Close Reading

Close ReadingThe CCLS emphasize the importance of students reading texts closely

Close Reading(Hinchman & Moore, 2013)Involves sustained probing analyses, with students reading and rereading to obtain deep and thorough understandings of texts and to grasp the ways texts shape understandings (p. 443)

Passage Selection(Fisher, Frey, & Lapp, 2012)Select a short piece of textConstraining the amount of text under investigation helps students see how to apply the skill or strategy and limits the amount of time required to teach that skill or strategy (p. 108)To really understand a text, the reader will likely have to read it more than once. Long pieces of text make it hard for students to reread within the context of the classroom (p. 108)

RereadingClose reading requires a willingness to return to the text to reread (Fisher, Frey, & Lapp, 2012).Read for different purposes (gain an impression of the texts contents and location of information, analyze the texts message) and at different rates (fast, medium, slow) (Hinchman & Moore, 2013).

Reading with a Pencil (or other note-taking device)Be an active reader. Take notes about remarkable passage elements, key factual information, and significant ideas in the text. Identify the most important words, phrases, sentences, or paragraphs (Hinchman & Moore, 2013, p. 444)

Common Annotation Marks(Adler & Van Doren, 1972)Underlining of major points; of important or forceful statementsVertical lines at the margin - to emphasize a statement already underlined or to point to a passage too long to be underlinedStar, asterisk, or other doodad at the margin to be used sparingly, to emphasize the ten or dozen most important statements or passages in the bookNumbers in the margin to indicate a sequence of points made by the author in developing an argumentNumbers of other pages in the margin to indicate where else in the book the author makes the same points, or points relevant to or in contradiction of those here marked; to tie up the ideas a book, which, though they may be separated by many pages, belong togetherCircling of key words or phrases this serves much the same function as underliningWriting in the margin, or at the top or bottom of the page to record questions (and perhaps answers) which a passage raises in your mind; to reduce a complicated discussion to a simple statement; to record the sequence of major points right through the book (pp. 49-50)

Discussing the Text (Fisher, Frey, & Lapp, 2012)Discussions should allow students to engage in purposeful talk, manage their use of academic and domain-specific language and concepts, and provide an opportunity for them to learn about themselves, one another, and the world (p. 116)CCLS expectations for students in discussionsEngage on a variety of grade-level topics in small- and large-group settings with a diverse range of learnersBe prepared for the discussionFollow the discussion guidelines and purposesAsk and answer questions, request clarification, furnish evidence and examples, and contribute ideas that enhance the discussionSummarize and synthesize a speakers main points

Questioning(Fisher, Frey, & Lapp, 2012)Teachers should use text-dependent questions (those that can only be answered with evidence from the text) to prompt students to return to the textMany of the CCLS in the area of reading require that students provide evidence from the text in their responsesConsider using Question-Answer Relationships (Raphael, 1986), Questioning the Author (Beck & McKeown, 2006), or Blooms Taxonomy

Example of Procedures of Close Reading(Fisher, Frey, & Lapp, 2012)Establish the purpose with studentsStudents read independently (1st reading)Partner talk to check meaning (1st discussion)Assess for understanding and confusion (2nd discussion)Teacher-led shared reading and think-aloud (2nd reading)Text-dependent questions (3rd discussion)Journal writing

Close ReadingTake a quiz on the important aspects of close reading and check your answers