- Shaking Up Short Stories - August 8, 2019
- Ditch the Summer Reading Requirements - July 19, 2019
- Celebrate Pride With Your Classroom Library - June 26, 2019
- Bringing Climate Change into the E/LA Classroom - May 20, 2019
- YA Books for Mental Health Awareness - October 8, 2018
- Celebrating Hispanic Heritage Month with Book Talks - September 26, 2018
- 180 Days: Writing and Reading Maps and Mentors for A Year in ELA - September 16, 2018
- Teaching Immigration Empathy: Why Refugee by Alan Gratz Should Be Added To Your Curriculum - July 8, 2018
- Coaching the Coaches: the Benefits of Instructional Coaches - January 28, 2018
- Six-Word Memoirs as an Introduction to Narrative Writing - September 24, 2017
This is the final post in the Close and Critical Reading (CCR) Series. If you want to catch up:
The first post defines what CCR is and why all teachers should be using it to instruct their students in reading.
The second post discusses the importance of teaching summary.
The third post examines why it is important for students to analyze a writer’s craft.
And the fourth post explains why/how to teach students to infer while they are reading.
This fifth–and last–post and it answers the question So What? This question’s purpose is to have students think about connections they can make from the text to themselves and to society and/or their culture.
The idea behind CCR is that students are moving up Bloom’s Taxonomy as they answer the four questions. By the time they get to this final question, they are being asked to evaluate the piece based on their own experiences plus think of the implications on society. This is much tougher for students than it would seem depending on what the text in front of them is about. Many students look at only at the surface-level of the piece, and have a hard time finding a connection to themselves.
For instance, if my students read a nonfiction essay about a boy losing his mother to breast cancer, some students may claim there is no connection to them because they don’t have anyone they know who has died of cancer. They may also go on to say, “this essay could connect with others, though, who have gone through this.”
While not completely wrong, it’s not what we are looking for when we ask students “So what?”