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Justin Rygiel

Writing Reflection 3

There are some excellent strategies to use when it comes to my discipline in supporting

learning comprehension and communication of content. In history, sometimes the curriculum can

be difficult to comprehend. It takes certain skills when reading historical texts, to fully

understand the curriculum provided. Close reading is an essential skill for learners regarding

such text. It focuses on word identification, visualizing, self-questioning, vocabulary,

paraphrasing and sentence writing (Douglas Fisher and Nancy Frey, Close Reading as an

Intervention for Struggling Middle School Readers). This skill significantly helps students relate

and comprehend the literature provided.

“Close reading of text involves and investigation of a short piece of text, with multiple

readings done over multiple instructional lessons” (Douglas Fisher and Nancy Frey, Close

Reading as an Intervention for Struggling Middle School Readers). Students use text-based

questions and discussion to analyze the literature provided. Students also use context,

vocabulary, tone, syntax, and imagery to discover multiple levels of meaning in the text

(Douglas Fisher and Nancy Frey, Close Reading as an Intervention for Struggling Middle School

Readers). This helps students understand difficult text. This also helps students relate the

information from their short-term memory bank to their long-term memory bank. I believe this

skill is needed in my discipline for students to learn and retain the material correctly with deeper

understanding. Students can use this skill when reading complex historical text.
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References:

Douglas Fisher and Nancy Frey. Close Reading as an Intervention for Struggling Middle School

Readers. Retrieved From: Close Reading as an Intervention for Struggling Middle School

Readers (asu.edu)