Be on time
 Actively Listen/participate
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› All electronic devices (i.e. laptops, iPads,
cells phones-[on vibrate]) should be put
away unless instructed to use
› Grading papers is prohibited
› Give input, participate in group discussions,
etc.
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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.
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Using short passages and excerpts
Diving right into the text with limited prereading activities
Focusing on the text itself
Rereading deliberately
Reading with a pencil
Noticing things that are confusing
Discussing the text with others
› Think-Pair Share or Turn and Talk frequently
› Small groups and whole class
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Responding to text-dependent questions
Three components of text complexity
should be considered:
 Qualitative
 Quantitative
 Reader and Task Considerations
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Those aspects of text complexity best
measured or only measurable by an
attentive human reader, such as levels of
meaning or purpose; structure; language
conventionality and clarity; and
knowledge demands.

Those aspects of text complexity, such as
word length or frequency, sentence
length, and text cohesion, that are
difficult if not impossible for a human
reader to evaluate efficiently.
› Lexile levels

Variables specific to particular readers
(such as motivation, knowledge, and
experiences) and to particular tasks
(such as purpose and the complexity of
the task assigned and the questions
posed.

Vocabulary
› Academic and domain specific terms

Syntax (arrangement of words to create sentences or
phrases)
› Coherence (events and concepts are logically connected
and clearly explained)
› Unity (ideas are focused on the topic)
› Audience appropriateness
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Text Structures
›
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›
›
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Compare/contrast
Cause/effect
Problem/solution
Chronological Order
Text Features
› Heading/subheading
› Signal words
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Before the lesson:
› Select a short, worthy text to close read
› Create text-dependent questions (can be
spiraled in during the lesson)

During the lesson (establish a purpose for reading):
› Focus: Key Ideas/Details (important elements)
 1st Read – student reads independently and annotates text
 1st discussion – talk to partner or small group
 Text-dependent questions
 2nd discussion – whole group discussion (share-out)
› Focus: Craft/Structure (how text works)
 2nd Read – teacher reads aloud or student continues to read
independently/with a partner
 3rd discussion - talk to partner, small group, or whole group
 Text-dependent questions
› Focus: Integration of ideas/knowledge (meaning/connections)
 3rd read (optional) – record ideas on sticky notes, graphic
organizers, thinking sheet, etc.
 Text-dependent questions

After the lesson:
› Journal Writing (summarize the text, response
to literature, etc.)
 Text-dependent questions
The close reading lesson can be done
any way the teacher chooses.
 Preview vocabulary before reading
 Vocabulary activities can be weaved
into the close reading activity (during or
after)
 Answer all text-dependent questions
after the readings so that the discussions
can center around the student
generated questions
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Shared reading
Interactive read aloud
Comprehension Toolkit lessons
QAR
Literature circles
Questioning the author
Reciprocal teaching
Connecting to themes/essential questions
Post-its
Think sheets
Jigsaws
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ELACC6RL/RI10: By the end of the year, read and
comprehend nonfiction, literature, including stories,
dramas, and poems in the grades 6-8 text complexity
band proficiently, with scaffolding as needed at the
high end of the range.
LITCC6-8RHSS10: By the end of grade 8, read and
comprehend history/social studies texts in the grades
6–8 text complexity band independently and
proficiently.
L6-8RST10: By the end of grade 8, read and
comprehend science/technical texts in the grades 6–
8 text complexity band independently and
proficiently.
 CCSS.Math.Practice.MP3
Construct
viable arguments and critique the
reasoning of others.

Construct, justify,
and communicate
arguments by…
› considering context
› using examples and
non-examples
› using objects,
drawings, diagrams,
and actions

Critique the reading
of others by…
› listening
› comparing
arguments
› identifying flawed
logic
› asking questions to
clarify or improve
arguments
Questioning
 Leveled Text
 Assignments (i.e. end product)

Sullivan has to shout, “Fire! Fire! Fire!” From this detail,
what can the reader infer about the technology in
Chicago at that time?
 The author states, “The barn’s loft held over three tons
of timothy hay.” What can the reader infer about how
this detail could impact the development of The
Great Fire?
 Sullivan's behavior in paragraph 4-6 suggest many
things about his personality. What characteristics can
be attributed to Sullivan based on evidence from
these three paragraph?
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The title of the text is The Great Fire: in the first
sentence, what words does Murphy use to hint at the
tragedy to come?
What tone is the author creating by choosing “amble”
and “stretch” and “leaned back?” Why does the
author create this feeling or mood when the bulk of
the book is about the disaster?
In paragraph 1-3, what details does the author use to
help the reader build a personal connection to the
historical figures in this story?

http://www.ascd.org/publications/educationalleadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx

http://www.hohschools.org/cms/lib07/NY01913703/Centricity/Domain/378/R
eading%20Science%20Texts.pdf

http://nieonline.com/tbtimes/downloads/CCSS_reading.pdf

http://sheronbrownphd.com/2013/06/25/what-do-close-reading-and-mathhave-in-common/