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Accessed from “A Close Look at Close Reading”


Close reading is a key requirement of CCSS and proponents claim students require attention to detail to become the critical thinkers which the global society demands.  This has been a foundational talking point during the last six years in the selling (and defense) of Common Core.  The link above contains more information on why close reading is allegedly so critical and has lessons for study so one understands the mechanics of teaching and learning to read selected passages, not full texts.

Find more information on what close reading really looks like in the classroom here from previous posts vs what CCSS proponents tell parents.  Rather than embracing close reading techniques, parents are concerned with what their children are reading in the classroom and what they are not reading in public school. Anecdotal stories in social media from parents claim classical literature is often eliminated and informational text is introduced in its place.  (If your student has experienced this, drop us a line and reading list).

This six year centralized standards and assessments experiment may now actually have data available suggesting this untested CCSS key requirement may not live up to its PR hype.  What will be the education reformers’ response to this finding in Hirsch’s new book?


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Oops.  Is this a real life example on why education reforms should not be adopted until they have undergone peer review and validation?

More information on Rolf Zwann may be found here.   More information on Why Knowledge Matters by E.D. Hirsch, Jr may be found and pre-ordered here.



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