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Close reading is an instructional method where the teacher introduces text that will be examined by students to help them comprehend the information. While the teacher reads the text, they will ask students questions to enhance their thinking and allow them to make connections. The teacher will be modeling what students are expected to know and do in order to read critically. Students are responsible for looking at the author's purpose, form their own opinions using background knowledge and connect ideas to other texts. In third grade for example, I could read a book to the students and they all have their own copies to follow along but ask them to take notes and highlight things as we go along. In younger grades I may just have them follow along and at the end discuss what we have read as a group. Balanced literacy applies to this because they will be analyzing the big picture such as the theme of the story and major plot points while they will also be doing text-dependent questions which are specific. It includes explicit teacher instruction and students demonstrate what they have understood and taken away on their own.

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Close reading is a way of teaching reading where students are taught to critically examine a text. In younger grades, this is done at a read aloud. The teacher will pause at certain areas and ask students questions and relate the story to things in the student’s lives. This will give them reading strategies for when you are able to read to themselves in the future. For older students, critically examining a text through repeated readings and use of background knowledge. It is part of the common core and the key features are: short passages, complex text, limited front loading, repeated readings, text dependent questions, and annotations. I want to teach third grade. To use close reading I would choose a challenging, short, text and go over the hard vocabulary. I would then have the students read the text a couple of times. Then I would split the group up into centers. One center would be finding the main idea, another would be making up text dependent questions, one would be writing a summary. Close reading fits into balanced literacy because it is explicitly teaching the students strategies they will be able to use on their own. You are teaching them strategies to teach themselves though reading.

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Close reading is a strategy used by teachers to help students think critically about a text.  Close reading helps students build a comprehension of the text they are reading. Some key features of close reading is vocabulary, questions about the text, questions pertaining to inferential comprehension, finding the key ideas of a text, and annotating the text. Some key features of a close reading activity is short or complex texts, front loading, and repeated texts. Close reading fits into balanced literacy because it has students use their schema, metacognition, and helps students analyze the text. If I were to use close reading in first grade, I would use it for students to figure out how the characters were feeling. I find that first graders tend to just use sad and happy as feelings. I would use close reading to have students take a deeper look at the details of the story and find better ways to describe a character's feeling.

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Close reading is a great tool teachers can use to help develop their students into good readers and it is also a great comprehension building activity. Basically, close reading is diving into a text and dissecting it for all the parts. Its looking at pictures, predicting, asking questions, noticing patterns, looking at vocabulary, and also discussing authors intention. I am hoping to teach first grade and interned in one over winter break. I noticed that first graders have so much focus on reading the words correctly and fast that the comprehension piece of literacy often is not their so doing close reading with first graders is very important. If I were to do this with first graders I would make sure to pick out a book that had a pattern and the child would be able to make inferences about and predict. I would defiantly lead the close reading posing the questions and point out different aspects of the text so I can scaffold the students into eventually becoming independent in close reading in higher grades. I would start off by talking about the title and illustration on the front and asking why they think the author called the books this and what they think the book will be about. I would then stop after each page and either point out a vocabulary word and ask the students what this might mean by pointing out the context around it, or have them make a prediction, or asking them if they can make a connection, or why the characters may have done something or feel a certain way.

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Close reading is when students critically examine a text after repeatedly reading it and finding the deeper meaning on multiple different levels. The deep structures of close reading include organization, vocabulary, key details, arguments and inferential meanings. Building the necessary habits that readers use when engaging in text is another thing that close reading develops. This also includes activating a students schema. Along with close reading, other practices must go along with it like interactive read-alouds and shared readings, guided reading with leveled texts, collaborative reading and discussion, and independent reading and writing.  The major components of closed reading are understanding your purpose in reading, understanding the author's purpose in writing, connecting different ideas in the text and understanding and finding the meaning of text. Close reading fits into balanced literacy because it has students analyze text, activate schema and find deeper meaning. The other activities that go along with close reading also help it to fall under balanced literacy. In the elementary grades, close reading should be implemented at the independent reading level because they need to be able to recognize where they need help on their own. Since close reading is done by read-alouds and teacher modeling it would be done in the whole class instruction or as a "we do" activity. I would use close reading to help students relate the contents of the text to their background knowledge and find a deeper meaning via. read-clouds and shared readings.

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Close reading is a type of literacy lesson that requires the students to read a text slowly and critically. A close reading lesson allows the students to learn how to use reference materials, such as maps, vocabulary lists, and other texts, in order to get a more detailed understanding of the text that they are focusing on. Some of the key features of a close reading lesson are short passages, complex texts, limited frontloading, repeated readings, text-dependent questions, and annotation. The shorter, more detailed texts allow students to really take their time and focus on small details. Limited frontloading from the teacher gives the students the responsibility to figure out the meaning of certain details themselves, as opposed to the teacher giving all the answers. Text-dependent questions and annotations require the students to pull their explanations from the text and to find supporting details, so the students don’t just guess on the questions. I have been in grades 2 and 3, which is about the age when students are beginning to learn how to get textual evidence and have more detailed answers to questions. Close reading lessons would allow the students to practice these new skills. I would most likely structure the lesson as a small group activity, possibly during their guided reading group time, in order to be able to give each student the most attention possible in order to learn this new, somewhat difficult skill.

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Close reading is a strategy that focuses on a critical analysis of literature. Students are asked to take a "close" look into what they are reading in order to develop not only a literal comprehension of the text but also inferential. After close reading students should have a deeper understanding of the text. In order to implement and use close reading effectively you should provide your students with challenging text so that they take the time to look critically into what they are reading. Close reading fits into balanced literacy because it teaches students to look critically analyze text, engage their schema, they use metacognition, and requires students to refer back to the text for key evidence. Close Reading is vital in creating good reading habits for students at an early age, it is easily implemented into the classroom and works to improve all aspects of balanced literacy.

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Close reading is an important part of reading and allows students think critically about a piece of writing. through close reading students can gain a better understanding of things such as text structure, vocabulary and the key points of the text. Close reading should be done with text that is more complex and would be a challenge for your students on their own. This is because a simple text will be well organized and therefore students will not need to know how to find the key elements and and concepts because they may be explicitly said or understood. it is recommended that texts be at or above the grade level. Close reading should be supplemented with other methods such as interactive read-alouds, guided reading, shared readings and teacher modeled think-alouds. For close reading to be a successful tool in the classroom passages should be shorter and more complex. It is also important that students re read the passage because they will have more background knowledge the second time, and annotate while they read to find important evidence for text based questions. text dependent questions can allow the students to read the passage and think about the most important details. In my classroom I would include close reading toward the end of a unit when students have a solid understanding of the content. Close reading at this time would enhance their understanding and challenge students to think more critically.

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Close reading is when students are asked to critically examine and look deeper at a text. Close reading is used by teachers to help expand their student's schema by using their prior knowledge and experiences to help the students understand and comprehend the text. It is also used to help teach and build good reading habits within each student. Students are typically asked to complete close reading with shorter and slightly more complex texts. This is because it requires the students to do repeated readings to help them really dig deep into the text to help them make sense of what they are reading.
In a elementary classroom close reading can be used when they are completing a nonfiction unit. For example, in my most recent internship I saw close reading taking place. My teacher used close reading to model how one would go about reading a nonfiction book and what each student should be doing when they read their own nonfiction books. Through my own observations and as the article points out, close reading is very effective as a read aloud when it comes to balanced literacy. This is because the teacher can model what the students should be doing and can scaffold the students thinking and learning.

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Close reading is an instructional routine in which students critically examine a text, typically through repeated reading to extract multiple levels of meaning. It gives students the opportunity to combine new textual information with their existing background knowledge and prior experiences, this expands their schema. Close reading also helps to build reading stamina and persistence when reading complex texts.
In a first grade classroom, by having our students practice close reading they can focus on central ideas, key supporting details, development of ideas and reflect of the meanings of individual words and sentences in the text. Close reading can be implemented as the the teacher can start out by reading a book to the class and model how the students examine the text. Then, the students can split into groups and read the story again using the techniques that the teacher has modeled. The teacher can also create text dependent questions so students can use evidence from the book to back up their answers.
Close reading fits in with balanced literacy as it falls under reading. They are reading and following the "I do, We do, You do" model. By doing supplementary activities like text dependent questions it can fall under the writing part of balanced literacy. Through the reflection of the meaning of individual words and sentences, students are also practicing word work in balanced literacy.

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Close reading is an instructional routine in which students critically examine a text, especially through repeated readings. Close reading is used was a reading technique for students of all levels ranging from elementary school to college level students. However, close reading is lacking in elementary schools. There are six components of closed reading. The first component to consider is having short passages. Short passages allow the teacher to find a passage of text at an appropriate length for close reading. Another component is limited front loading. This is when the teacher consistently sets a purpose for reading, but does not engage in length conversations about the text. For example, the teacher in the video had the students turn and talk to a partner for about 2 minutes. Another component is repeated readings. This is when the student reads the story multiple times to find the answers to questions the teacher asks. Also, another component text-dependent questions and this is when the teacher asks questions where the answers are directly stated in the text. The last component is annotation and this is when students underline important information in the text. I would use this strategy in elementary school reading levels by reading nonfiction forms of text and in a whole classroom group setting. Close reading fits in balanced literacy by fitting into the category of read alouds because the teacher is reading aloud to the class in a group setting.

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Close reading an instructional technique that makes students think deeper about the text. Close Reading has multiple components to ensure students are analyzing, understanding, and connecting with the text. "close reading must be accompanied by other essential instructional practices that are vital to reading development: interactive read-alouds and shared readings, teacher modeling and think-alouds.” Close Reading is most effectively done with short texts, complex texted, and then repeating these texts. Students do not receive front loaded information as through close reading they will gain all of the information they would have learned front loaded. In order to extract as much information and cause as much thinking as possible students are asked many text dependent questions. These questions guide their thinking. Students are also to be annotating the reading, adding notes, highlighting, circle confusing words, underline important topics, etc. In the earlier grades, read aloud can be substituted instead of independent reading. This takes the burden off the students for trying to decode the words and stay focused on learning the information. Teachers must be very confident in the information, knowing the texts, and being able to engage schema. Teachers must be able to ask thought provoking questions to help their students learn as much information as possible. Key concepts to be covered in close reading are, details, vocabulary , text structure, author purpose, inferences, opinions, and connections. Close reading can be easily modified for each of the elementary grade levels to make it easiest for them to learn and grow as close readers.

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Close reading is an important tool and method a teacher can use in their classroom. Close reading is a way of allowing your students to take a text or piece of a text and truly dig into it and to make connections and find the deeper meanings. Within Close readings there are a few key features. Typically texts used for this purpose are shorter passages that are more complex than the students' independent and instructional levels. There is limited front loading which refers to the amount of introduction and background knowledge the teacher provides the students with about the selected text. In order to allow the students with ample opportunity to find these deeper meanings the texts are read and reread multiple times and the questions they are tasked with answering are always text-dependent, which forces the students to find text evidence and practice noting where information comes from. Close reading can be used in elementary classrooms and is an effective way of challenging students. I would use close reading as a "we do" activity. It is a part of a read aloud and can connect to many other skills I will be tasked with teaching my students.

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Close reading is comprised of multiple components. The meaning of close reading means allowing students to analyze and take a critical look at a text to discover meaning, details, patterns, connections, and authors purpose/craft. Through close reading students are engaging schema and using background knowledge; thus, being able to interact with a text on a deeper level. Furthermore, students are able to observe and respond to the text to form conclusions about what they are reading and what the author wants the students to take away. Close reading is an important aspect of literacy that teachers need to incorporate into their classrooms. In my future classroom I would use close reading activities in my classroom to engage students with a text. In elementary grades, students will be reading short stories or passages. It is important to choose a book at the students instructional level. The book should be a little challenging in order to scaffold a students learning and allow them to interact closely with the book. During close reading activities, I will be there to support the students and give them instructions/prompts, however the students will be in control. Repeated readings are useful as well to familiarize students with the book. Students will be expected to highlight, annotate, and question the text. Balanced literacy consists of guided readings, read alouds, and shared readings. It is an explicit technique to teaching literacy using the whole language approach and phonics. Close reading happens under the read aloud part of balanced literacy because the students are interacting closely with the text. Students are comprehending and actively thinking while both the students and teacher reads.

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Close reading is when students are asked to look at a text at a deeper, more critical level.  More specifically, close reading "invites students to example deep structures of a piece of text... deep structures includes the way that the text is organized, the precision of its vocabulary to advance concepts, and its key details, arguments, and inferential meanings."  Close reading also focuses on student's ability to identify the author's purpose, how the book/ideas connect to other texts, and how they can use the knowledge that they learned from the text to create their own opinions.   There are two main objectives to close reading: using new knowledge along with background knowledge in order to grow student's schema and building stamina and persistence.
The method of close reading being implemented in elementary schools is a new idea, but teachers have adapted the high school model in order to fit the needs of students in the younger grades. High school and elementary school models both should incorporate a complex text (one that is rich in content), a short selection of text, and different genres and types of books should be used. Students should also reread the text many times. Things that have been adapted from the high school model to the fit elementary level student's needs include: the beginning of the lesson starting with a read aloud, front loading the text if needed, being able to answer grade appropriate, text-dependent questions, and basic annotations.
I believe that the model of close reading in elementary school falls under the guided section of balance literacy because the book is read out loud to the students as a class, the teacher guides them through the different steps of close reading, and students are taught all of the skills that they need in order to successfully be able to participate in a close reading lesson.

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Close reading is an instructional routine in which students critically examine a text, especially through repeated reading. Close reading affords students the opportunity to examine the deep structures of a text such as authors purpose, text connections and the readers opinions. Additionally, close reading builds the habits of good readers such as stamina and metacognition. At the elementary level includes short passages, limited front-loading of information, repeated readings and text dependent questions. At the early childhood level repeated readings are used frequently to help the students engage and gain a deeper understanding for a text. Close reading is a skill that is not strictly reserved for secondary and post secondary schooling. It can be used in the younger grades to help foster the students skills for the future. Balanced literacy is a is a curricular methodology that integrates various modalities of literacy instruction from whole language to phonics skills. Close reading would occur in the independent level of balanced literacy because the student is responsible for recognizing where they need more support.

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Anna Makris, Megan Whitten, Allison Mulvey

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Anna Makris, Megan Whitten, Allison Mulvey

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Close reading has multiple purposes. It allows students to get a deeper understanding of the text. It is also a critical analysis of a text that focuses on certain details or patterns that allow the student to gain better understanding of the text. It also has students build the necessary habits of readers when the engage with complex text. Students will learn to engage their schema and use their background knowledge. This can be used in any level classroom. It is important that you choose the correct level book. If the book is too easy you cannot do a successful close reading, and if it is too hard it will be difficult for the students to annotate and make connections. Making connections allows students to focus on the "you do" portion of balanced literacy. When the group is working together the class is working in the "we do" section of balanced literacy. Overall close reading is an effective way of teaching and learning.

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The main purpose of close reading is to provide students with the opportunity to dig deeper and understand new textual information with the use of background knowledge and the expansion of schema. The components for close reading at the elementary level include short passages, complex texts, limited frontloading, repeated readings, text-dependent questions, and annotation. In second grade, close reading would include a short, but challenging passage on Martin Luther King Jr. (which I  observed in my internship). Students would read the passage and highlight words they didn't know. The teacher would then read the passage aloud and go over the unknown terms. As a class, everyone would practice reading the questions and highlighting the textual evidence to answer them. Close reading fits into the "we do" aspect of balanced literacy. With that being said, close reading fits into the category of read alouds, where higher level thinking is required with some support of the teacher.