Close Reading Without Tears
According to Close Reading Without Tears, many teachers are following the scaffolding suggested by the Common Core language arts standards (Boyles 1). Teachers are using less frontloading before reading. This allows students to dig deeper into the text without teacher prompts. Thus, allowing students to develop the necessary skills to become independent close readers. Frontloading or pre-reading, has been the topic of many educational discussions. Is it necessary? Many teachers prefer not to use pre-reading activities during a close reading lesson. Teachers feel that not every text needs frontloading as most of the time it is overused. Thus, taking away from the text. Even the writers of the Common Core Standards “have been telling teachers
not to engage in pre-reading activities” (Shanhan 1). Many argue that during pre-readings teachers are give away too much information. If the students already know what to expect from the text, then they are not being motivated to dig deeper into it. Pre-reading builds background knowledge and sets a plan and purpose for reading. When too much information is revealed at once, it takes away from the purpose of reading the text. Frey argues that pre-reading can provide students with the knowledge needed to comprehend texts (183). Many argue other wise.
According to Shannon, students could gain this background knowledge from the text. Those against pre-reading, believe that repeat readings and text-dependent questions help build that knowledge. Pre-reading shouldn't take readers away from the text and many argue that it does. It should foster critical thinking. Nancy Boyle emphasizes that coherence is key to helping students comprehend the text. Pre-reading must enhance student comprehension. If it is not it is giving students the wrong ideas. Shanhan discusses that “pre-reading focuses on the wrong information” (2). Most of the information is irrelevant or could be acquired through the text. Teachers must consider the texts complexity before presenting it to the class.
not to engage in pre-reading activities” (Shanhan 1). Many argue that during pre-readings teachers are give away too much information. If the students already know what to expect from the text, then they are not being motivated to dig deeper into it. Pre-reading builds background knowledge and sets a plan and purpose for reading. When too much information is revealed at once, it takes away from the purpose of reading the text. Frey argues that pre-reading can provide students with the knowledge needed to comprehend texts (183). Many argue other wise.
According to Shannon, students could gain this background knowledge from the text. Those against pre-reading, believe that repeat readings and text-dependent questions help build that knowledge. Pre-reading shouldn't take readers away from the text and many argue that it does. It should foster critical thinking. Nancy Boyle emphasizes that coherence is key to helping students comprehend the text. Pre-reading must enhance student comprehension. If it is not it is giving students the wrong ideas. Shanhan discusses that “pre-reading focuses on the wrong information” (2). Most of the information is irrelevant or could be acquired through the text. Teachers must consider the texts complexity before presenting it to the class.