Key Features of a Close Read
What is a close read?
"Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately."
-PAARC
Short Texts
Short texts allow for focus and are manageable in the time constraints of a classroom. Students can be expected to read carefully for longer texts, but should not be expected to maintain that depth of focus on a long piece.
Complex Texts
Be cognizant of the three elements of text complexity; don't rely too often on one over the other. Close reads are meant to be at the upper end of the instructional level and should not be completed with texts students could read independently.
Limited Frontloading
What is essential to student understanding of the text? Keep in mind "core" versus "incidental" when providing or accessing background knowledge. Remember "Shift 2" - Knowledge in the Disciplines: Students should build knowledge through text, not a teacher or activities.
Text-Dependent Questions (TDQ)
Hold students accountable through well-planned TDQ (remember to provide variety in how students respond). TDQ also act as "signposts" that provide guidance in navigating a complex text. Be wary of the "According to the article..." trap and focus on important learning goals. TDQ also serve a model for how to ask critical questions of a text.
Repeated Readings
Provide multiple opportunities for students to reread the text; students may also benefit from a sequence of purposes or questions that scaffold deeper understandings (use those TDQ and annotations).
Annotation
Students "show their work" (i.e., their thinking) which aids teachers in monitoring comprehension. Additionally, it functions as a "writing to learn" strategy that helps students process the text. Students may benefit from guiding questions that frame their purpose for annotating the text.
Basic Close Reading Protocol
- Read to get a sense of the text
- Read and annotate for basic understanding of the text (summarize, explain, question, etc.)
- Read and annotate for deeper understanding of the text that allows for response to the purpose (analysis, connections, evaluations, etc.)
Note: Three readings is not set in stone. Students may need to reread many times to strengthen their understanding of a text. Think of how many times a teacher may have to read a text before using it in class, for example. All learners benefit from collaborative conversations about text; consider how best to build this into their reading process.
Additional Text Resources
- Close Reading: http://www.fisherandfrey.com/_admin/_filemanager/File/Close_read.pdf
- Close Reading in Elementary Schools: http://www.americanreading.com/documents/close-reading-in-elementary-schools.pdf
- What Is Close Reading?: http://www.shanahanonliteracy.com/2012/06/what-is-close-reading.html
- How to Do a Close Reading: http://writingcenter.fas.harvard.edu/pages/how-do-close-reading
- EL's Close Reading Protocol: http://www.rmsc.org/Data/documents/exhibits/Race/Close%20reading%20protocol_061812.pdf
Need Additional Resources?
Contact Kelly O'Brien-Yetto
- Email: kobrien-yetto@galwaycsd.org
- Twitter: KellyOBrien210