Strategy "du Jour"

Please, let's not go completely crazy over close reading!  I have always advocated for students providing evidence to support their responses, as evident in my prior posts; however, there are a multitude of texts and strategies that provide those experiences.

I am disturbed when I search for appropriate examples of literacy lessons aligned to CCSS, and I read sample questions with predetermined responses for students. Now, don't get me wrong, I believe in text dependent evidence; but why are we ignoring responses that perhaps combine text evidence and the student's prior knowledge and experience with the content. Are we not beyond the day when we assumed there was "a correct answer?"   What happened to beyond the text questions?

I so remember the days when I integrated the arts into literacy lessons for the purpose of supporting literacy processes and skills. We valued Howard Gardner's "Theory of Multiple Intelligences" and Harvey Silver's "Learning Styles."  I used music, visual arts, movement and drama to reinforce important literacy concept and skills.

It’s a great big world out there!  The world is a laboratory for inquiry every day, based upon, not only what we read, but what we experience, what we observe, what we create…and so on. 

I am also reminded of Art Costa’s Three Levels of Inquiry.  The third level states:

Readers think beyond what the text states. Answers are based on
reader’s prior knowledge/experience and will vary. Words found in these questions include:

•    evaluating

•    judging

•    applying a principle

•    speculating

•    imagining

•    predicting

•    hypothesizing

In education we seem to live and die by the latest trends.  Just because close reading is the “strategy du jour” does not mean it is exclusive.  Everything should be in balance.  Let’s remember all the reasons we read to students and ask students to read, including reading solely for enjoyment.  Whatever the purpose, let's enjoy!