Close Reading

Close Reading of text involves an investigation of a short piece of text, with multiple readings done over a lesson or over multiple 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. Specific aspects of text that students are reading for may vary by subject.

The teacher’s goal in the use of Close Reading is to gradually release responsibility to students—moving from an environment where the teacher models for students the strategies to one where students employ the strategies on their own when they read independently.

Close Reading does more than advance reading development; it is a mechanism for teaching about logical arguments and critiquing the reasoning of others, for gleaning evidence from text and applying critical thinking skills. Close Reading is as much a way of thinking and processing text that is emphasized throughout the Common Core as it is about a way of reading a singular piece of text. Close Reading cannot be reserved for students who already are strong readers; it should be a vehicle through which all students grapple with advanced concepts and participate in engaging discussions regardless of their independent reading level.

Steps for doing a close read (this is only one way to do a close text):

1. PRIOR TO INSTRUCTION: The teacher selects the specific text features that will be analyzed. Typically these should be narrowed to 3-4 aspects of the text.* 

2. Teacher selects a brief (1 paragraph or less), high-quality, complex text.

3. Individual reading of the text (students read to themselves)

4. Group read aloud (often best if the teacher models effective reading) of the complete text

5. Whole group analysis: Text-based questions and discussion of discrete elements of the text (remember to use effective participation and discussion techniques)

6. Discussion among students: Next level of analysis

7. Closure: Writing about the text

*For example, in a Language Arts classroom, the close read may focus on:

• Vocabulary:

  • Academic and domain-specific terms

  • Tier 2 vocabulary: high utility complex words that can be used in multiple contexts 

• Syntax 

  • Coherence—Are the events and concepts logically connected and clearly explained? 

  • Unity—Do the ideas focus on the topic and not include irrelevant or distracting information?

  • Audience appropriateness—Does the text match the background knowledge of the target reader? 

• Text structures 

  • Description 

  • Compare and Contrast 

  • Temporal Sequence 

  • Cause and Effect 

  • Problem and Solution 

  • Text features 

  • Headings/subheadings Signal words 

        OR, if analyzing literature, a close read may focus on:

• Word Choice

• Structure

• Imagery

• Syntax

• Literary Devices

• Context

• Tone

• Strange or surprising statements

While in a History classroom, the close read may focus on (Stanford History Group, 2016):

• What claims does the author make and what perspective does the author come from?

• What evidence does the author use?

• What language (words, phrases, images, symbols) does the author use to persuade the document's audience?

• How does the document's language indicate the author's perspective?

Also see: Close Analysis of Historical visual mediums (art, photographs, monuments, artifacts).

Sources:

Brown, S., & Kappes, L. (2012). Implementing the Common Core State Standards: A primer on "close reading of text". The Aspen Institute Education & Society Program. 

Stanford History Education Group. (2016). Historical thinking skills. Palo Alto, CA: Stanford University.

UVEI (2022) Close Reading One Page Brief. Author. Retrieved from: https://docs.google.com/document/d/1TP5JsyBZEH7Acfql4s0JHqh_nCvwMskpI3zRWER7eUw/edit?usp=sharing