Close reading has been my mind a lot lately. I recently read What Readers Really Do, by Dorothy Barnhouse and Vicki Vinton. I revisited Notice and Note: Strategies for Close Reading, by Kylene Beers and Robert Probst as well as Falling in Love With Close Reading, by Christopher Lehman and Kate Roberts. Yesterday, Tara Smith’s excellent post on reading journals gave me more to think about. This is important work. Work that will help our students “grow and develop new ideas and insights.” (Barnhouse & Vinton, pg. 152) I need time to process all this wisdom and work with my colleagues to determine how we’ll integrate these ideas into our teaching. I’ll be sharing more about this in the weeks to come. In the meantime, I want to share a post from 2013 that still holds true today.
This morning as I was weeding my garden, it occurred to me that the mint that had overrun my herb garden was like standardized test prep. As schools across the country do their best to prepare students for the new CCSS-aligned assessments, test prep is running rampant. Just as the mint in my garden has choked out the basil and parsley, test prep, and the tests themselves, threaten to take over the school day, leaving no time to savor novels, delve into a character’s motivation, or write a deeply personal narrative.
I grow a variety of herbs in my garden because each herb has its own distinct flavor and use. The amount of the herb I use depends on what I’m cooking. The same is true for teaching. We have a wide variety of instructional resources and strategies available. As professionals, we take great care to make…
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