Close+Reading


 * Close Reading:**
 * Definition – reading that uncovers layers of meaning that lead to deep comprehension (Nancy Boyles)**
 * Characteristics:**
 * It works with a short passage
 * Requires intense focus
 * It extends from the passage to other parts of the text
 * Should involve exploratory discussion
 * It involves re-reading


 * Text Dependent Questions:**
 * Questions that can only be answered with evidence from the text
 * Questions that might involve analysis, synthesis and evaluation
 * Questions that focus on word, sentence and paragraph as well as larger ideas, themes, events
 * Questions that focus on difficult portions of text in order to enhance reading proficiency


 * When developing text dependent questions ask:**
 * Do the questions require the reader to return to the text?
 * Do the questions require the reader to use evidence to support his or her ideas or claims?
 * Do the questions move from text-explicit to text-implicit knowledge?
 * Do the questions require the reader to analyze, evaluate, create?


 * Look for general understanding, key details.**

Examples: what role does the word //conundrum// play in this essay? What is the structure of the essay? How does the author build his argument?
 * Examine vocabulary and text structure** – denotation and connotation, shades of meaning, figurative language, how organization contributes to meaning.


 * Determine the author’s purpose**.

Each idea in informational text Each key detail in literary text Ask how each of these builds to a whole understanding
 * Examine inferences**: probe each argument in persuasive text


 * In argumentative text**: look at author’s opinion, claims, evidence, counterclaims, rhetoric

Adapted from Nancy Frey’s power point Examples: I don’t understand… I noticed… I was reminded of… I think… I’m not sure… I’d like to know… The central issue here is…
 * First Draft Reading Ideas:**
 * 1. Post-it notes:** Have students “mark” the text as they read. They should mark where they are confused by asking questions and make comments on the reading. They may have multiple notes on each page.

2. **Reading Journal**: Have students use reading journals. These can be an alternative to post-it notes. Have students do quick writes in their journals on text specific prompts.

3. **20 Questions**: Have students write 20 open-ended questions for a reading. In small groups, have students share questions and attempt to answer them. Have students categorize any unanswered questions.

4. **Focus Groups**: Create small (3) groups based on strengths and weaknesses. Give each group a specific focus they will concentrate on for successive readings. Eventually, each group shares with the larger class.

Adapted from ideas of Kelly Gallagher and John Steltz

Text Complexity and Close Readings - Fisher and Frey