Climbing inside… Creating Effective Close Reading Lessons

Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text- based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as key vocabulary and how its meaning is shaped by context; attention to form, tone, imagery and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times. (Brown and Kappes, 2012)

Close Reading Definition: Nouns and Noun Phrases investigation short piece of text multiple readings multiple instructional lesson text-based questions discussion various aspects key vocabulary meaning context form tone imagery rhetorical devices significance word choice syntax discovery different levels of meaning passages multiple times

Close Reading Definition: Verbs and Verb Phrases guided analyze appreciate shaped by context

“To frontload or not to frontload, that is the question.” Frontload if— Do not frontload if— the text will only be read once, a “once and done” text the learners will face such significant challenges that strategies alone may not help the text can provide an opportunity for students to successfully practice strategic reading

Salient Features Short, complex passage Repeated readings Annotation Collaborative conversations Text-dependent questions

Repeated Readings Students reread— as a primary scaffold for understanding with appropriate guidance and support for different purposes to find evidence for inferences and conclusions

Benefits of Repeated Readings Students engage in collaborative conversations. Students dig more deeply into the meaning. Students improve their fluency and comprehension.

The Process of Annotation Students— slow down their reading of print or digital texts. write directly on the text. identify central ideas. circle confusing words or phrases. write margin notes (questions, reactions, examples). discuss the text with others.

Collaborative Conversations Provide interaction with peers and teachers Use academic language Facilitate one another’s understanding

Text-Dependent Questions Strategically focus student attention on challenging or confusing parts of the text Center on various aspects of the text: structure meaning logical inferences that can be drawn from the text Require evidence from the text

Close Reading Uses scaffolds to help students understand complex texts Is purposeful, careful, and thoughtful Is not a once-and-done reading Builds deep reading habits Fosters discussion

Important Points to Remember About Close Reading Not all texts are worthy of a close reading. The teacher must provide scaffolds for the readers as they explore complex texts and develop the habits of thinking critically. Students must apply problem-solving skills to build a thorough and deep understanding of the text.

NEVER an independent task… All close reading should be a social learning experience; close reading is never done alone.

1.First Practice: Select Short, Worthy Passages 2.Second Practice: Student Rereading 3.Third Practice: Limited Frontloading 4.Fourth Practice: Text-Dependent Questions 5.Fifth Practice: Annotation 6.Sixth Practice: After-Reading Tasks