Critical Literacies and Young Learners

This text shows how critical literacy is do-able with young children, even in today's context of Common Core Standards, mandates, and pressures, and honors the sophisticated and complex social theorists that young children are.

Critical Literacies and Young Learners

Many pre-service and beginning early childhood teachers question if critical literacy is do-able with young children, particularly in the current top-down educational climate. Critical Literacies and Young Learners shows how it is possible, even in the context of the mandates and pressures so many teachers experience, and honors the sophisticated and complex social theorists that young children are. Featuring a mix of groundbreaking work by iconic researchers and teachers and original contributions by emerging scholars and educators in the field, the text illustrates a range of approaches to doing critical literacy with young children and, at the same time, addresses the Common Core Standards. Part I provides several orienting frameworks on critical literacy, giving specific attention to its relationship to the Common Core Standards. Part II features chapters describing critical literacy in practice, grouped in 4 thematic clusters: using texts from popular culture and everyday life; focusing on issues-oriented texts and cultural identity; functional linguistic analysis of texts; interdisciplinary that engage young learners in critical social action projects. Part III addresses the micro-political contexts of teaching critical literacy.

Critical Literacies and Young Learners

Connecting Classroom Practice to the Common Core Ken Winograd. 1 CRITICAL LITERACY, COMMON CORE STANDARDS AND YOUNG LEARNERS Imagining a Synthesis of Educational Approaches Ken Winograd This chapter provides an overview of critical ...

Critical Literacies and Young Learners

Many pre-service and beginning early childhood teachers question if critical literacy is do-able with young children, particularly in the current top-down educational climate. Critical Literacies and Young Learners shows how it is possible, even in the context of the mandates and pressures so many teachers experience, and honors the sophisticated and complex social theorists that young children are. Featuring a mix of groundbreaking work by iconic researchers and teachers and original contributions by emerging scholars and educators in the field, the text illustrates a range of approaches to doing critical literacy with young children and, at the same time, addresses the Common Core Standards. Part I provides several orienting frameworks on critical literacy, giving specific attention to its relationship to the Common Core Standards. Part II features chapters describing critical literacy in practice, grouped in 4 thematic clusters: using texts from popular culture and everyday life; focusing on issues-oriented texts and cultural identity; functional linguistic analysis of texts; interdisciplinary that engage young learners in critical social action projects. Part III addresses the micro-political contexts of teaching critical literacy.

Critical Literacy Practice

Applications of Critical Theory in Diverse Settings Bogum Yoon, Rukhsar Sharif. in the afterschool space; ... In K. Winograd (Ed.), Critical literacies and young learners: Connecting classroom practice to the common core (pp.

Critical Literacy Practice

This edited book shows how critical literacy can be applied in and outside the classroom setting. It shows educators how critical theory is applied in practice using studies in diverse K-16 settings, kindergarten through university contexts. By providing specific examples of critical literacy practice in the classroom and beyond, the book aims to help teachers, researchers and teacher educators make clear connections between theory and practice in critical literacy.

Teaching for Equity in Complex Times

A review of research on the impact of professional learning communities on teaching practice and student learning. ... In K. Winograd (Ed.), Critical literacies and young learners: Connecting classroom practice to the Common Core (pp.

Teaching for Equity in Complex Times

In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity-minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into a standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged around the following issues: the degree of academic struggle that is generative for student learning and the point at which such struggle becomes counterproductivethe holding of high expectations for all learners and the provision of differentiated, student-centered learning experiencesthe CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teachingthe influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standardsthe performance pressures placed on teachers in today’s educational policy context "This book offers welcome guidance on dialogical teaching to socially committed teachers and teacher educators." —Linda Valli, University of Maryland A must-read for those interested in transformative teacher learning." —Kris D. Gutiérrez, Carol Liu Professor, GSE, University of California, Berkeley

Transforming Schooling for Second Language Learners

Theoretical Insights, Policies, Pedagogies, and Practices Mariana Pacheco, P. Zitlali Morales, Colleen Hamilton ... In K. Winograd (Ed.), Critical literacies and young learners: Connecting classroom practice to the Common Core (pp.

Transforming Schooling for Second Language Learners

The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.

Using Nonfiction for Civic Engagement in Classrooms

Critical Approaches Vivian Yenika-Agbaw, Ruth McKoy Lowery, Paul H. Ricks. Copenhaver-Johnson, J.F., Bowman ... In K. Winograd (Ed.), Critical literacies and young learners: Connecting classroom practice to the Common Core (pp. 86–101).

Using Nonfiction for Civic Engagement in Classrooms

The book examines social issues prevalent in nonfiction literature and texts for children, their impact on society, and offers ideas on how educators might guide students to engage these issues effectively and critically.

Education in Times of Environmental Crises

The four corners not enough: Critical literacy, education reform, and the shifting instructional sands of the Common Core. In K. Winograd (Ed.), Critical literacies and young learners: Connecting classroom practice to the Common Core ...

Education in Times of Environmental Crises

The core assumption of this book is the interconnectedness of humans and nature, and that the future of the planet depends on humans’ recognition and care for this interconnectedness. This comprehensive resource supports the work of pre-service and practicing elementary teachers as they teach their students to be part of the world as engaged citizens, advocates for social and ecological justice. Challenging readers to more explicitly address current environmental issues with students in their classrooms, the book presents a diverse set of topics from a variety of perspectives. Its broad social/cultural perspective emphasizes that social and ecological justice are interrelated. Coverage includes descriptions of environmental education pedagogies such as nature-based experiences and place-based studies; peace-education practices; children doing environmental activism; and teachers supporting children emotionally in times of climate disruption and tumult. The pedagogies described invite student engagement and action in the public sphere. Children are represented as ‘agents of change’ engaged in social and environmental issues and problems through their actions both local and global.

English Classes in Slumber

Why Korean Students Sleep in Language Education S.-H. Gyemyong Ahn, Mun Woo Lee. Valett, R. E. (1974). ... Critical literacies and young learners: Connecting classroom practice to the common core. New York, UK: Routledge.

English Classes in Slumber

This book explains why some Korean high school students sleep during English classes in spite of the emphasized value of English in their society. It examines how this sleeping-in-class phenomenon can be understood by means of such marginalized students’ emic outlooks on themselves, the target language, their teachers, schools, and society/culture; and by means of the views of teachers who have experienced such in-class sleepers. To understand the phenomenon more holistically, it pursues a multi-disciplinary approach drawing on studies of demotivation and amotivation, psychological needs, and student experiences of schooling, as well as sociocultural theories of learning and agency and of interpersonal dynamics, among others. On the basis of a multi-modal analysis of interview data from the student and teacher participants, it theoretically interprets the phenomenon at the classroom (‘micro-’), school (‘meso-’) and society-culture (‘macro-’) levels. Taking a humanistic/existential approach to education, it subsequently presents a number of cultural actions that it advocates implementing in a situation-sensitive manner to help in-class sleepers and their educational institutions awaken from their chronic slumber. Lastly, it presents practical and theoretical implications for more humanistic pedagogy, and global studies of student disengagement, in English-as-a-foreign-language classes.

Unequal By Design

e four corners not enough: Critical literacy, education reform, and the shi ing instructional sands of the common core state standards. In K. Winnograd (Ed.), Critical literacies and young learners: Connecting classroom practice to ...

Unequal By Design

This new edition of Unequal By Design: High-Stakes Testing and the Standardization of Inequality critically examines the deep and enduring problems within systems of education in the U.S., in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. Updates to the new edition include new chapters that focus on: the role of schools and standardized testing in reproducing social, cultural, and economic inequalities; the way high-stakes testing is used to advance neoliberal, market-based educational schemes that ultimately concentrate wealth and power among elites; how standardized testing became the dominant tool within our educational systems; the numerous technical and ideological problems with using standardized tests to evaluate students, teachers, and schools; the role that high-stakes testing plays in the maintenance of white supremacy; and how school communities have resisted high-stakes testing and used better assessments of student learning. Parents, teachers, university students, and scholars will find Unequal By Design useful for gaining a broad, critical understanding of the issues surrounding our over-reliance on high-stakes, standardized testing in the U.S. through up-to-date research on testing, historical and contemporary examples of the struggles over such tests, and information about how testing has fostered the privatization of public education in the U.S.

Methodological Innovations in Research and Academic Writing

Using the everyday to engage in critical literacy with young children. Critical Literacies and Young Learners: Connecting Classroom Practice to the Common Core, 44. Wall, S. (2006). An autoethnography on learning about autoethnography.

Methodological Innovations in Research and Academic Writing

Innovative methodological approaches are vital for experienced researchers and early-career researchers alike to conduct research. In order to provide them with the best possible resources, the methodologies must be comprehensive and describe the data sources, approaches to data collection, and approaches to data analysis that are typically employed within the given methodological approach. Methodological Innovations in Research and Academic Writing serves as a resource for graduate students and higher education faculty and presents a number of methodological innovations in research as well as applied examples of these methodologies in practice. The chapters focus on the application of methodological approaches (through the presentation of real-world examples) and descriptions of the epistemological foundations of the given methodologies so that researchers can fully articulate and justify their methodological choices in the context of their research design. It is a crucial guide for graduate students who are designing and writing their doctoral dissertations as it introduces them to the best practices related to rigorous research design and academic writing. This book is ideal for graduate students, higher education faculty, researchers, and academicians.

Practising Compassion in Higher Education

In K. Winograd (Ed.), Critical literacies and young learners: Connecting classroom practice to the common core (pp. 128–143). Routledge. Fredrickson, B. L., Tugade, M. M., Waugh, C. E., & Larkin, G. R. (2003).

Practising Compassion in Higher Education

Presenting a collective international story, this book demonstrates the importance of compassion as an act of self-care in the face of change and disruption, providing guidance on how to cope under trying conditions in higher education settings. Practising Compassion in Higher Education presents an opportunity to learn through story and by taking proactive action for our wellbeing. It highlights the need to protect and maintain the wellbeing of staff and students, positioning the COVID-19 pandemic as a major catalyst of disruption. The chapters connect theory with lived experience, exploring self-compassion in work and research, compassion in teaching practice and within the personal/professional blur. The book’s contributors bring a range of theoretical and personal perspectives from various global contexts, sharing their own approaches to self-care and how compassion has become a central and crucial element of this practice. This book takes a unique approach to navigating and surviving the higher education environment and offers valuable lessons for the pandemic era and beyond. This will be an essential resource for students and professionals working in all areas of higher education.

Teaching for Social Justice and Sustainable Development Across the Primary Curriculum

young learners: Alexander, R.J. & Hargreaves, L. (2007). Community soundings: The primary review regional witness sessions. ... In K. Winograd (Ed.), Critical literacies and Connecting classroom practice to the common core (pp.

Teaching for Social Justice and Sustainable Development Across the Primary Curriculum

This volume supports educators in integrating meaningful education for social justice and sustainability across a wide range of curricular subjects by drawing on educational theory, innovative pedagogical approaches and creative ideas for teaching and learning. Both practical and theoretical in its approach, it addresses subject areas ranging from mathematics to visual arts to language teaching. Chapters provide subject entry points for teachers seeking to embed social justice and sustainability principles and pedagogies into their work. Transferable across various areas of learning, a range of pedagogical approaches are exemplified, ranging from inquiry approaches to ethical dilemmas to critical relational pedagogies. Ready-to-use teaching exemplars, activities and resources address issues which are of interest and relevance to children’s lives, including gender stereotyping, racism, heterosexism, climate change and species extinction. Practical guidance is provided on how to engage children in dialogue and reflection on these complex issues in a safe and ethical way. This accessible and unique volume is essential reading for student teachers, teachers, educational leaders, teacher educators and anyone interested in inspiring children to work towards creating a more socially just and sustainable world.

Many Texts Many Voices

As Shorey and coauthor Penny Silvers write in Many Texts, Many Voices, "Critical literacy requires that the reader/consumer examine multiple perspectives and ask, 'Whose interests are being served?' and 'Whose voice is heard--or silenced?'.

Many Texts  Many Voices

On any given day, a visitor to Mary Shorey's classroom will find elementary students using a variety of learning tools, from books to wikis and blogs, to pose critical questions about the world and take action to make a difference in the lives of others. Whether sponsoring a book drive for victims of Hurricane Katrina, using a multimedia presentation to persuade the principal to adopt their recycling plan, or challenging a senior citizen's eviction, it's all in a day's work for Mary's students. Her young learners are becoming conscious consumers, creative thinkers, and effective communicators even while fulfilling the mandated curriculum and Common Core Standards. As Shorey and coauthor Penny Silvers write in Many Texts, Many Voices, "Critical literacy requires that the reader/consumer examine multiple perspectives and ask, 'Whose interests are being served?' and 'Whose voice is heard--or silenced?'...Rather than an addition to a lesson or curriculum, critical literacy is a way of thinking, communicating, analyzing, and living a literate life. Critical literacy also implies the possibility of taking some kind of social action in order to support a belief, make a difference, or simply help during a time of need." Always mindful of what is appropriate for young children, Shorey and Silvers continually search for opportunities to embed critical literacy and inquiry in the everyday lives of primary students. Through a rich array of rubrics, sample lessons, text sets, unit designs, and professional resources, Silvers and Shorey share their reflective practices so that all teachers can use print, visual, and digital tools to transform student learning.

Transformational Literacy

Praise for Transformational Literacy “Put Transformational Literacy at the top of your reading list. This book truly is about transforming, not just tweaking, practice in response to the Common Core State Standards.

Transformational Literacy

Engage, challenge, and inspire students with work that matters Transformational Literacy, written by a team from EL Education, helps teachers leverage the Common Core instructional shifts—building knowledge through content-rich nonfiction, reading for and writing with evidence, and regular practice with complex text—to engage students in work that matters. Worthy texts and worthy tasks help students see the connection between their hard work as readers and writers and their capacity to contribute to stronger communities and a better world. The stories, examples, and resources that permeate Transformational Literacy come primarily from the more than 150 EL Education schools around the country that support teachers to select, supplement, customize, and create curriculum, and improve instruction. The book also draws on EL Education's open source Common Core English Language Arts curriculum—often cited as one of the finest in the country—and professional development offered to thousands of teachers to implement that curriculum effectively. Transformational Literacy combines the best of what EL Education knows works for kids—purposeful, inquiry-based learning—and the new imperative of the Common Core—higher and deeper expectations for all students. Teach standards through a compelling and purposeful curriculum that prioritizes worthy texts and worthy task Improve students' evidence-based reading, thinking, talking, and writing Support students to develop a new mindset toward the challenge of reading complex texts Transformational Literacy introduces an approach to literacy instruction that will engage, challenge, and inspire student with work that matters.

The Common Core Companion The Standards Decoded Grades 3 5

The wisdom and how-to’s are all here, page by page: The standards for literature and informational texts put side by side for easier planning Teaching ideas for each standard Recommendations on how to cultivate the habits of mind that are ...

The Common Core Companion  The Standards Decoded  Grades 3 5

With the click of a mouse, anyone has access to the standards. So aligning our instruction should be a snap. If only it were that simple . . . Jim Burke anticipated the challenges and developed the Common Core Companion series for K-12. In his next smart move, he deferred to the talents of Leslie Blauman to be author of the 3-5 volume. What makes Leslie Blauman’s Common Core Companion "that version of the standards you wish you had"? It’s the way Leslie translates each and every standard for reading, writing, speaking and listening, language, and foundational skills into the day-to-day "what you do": lesson ideas, best literacy practices, grouping configurations, adaptations for ELL, anchor charts, and so much more. The wisdom and how-to’s are all here, page by page: The standards for literature and informational texts put side by side for easier planning Teaching ideas for each standard Recommendations on how to cultivate the habits of mind that are critical to meeting the standards, including interpersonal skills, collaboration, and perseverance A glossary of academic language for each standard with adaptations for ELL students An online bank of graphic organizers, student reproducibles, sample classroom charts, rubrics, and photos Reproducible planning templates for each standard to help you map out lessons, select books, generate key questions, and more With 30 years of classroom experience and consulting in schools nationwide, Leslie Blauman brings to this book a keen eye for what teachers need in order to get students in the intermediate grades ready as readers, writers, thinkers, and learners capable of meeting the Common Core’s rising expectations in middle school. Leslie’s classroom is a working model for child/staff development in reading, writing, and critical thinking in collaboration with the Public Education & Business Coalition (PEBC). "When considering the CCSS, we need to remember that teachers do not teach standards. Teachers teach kids! A classroom teacher who mixes it up with kids every day, Leslie Blauman teaches as if her hair′s on fire" --STEPHANIE HARVEY Coauthor of The Comprehension Toolkit

Reading for Understanding

P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement.

Reading for Understanding

"As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation?s middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skills Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement.

Whole Novels for the Whole Class

Using this novel technique can help struggling readers gain the confidence to tackle grade-level novels independently, reluctant students become avid discussers of literature who can powerfully argue their points, and outspoken students ...

Whole Novels for the Whole Class

Work with students at all levels to help them read novels Whole Novels is a practical, field-tested guide toimplementing a student-centered literature program that promotescritical thinking and literary understanding through the study ofnovels with middle school students. Rather than using novels simplyto teach basic literacy skills and comprehension strategies,Whole Novels approaches literature as art. The book is fullyaligned with the Common Core ELA Standards and offers tips forimplementing whole novels in various contexts, includingsuggestions for teachers interested in trying out small steps intheir classrooms first. Includes a powerful method for teaching literature, writing,and critical thinking to middle school students Shows how to use the Whole Novels approach in conjunction withother programs Includes video clips of the author using the techniques in herown classroom This resource will help teachers work with students of varyingabilities in reading whole novels.

The Common Core Companion Booster Lessons Grades 3 5

Skill-building through potent instruction, day by day In these much-anticipated sequels to The Common Core Companion, Janiel Wagstaff and Leslie Blauman provide a collection of connected lessons and formative writing assessments that bring ...

The Common Core Companion  Booster Lessons  Grades 3 5

Skill-building through potent instruction, day by day In these much-anticipated sequels to The Common Core Companion, Janiel Wagstaff and Leslie Blauman provide a collection of connected lessons and formative writing assessments that bring Monday-to-Friday clarity to the task of integrating reading and writing with ELA standards. In each volume, the 50+ lessons are divided into fi ve, week-long learning sequences addressing key literacygoals. A best-practice glossary, If/Then charts, unit-planning calendars, and other tools round out these essential references, both in book and online. Follow each sequence and week by week, you’ll build the instructional potency to help students achieve a year’s worth of growth as you integrate: Writing Narratives with Identifying Sensory Words in Text Research with Identifying Topic and Details Opinion Writing with Close Reading for Text Evidence Comparing and Contrasting with Publishing Using Digital Tools Informative Writing with Use of Text Features

Teaching Reading and Writing

This book gives pre-service and experienced teachers the knowledge and tools they need to teach reading and writing effectively and engagingly in pre-K through grade 8 settings.

Teaching Reading and Writing

This book gives pre-service and experienced teachers the knowledge and tools they need to teach reading and writing effectively and engagingly in pre-K through grade 8 settings. Using a conversational tone to present a wealth of critical content, this book helps readers connect theory to practice through vignettes and sample lessons from real classrooms; authentic student work samples; ideas for using and integrating print-based and digital texts across the curriculum; and tools for organizing and managing a comprehensive, developmentally-responsive literacy program.

A Close Look At Close Reading

Informed by the authors’ extensive field experience and enriched by dozens of real-life scenarios and downloadable tools and templates, this book explores *Text complexity and how to determine if a particular text is a right for your ...

A Close Look At Close Reading

The Common Core State Standards have put close reading in the spotlight as never before. While elementary school teachers are certainly willing to teach students to closely read both literary and informational text, many are wondering what, exactly, this involves. Is there a process to follow? How is close reading different from guided reading or other common literacy practices? How do you prepare students to have their ability to analyze complex texts measured by Common Core assessments? Is it even possible for students in grades K–5 to “read to learn” when they’re only just learning to read? Literacy experts Diane Lapp, Barbara Moss, Maria Grant, and Kelly Johnson answer these questions and more as they explain how to teach young learners to be close readers and how to make close reading a habit of practice in the elementary classroom. Informed by the authors’ extensive field experience and enriched by dozens of real-life scenarios and downloadable tools and templates, this book explores *Text complexity and how to determine if a particular text is a right for your learning purposes and your students. * The process and purpose of close reading in the elementary grades, with an emphasis on its role in developing the 21st century thinking, speaking, and writing skills essential for academic communication and required by the Common Core. * How to plan, teach, and manage close reading sessions across the academic disciplines, including the kinds of questions to ask and the kinds of support to provide. * How to assess close reading and help all students—regardless of linguistic, cultural, or academic background—connect deeply with what they read and derive meaning from a complex text. Equipping students with the tools and process of close reading sets them on the road to becoming analytical and critical thinkers—and empowered and independent learners. In this comprehensive resource, you’ll find everything you need to start their journey.