Close Reading

Close Reading

What is a close read?

Close reading is an instruction reading strategy where students precariously examine structures of a complex text in order to achieve a deeper understanding. Close reads provide students opportunities to incorporate newly learned information with their schema. Fisher and Frey (2012) state, "These deep structures include the way text is organized, the precision of its vocabulary to advance concepts, and its key details, arguments, and inferential meanings" (p. 179). Close reading also builds reading stamina and persistance when interacting with complex texts. This instructional reading strategy can be used with students of all ages to enhance critical thinking skills emphasized by recent national standards.

WHAT IS A ClOSE READ?

Using Close Reads for Instruction

How should close reads be used in the classroom?

In language arts, students are taught a variety of reading skills including examining the author's purpose, studying domain-specific vocabulary words within a text, and determining the purpose of reading a given text, in addition to many other strategies. However, these reading strategies are not taught using complex texts. Close reading provides an opportunity to use the reading comprehension strategies while focusing on a complex text. It is important to note that close reading must be used in addition to other reading strateiges. It will not be effective as a stand alone strategy. Fisher and Frey (2012) claim, "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" (p. 180).

Use of Close Reads

What does a close

read look like?

ClOSE READS

IN ACTION

3 Features to Remember When Using Close Reading in the Classroom

Teacher Role

Teachers have designated responsbilities when using close reading as an instructional strategy. They should select applicable and complex text for students to interact with as they read. Teachers should familiarize themselves with the text content and any advanced vocabulary that may need to be addressed. Next, the teacher should predict and prepare for any challenges students may face during the close read. Last, teachers should create questions that will require critical thinking skills related to the text. To continue to facilitate the learning, guide students in a rigorous discussion about the deeper meaning within the text, while ensuring the conversation remains connected to the topic analyzed through the close read (Jones, Chang, Heritage, & Tobiason, 2014).

Teacher Role

Student Role

Students should understand that close reads will require reading a passage several times to grasp a deeper understanding of the text. Students should strive to persevere through the text, rather than losing motivation for comprehension. Text features and information should be analyzed for the author's purpose and alternative meanings found within the text. Students should be able to support their explanations and reasonings using text based evidence from the reading. Finally, students will participate in rigorous conversations with their peers and with the class to further their understanding (Jones et al., 2014).

Student Role

Implications for Standardized Testing

Common Core Standards and NAEP are call on students to possess the ability to attain a deeper understanding of texts. College and carreer ready standards require students to become critical thinkers. They have found that close reading is the most effective way to attain the goal of deep comprehension. Simply teaching comprehension skills in isolation was not reaching the levels of understanding that are desired. Teaching students metacognitive skills will enhance their understanding and comprehension as they read and reread compex texts (Boyles, 2012).

Close Reading Benefits

Stuents will gain the ability to synthesize information from various readings. Students' thinking will demonstrate their ability to comprehend problems and issues as they draw inferences about the meanings of a text. Students of all ages can develop critical thinking skills from close reading. Not only will students be able to master College and Career Ready Standards, but they will also develop reading stamina and persistance. These skills are not only useful to reading, but can be put into practice in other content areas such as mathematics (Boyles, 2014).

Utilization

One can use close reading as an instructional strategy for both fiction and nonfiction texts. Close reading is essential for breaking down and understanding complex text in content areas. Science and social studies content areas can incorporate close reading as this type of informational reading often causes diffifulties for students(Lapp, Grant, Moss, & Johnson, 2013). In my fourth grade classroom, I have been using Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E Probst for several years. There is a fiction and nonfiction book, which include text excertps and lessons all ready to use. The is by far the best thing I implement in reading all year long. The best part is that the children really grasp the information and enjoy using these strategies throughout the year! While I highly recommend both of these books to incorporate into reading instruction, I believe that the nonfiction Notice and Note strategies provide great benefit to upper elementary, middle and high school students.

References

REFERENCES

References

Beer, K. & Probst, R. E. (2012). Notice and note: Strategies for close

reading. Portsmouth, NH: Heinemann

Boyles, N. (2013). Closing in on close reading. Educational Leadership,

70(4), 36-41.

Boyles, N. (2014). Close reading without tears. Educational Leadership,

72(1), 32-37.

Fisher, D. & Frey, N. (2012). Close reading in elementary schools.

Reading Teacher, 66(3), 179-188.

Jones, B., Chang, S., Heritage, M., & Tobiason, G. (2014).

Supporting students in close reading. National center for research on Evaluation, Standards, and Student Testing. Los Angeles: University of California, 5.

Lapp, D., Grant, M., Moss, B., & Johnson, K. (2013). Students' close

reading of science tests. Reading Teachers, 67(2), 109-119.

Serafini, F. (2013). Close readings and children's literature. Reading

Teacher, 67(4), 299-301.