Common Core: An Education Datapalooza?
David Coleman and other proponents of close reading claim that students become college and career ready as they independently struggle to understand complex informational text without relying on any context or prior knowledge.
Using this specialized literacy technique students must rely on the text itself to reveal meaning, as they engage in a rigorous process of deconstructing, dissecting, and deciphering the “rich and worthy” text.
I have previously commented that students should be acquiring transferable and broadly applicable work-based literacy skills like the National Institute for Literacy’s initiative called Equipped For the Future.
While David Coleman has suggested students must learn to read text “like a detective” it is far more important that students and employees learn to read with perspective.
In the world beyond Common Core close reading classrooms, context and “outside information” are critically important to fully comprehend the significance and importance of a given text.
Informational text derives it’s meaning not just not from the text itself, but how the ideas, information, and policies expressed in the reading will impact and shape our lives beyond and outside the text.
In real life, people depend on context to fully comprehend a reading and they will often Common Core: An Education Datapalooza? | WagTheDog:
