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GENERERATE a list of ideas or thoughts that come to mind when you think about close reading.

CONNECT your ideas by drawing connecting lines between your ideas and those of others.

ELABORATE on any of the ideas or thoughts on the board.

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Even the lower readers are able to talk about the text after several reads when they've had the opportunity to become familiar with the vocab and build background knowledge _McGuiness

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three reads; each for a diff purpose

Increases comprehension

Ways to learn what is blocking comprehension

Explains explanations of text

~McGuiness

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I often think of close reading as repeated reading with "codes" or markings to annotate the text. Students are given a specififc purpose for their reading and have multiple chances to read that selection. - Lisa J.

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Close reading doesn't have to be overly complicated. There doesn't need to be a ton of moving parts or supplements. The following is an example of how to work on close reading of a text:

Day 1- teacher reads text prior to working with students in order to select or create questions that focus on the most difficult parts of the text

Days 2-4- students re-read the text, each time with a different purpose

Alexa Jura

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-all students need access to rich, grade level texts

-provides pathway to comprehension

-provides robust support-reading below, and even well below grade level

-consistent way to support all students reading grade level texts

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Be sure to cover all your bases before you engage students in the process of Close Reading.

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Before the Close-Reading lesson, YOU will need to dig deeply into the text yourself with multiple Close Reads in order to:

1- Comprehend the text yourself

2- Determine "big understandings" you want your students to come away with

3- Seek out potential obstacles to student comprehension, such as vocabulary, syntax, density of information, and mixed text structures, etc.

4- Compose "Mighty Questions" that will support students in the process of piecing together the clues that will lead them to deeper understandings

If you want your batters to hit homeruns, be sure YOU round all of these bases BEFORE sending your players up to bat!

~Leanne Grandjean Quinn

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-All students benefit from reading grade-level text, including ELLs and struggling readers.

-Questions should focus on sections that are likely to cause difficulty and parts that can grow knowledge.

-Students need opportunities to explain answers to text-dependent questions.

-Teachers should carefully monitor and coach students during reading to facilitate learning.

Sally King Ward

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It’s as important for the teacher to understand the text as it is for the students. Reading ahead and preparing for possible obstacles and creating thoughtful questions to spark discussions helps create understanding for everyone engaging with the text. Boredom is avoided because each reading is for a different purpose and can create different “aha” moments each time. Students who lack background knowledge, vocabulary knowledge, or syntax knowledge can be supported as their understanding of the text increases. - Sarah Rames

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The process for close reading is simple, and easy for students to get into the habit of doing. Once they know they are going to read something several times, will have to answer questions about it, will have to work independently and with partners, and so on they are going to get right into a routine. It is also nice that part of the process involves the teacher pre-reading and choosing different sections of the text to focus on- I like that the things we should focus on are very clear. -- Bridget

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Through close reads students hear a text or portion of the text multiple times throughout the week. However, each time they hear the text they are listening for a new purpose.

Cristal

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Doing the prep work is important; underlining, looking for vocabulary, where students will struggle, etc., is important for teachers to do. We need to know where students will struggle, achieve, etc. to make close reading effective. - Britany

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Close reading is a strategy when you analyze a short text or a piece of a text repeatedly. Each time has a different goal to help students understand a deeper meaning.

Looking for the main idea, patterns, and setting a goal each day are great strategies for close reading.

Jessica Cosme

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Teacher attitude impacts students' attitudes. Close reading helps all students read, understand, and participate in the discussion. Annotations help students' understand and see their thinking. Teachers' have to mark up the text before doing it with the class. I like to show my students the document/text that I have annotated to show that it is a normal process for reading. Teachers also need to pre-plan higher level analysis questions like "how" and "why" to ask students and always incorporate NYS Regents questions to so students are familiar with the formatting. For example, the NYS Regents phrases a CRQ as "Explain the historical circumstances..." I explain to my students to break it down and that it is asking for the historical background...

-AHoffmann

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"Close reading is for all students, regardless of their reading ability or facility with English. It can support every reader in your classroom. All kids deserve access to rich, grade-level text." When I read this quote on page 112 it got me thinking that there really isn't any other approach to reading that can do all of this. We know that all students need access to grade level texts and this is how to accomplish that, especially with struggling readers and ELL students.

-Erika B.

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I love the idea of close reading as equity. Close reading allows all students to access high quality grade level text. It supports all students in building knowledge, vocabulary, and essential thinking skills. As a former special education co-teacher, I have experienced the struggle with low students checking out because everything presented to them is either too challenging or too simple to be interesting. Close reading as described by the authors levels the playing field. Sarah P.

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Also, close reading gives the opportunity to teach and revisit the standards all year within that 3rd read. Students have plenty of opportunities to practice and demonstrate mastery of them. Sarah P.

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Authors include details for a reason—whether word choice, text structure, etc., they have used these devices to help support their central message/central idea, etc. Close reading enables students to tease out a text from different angles. By the time one is finished having revisited it several times, different readers will have latched on to different details to help them better comprehend. -Susan K-L

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Taking the time to teach the shorthand for notating and jotting up front will save the students from exerting cognitive energy in trying to follow the cipher while reading. -Susan

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I really appreciate the idea of a whole group engaging with the text together, creating shared experiences. The video discusses the concept of each reading being a layer, and as the text is revisited multiple times, students gradually become deeper thinkers, improve their comprehension, and build confidence. As a Special Education teacher, these are skills we frequently emphasize. When teachers are enthusiastic about close reading, that excitement is passed on to the students, and the skills they develop will benefit them for years to come.

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I really appreciate the idea of a whole group engaging with the text together, creating shared experiences. The video discusses the concept of each reading being a layer, and as the text is revisited multiple times, students gradually become deeper thinkers, improve their comprehension, and build confidence. As a Special Education teacher, these are skills we frequently emphasize. When teachers are enthusiastic about close reading, that excitement is passed on to the students, and the skills they develop will benefit them for years to come.