This is the third in a three-post series about TDQs. Read the other two posts here and here. We’ve covered the basics about close reading and text-dependent questions in our previous posts. Now it’s time to up our TDQ game: How can we come up with good TDQs to use again and again? Here are[…]Continue Reading
This is a guest post written by Robyn Shulman of Ed News Daily. “Teaching is not a profession. It is a never-ending entry-level vocation, divorced from foundational understandings of training, accountability, and advancement. If we are to enact meaningful reform, we must rescue teaching from its status as vocation and volunteerism, and recast it as a[…]Continue Reading
Close reading has a reputation for being drudgery. Sure, the intense, focused reading and rereading of text that defines close reading does sound like, well, hard work. A recent Dangerously Irrelevant post asks whether or not close reading will kill the joy of reading. Of course, I argue, no! Quite the opposite. Close reading should[…]Continue Reading
One of the great debates in close reading is whether or not we should frontload (or pre-teach) before students do a close reading. Often, close reading lessons start with a cold read, when students start reading text without any lesson beforehand. While this approach has merit, there are many reasons frontloading has a place in[…]Continue Reading