Close reading is synonymous with it’s name. It is closely reading. In more specific detail, it is teaching students to read a text and to analyze the text. Close reading requires students to interact with text and reread it. It is like reading with a magnifying glass. Close reading helps to develop a better understanding of the text for readers. Teachers can use the magnifying glass analogy with close reading to remind students to look and read closely. Primary students can pretend to use a magnifying glass to read closely, when they first learn this practice. Teachers can even have students make large magnifying glasses with cardstock paper and use these to practice, closely reading.
Introducing Close Reading To Students
First Read-Read For Information
- What is the text trying to communicate?
- What is the main idea?
- Do you have any questions about the text?
- What genre is the text?
- Encourage readers to reread to find new information
- What is the purpose of the text?
- Note new words and phrases in the text
- Use vocabulary strategies to determine the meaning of unknown words in the text
- Find the answers to text-dependent questions
Third Read-Deepen Understanding
- What can you infer from the text?
- What evidence can the reader cite from the text?
- Make connections with the text to deepen understanding (text-to-text, text-to-self, text-to-the-world)
- Verify the answers to text-dependent questions
Why Is Close Reading Important?
Close reading gives readers the opportunity to interpret difficult text passages. Students may even read the text at a slower rate to examine the text so that they can better understand it. Readers can highlight important points in the text with a highlighting marker or a light colored crayon.
- There is a focus on text-based answers that require students to carefully read and examine the text. Using the Common Core State Standards we teach students to closely read to understand complex text.
- Students are taught to answer text-dependent questions. In close reading, students are required to think about the text and understand what they are reading. When teachers teach close reading, they give students skills that help students comprehend text throughout their lifetime.
Important Points About Close Reading
- Students read a text passage. They may then reread it, and use the close reading technique to better understand it.
- We want students to use close reading whenever they encounter complex text.
- Teacher and parents can help students by teaching them to develop a habit of close reading.
- Close Reading is needed in society today. Students need to foster habits of close reading to develop automaticity in reading comprehension.
- Close reading is a necessary skill. People need the ability to read closely in order to understand complex text. In all areas of life, adults and children need to closely examine text. People need to closely read driving directions. Students need to read and reread the test directions and questions.
The Common Core State Standards and Close Reading
- There is a focus on text-based answers that require students to carefully read and examine the text. Using the Common Core State Standards CCSS, we teach students to use closely read to understand complex text.
- Students are taught to answer text-dependent questions. In close reading, students are required to think about the text and understand what they are reading. When teachers teach close reading they give students skills that help students comprehend text throughout their lifetime.
This is an example of an informational text that students could read. Students can closely read the text and then answer text-dependent questions.
by Jennifer Swanson (author) © 2014
Life on Earth is never boring. What actually happens when Earth unleashes its fury? This title gives you an up-close look at the power of our planet. With well-researched, clearly written informational text, primary sources with accompanying questions, charts, graphs, diagrams, timelines, and maps, multiple prompts, and more, you’ll know all you need to know about tsunamis! Aligned to Common Core Standards and correlated to state standards. Core Library is an imprint of ABDO Publishing Company.
Find this book at www.biguniverse.com
Online Books and Instructional Guides
Educators and parents can utilize these helpful teacher’s guides to help with planning instructional lessons. These content-rich planning guides include engaging ideas to assist with instruction in close reading. Online books offer a great opportunity to enrich student’s vocabulary and content knowledge. Big Universe offers hundreds of titles in many different languages on thousands of topics. Find these informational and engaging texts at www.biguniverse.com.
by Saddleback Educational Publishing (author) © 2006
Struggling readers frequently lack basic reading skills and are not equipped with the prior knowledge and reading strategies to thoroughly engage in the classroom literature experience. Give your students the background and support they need to understand and enjoy literature. With these reading guides, your students will practice reading comprehension skills, sharpen their vocabulary, and learn to identify literary elements. Paperback books range in reading level from 4 to 10. Reproducible.
The Common Core State Standards clearly outline what is expected of students at each grade level, for students in the United States. The Common Core State Standards can be found at www.corestandards.org/
Key Ideas and Details
- CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
- CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CRAFT AND STRUCTURE
- CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
- CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text.
INTEGRATION OF KNOWLEDGE AND IDEAS
- CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
- CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
- CCSS.ELA-Literacy.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.