Close Reading:

Why, HOw & What

FAIR School, 2016-17

Facilitated by Melissa Kivi & Audra Preston
Learning Targets & Schedule
I can identify the purpose of close reading.
I can explain the components of close reading.
I can identify close reading strategies and include them
in my unit planning.

Schedule:
8-10:30 Session 1 Social Studies
11:30-12:00 8th grade lunch
12:00-2:30 Session 2 ELA
Fist to Five

I am an expert.
I know & have
used this before.
I can explain
what it is.
I know a little
about this.
I have heard
something about
This is new this.
learning.
 WHy CLOSE Reading?
Essentially, close reading means reading to uncover
layers of meaning that lead to deep comprehension
(Nancy Boyles).

Close reading, in practice, is disciplined re-reading of

inherently complex and worthy texts.

Because challenging texts do not give up their meaning

easily, it is essential that readers re-read such texts.
Not all texts are worth close reading.(Tim Shanahan)
...but, wait! Im not a reading teacher!
10/2 (a.k.a. Chunk & Chew)
Silent reflection:
What reading strategies
am I currently using to
help students navigate
complex text?
Read and re-read with increasingly complex purposes
Why
?

First, to determine the general meaning of the text (leaving knowledge and
application of literacy elements more or less tacit for now). Keep asking
yourself, Whats going on, and how do I know? VTS

Second, to examine the ways the author uses language and the
discipline-specific structures of literature to create meaning. Your focusing
question here might be, How do the authors choices help me understand or
appreciate something that I didnt notice the first time I read? DOK

Third, to consider thematic meaning and connections between this text and
others like it. Here, ask What does the text cause me to think or wonder
about some larger aspect of the text and of the human condition?

DOK
How might the Close reading Process look in the classroom? How
?

1st reading: What does the text say? Key Ideas & Details
Anchor Standards 1-3

Craft & Structure

2nd reading: How is the text Anchor Standards 4-6
organized?

Integration of
3rd reading: What does the text mean? Knowledge & Ideas
Anchor Standards 7-9
How Do I select a text for close reading? How
?
Not all texts are appropriate for close reading!
Qualitative
Does this text offer ideas or information that further students
understanding of the topic?
Does the text include a text structure that
Does the text follow familiar language conventionssentence structures,
word choices, etc.?
What background knowledge do my students need to have to be
successful with this text?
Quantitative
Is this text on an appropriate readability level for the students in my
group?
How can I scaffold my students to ensure their success with this text?
*The primary leveling tool used by the Common Core is Lexile.
Reader and Task Considerations
How much prior knowledge do my students have about this topic?
How interested are they?
What will be difficult for my students in reading this passage?
10/2 (a.k.a. Chunk & Chew)

Turn & Talk:

What texts might be
worthy of a close read
in my instruction?
Text Annotation: reading with a Pencil How
?
Annotation slows down the reader in order to deepen understanding.

Underline the major points.

Circle keywords or phrases that are confusing or unknown
to you.
Use a question mark (?) for questions that you have
during the reading. Be sure to write your question.
Use an exclamation mark (!) for things that surprise you,
and briefly note what it was that caught your attention.
Draw an arrow () when you make a connection to something
inside the text, or to an idea or experience outside the
text. Briefly note your connections.
Text Dependent Questions How
?
Text dependent questions require students to provide evidence directly from
the text in their answers to questions.

Answered through
close reading
Evidence comes
from text, not
information from
outside sources
Understanding
beyond basic
facts
Not recall!
10/2 (a.k.a. Chunk & Chew)

Quick write:
Whats resonating with
you?
See It in action!
Close Reading in 6th grade Social Studies
10/2 (a.k.a. Chunk & Chew)

Turn & Talk:

What did you notice?
Sample Close Reading Strategies Tra
n
Cha smedi
ngi atio
me ng n*:
diu of one
ano m to
the
r

1. Underline the parts of the text

causing confusion.

2. Reread those parts and, while Why it works?

rereading, try to draw in the Transmediation*
margin what the author is Visualization
describing. Non-linguistic
representation
3. Label your drawing with terms the Processing time
author uses in the text.
10/2 (a.k.a. Chunk & Chew)

Whip Share:
How would this
strategy be of benefit
to your students?
Ace the question
A- Answer the question (all parts and in complete sentences)

C- Cite evidence from the text to support your answer

E- Expand your answer to make bigger connections & explain

your thinking
10/2 (a.k.a. Chunk & Chew)

Think-Pair-Share
How & when could use
these strategies with
your students?
Good Readers:
Read text multiple times
Annotate text (Reading with a pencil)
Understand what the text says
Understand how the text says it
Understand what the text means

When a teacher reads the text for the kids, the teacher
becomes a better reader
 Noteworthy
Close reading is a prelude to
writing. The expectation is
that students will
communicate the fruits of
their close reading to others
in written and oral forms.
Exit slip
I learned
I wonder
I will...
 Continue to practice new strategies with Letter from
the Birmingham Jail

Use the Close Reading Template to plan an

upcoming close reading lesson

Practice writing text dependent questions for a piece

of text your students will be using in class

Work time!