Close Reading

Close reading requires students to be actively involved in the text they read. They draw conclusions, make inferences, and derive meaning directly from the text without relying on background knowledge or personal experience. In order to do so, students read short complex passages multiple times over several days, gaining deeper understanding as they do. Before each reading, a specific focus question is presented, and it is discussed after that reading is completed. Texts are also read differently each time (to themselves, with a buddy, or by the teacher) to help them develop fuller meaning.

During the first read, students students decode the text and get the gist of what they have read. They mark up, or annotating, the text as they go. We equate this to scratching the surface of the earth with a shovel. Identifying the key ideas and details are the goal.

In the second read, students dig a little deeper into a portion of the text to see how it works. Students look more closely at the vocabulary choices, text structures, and text features an author uses. They may be asked to determine the point of view or recognize the author's purpose for the passage. Looking at the author's craft and organizational structure is the objective.

In the final read, students really dig deep in order to evaluate the text, compare it to other texts, and synthesize their learning. They may be asked to share the implications the text has to them personally. After this last reading, students are generally expected to answer text dependent questions. The question is restated in the answer, and evidence from the text must be used to support their answers. Integration of knowledge and ideas is the final mission.