The current issue of AFT's American Educator contains this interesting piece on close reads. While the author acknowledges the importance of prior knowledge in the comprehension of a text, he cautions teachers to be selective in their pre-reading practices. Additionally, he points out the inherent hazards of blindly following the Common Core push for asking text-dependent questions. Are the text-dependent questions that we are asking worthwhile? Are they promoting higher level thinking according to Bloom's Taxonomy? For that matter, are the texts themselves worthy of exploration in the classroom?