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The article discusses a data-driven strategy for developing close reading skills of students. Topics covered include suggestions for making in-class writing in the classrooms, the importance of providing in-class feedback to students' essays or writings, pre-writing assessment to identify areas of confusion for the students, and the principle of data-driven cycle of improvement.

The article presents an in-depth examination into close reading instruction at various age and education levels. Topics addressed include the importance of close reading instruction within the U.S. Common Core State Standards, the successful integrating of text complexity and thematic coherence in instruction, and the role of student motivation within reading instruction. Additional mention is given to the use of picture book sets and college-preparation level lessons.

The article looks at how the five-paragraph formula for essay writing can be restrictive to students and suggests alternative methods of writing assignments. According to the author, the five-paragraph formula prevents students from developing the thinking and organizational skills needed to support their writing, does not ensure success on standardized tests, and reinforces a deficit model of education. Instead she suggests using close reading and developing an authoritative voice for students' writing.

The article discusses techniques for students to improve reading comprehension and close-reading skills based on the U.S. Common Core State Standards for elementary and middle school literacy. Self-monitoring in students, student engagement, and complex informational texts are discussed, as well as student reading assessment, note-taking, and books such as "Trapped: How the World Rescued 33 Miners From 2,000 Feet Below the Chilean Desert" by Marc Aronson.

The article presents information on the use of informational graphic novels to improve student motivation for reading instruction in U.S. education. The author looks at U.S. Common Core State Standards and close reading techniques. The article also discusses the use of Japanese Manga comic books in mathematics education.

The article presents information on the focus of literary nonfiction and informational texts in U.S. education. The author look at the U.S. Common Core State Standards, close reading instruction, and establishing the purpose through modeling and thinking aloud. The article also discusses collaborative conversations and independent reading.