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When you hear the words "close reading" what first comes to mind?

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what close reading is.
what each read should consist of.
helpful resources for you.

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"Close reading is thoughtful, critical analysis of a text that focuses on significant details or

patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings,

etc" (Burke, n.d., p. 2).

"Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension" (Boyles, 2013).

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- model using short pieces of text
- offer a series of lessons over
several days
(Rees, 2017)

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- read short pieces of text
- not do pre-reading activities
- read the text 3 times
- discuss the text with others
-answer recall questions and critical thinking questions.                                          (Rees, 2017)

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What did the text say?

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How did the text work?

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What did the text mean?

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- The first read can be done independently, as a read aloud or a paired reading. During the first read students should be looking for te main idea, story elements, and key details.
(Burke, n.d., p. 5)

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- After the first read is a good time for students to do a think-pair-share to assess what students understand so far.
(Burke, n.d., p. 5)

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- For the second read select a chunk of the text to reread. At this point students should be looking at vocabulary, text structure, and/or text features.
(Burke, n.d., p. 5)

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- After the second read it is a good time to have students work in pairs or groups to answer text dependent questions to assess understanding.
(Burke, n.d., p. 5)

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- During the third read, students are analyzing, synthesizing and making connections to other texts.

(Burke, n.d., p. 5)

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- After the third read students should answer comprehension questions, complete graphic organizers or even create journal responses to text dependent questions.
(Burke, n.d., p. 5)

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