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CLOSE READING
'Close reading means reading to uncover layers of meaning that lead to deep comprehension.'
(Reading Reconsidered, Doug Lemov)
Close reading involves the sustained, detailed analysis of a short text or extract and thus focuses on the development of word knowledge, background knowledge, and text knowledge through deep discussion. Consequently, close reading involves the repeated reading of a text whereby the first read gives an overall sense of the text, and subsequent reads involve the discussion of particular themes, vocabulary choices, literary devices, plot points, or anything else worthy of focus. For example, this may involve jumping through a text looking for a writer's use of metaphors, or it might involve looking at a paragraph line-by-line to see how tension is built by an author.
As with the other reading sessions, any unfamiliar vocabulary and concepts should ideally be discussed as they are encountered in the text, though this can also be done before the reading begins where the teacher deems necessary.
(The Art & Science of Teaching Primary Reading, Christopher Such)
Close reading will naturally involve rich discussion of the text at hand, and it may also involve children answering questions independently in writing. However, it is the reading itself and the related discussion that will most advance children's ability to read.
Although children can begin deeply engaging with a text as soon as they can decode with a little fluency, close reading sessions become more suitable - and more productive - as children's reading develops. If in doubt aim for roughly one-third of the lesson to comprise of reading and two-thirds of the lesson to comprise of discussion.
(The Art & Science of Teaching Primary Reading, Christopher Such)
Close Reading - YouTube.webmCLOSE READING
CLOSE READING
The planning of a close reading session involves the following steps:
Select an appropriate text, e.g. class novel.
Identify new concepts and vocabulary in the text and consider explanations, preparing pictures where necessary.
Identify key stopping points in the text where children will clarify, summarise or explore the meaning of the text.
Plan the questions that will be asked at these stopping points, considering how to further the discussion based on anticipated answers from children; also consider whether the children will respond to these questions independently, following partner discussions or in writing. (Responses in writing would likely be rarer. There is no need for children to spend lots of time writing in a reading session.)
Consider what aspects of a text will be focused upon during different reads of the text (e.g. first read establishes meaning; the second read focuses on the author's use of rhetorical questions; etc).
(The Art & Science of Teaching Primary Reading, Christopher Such)
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