is not being met.  Such as attention from an adult, fear, rejection, or because the child is a leader in the class, and does not know the correct way to make their ideas heard.

#2 Relationships count with kids.  Yes, we know this, and it's easy to build a relationships with those "good kids".  But, we MUST build kind, loving relationships with those kids that are difficult. Those kids that drive us CRAZY.  Those kids who are defiant.

#3 - Give kids opportunity to fail, to learn from their failures AND to correct their mistakes.  Sounds easy, but it's not.  Nobody likes failure.  But, I want to build a classroom where kids know that if they are not making mistakes, they are not learning.

From these three points covered in this book, number two will be the most challenging for me.

How about for you - which do you think are the most important or challenging?

Also, don't forget to visit the Social Studies SuperStore to spice up your classroom for elementary, middle and high school Social Studies classes.