This document provides an agenda for a training session on how to implement close reading strategies. It will cover why close reading is important, how to model close reading, how to write text-dependent questions, and providing examples for different content areas. Attendees will learn that close reading involves carefully re-reading short texts with a specific purpose in mind. It helps students engage with and understand what texts explicitly say as well as make inferences. The training will provide guidance on selecting appropriate texts and crafting text-dependent questions to facilitate close analysis of key passages.

1. I will know
how to
implement a
close
reading
strategy.
TODAY’S TARGET

2. AGENDA
 Icebreaker
Why close reading?
Model Close Reading
Writing Text Dependent Questions
More content area examples
Work Time/Brainstorm

3. SORT THE FOLLOWING ITEMS. WHICH ITEMS
WOULD YOU CONSIDER TO BE A TEXT?
1. Mastery Manager
Data
2. YouTube Clips
3. Painting
4. Geometry Diagram
5. Sculpture
6. IKEA Directions
7. Rubrics
8. Lab Report
9. Bar Graph
10.Math equation
11.Lease agreement
12.Recipe
13.Play Bill
14.Heart Monitor Data
15.Review of a Product
16.Blog

4. WHAT IS A CLOSE READING?
Reading and the deliberate rereading of a text with
a specific purpose.
Student-centered where reading, speaking, and
writing are encouraged.
Structured carefully by the teacher
Raises engagement and joy
 Leads to student independence (not dependence)

5. WHY CLOSE READING?
CCSS Anchor Reading Standard 1
R(1)=Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to
suppor t conclusions drawn from the text.
VERB
Verb Phrase
NOUN
Noun phrase
CONTEXT THINKING
LEVEL (DOK)
Read closely
to determine
text the text says
explicitly
DOK 1
Read to
make logical
inferences
text from the text DOK 2
Cite to
support
conclusions
textual
evidence
drawn from
the text
DOK 3

6. THE PLC CYCLE AND CLOSE READING
DIFFERENTIATE!!
WHOLE CLASS INSTRUCTION

8. CLOSE READING
 What does the text say?
 How does the text say it?
 What does the text mean?
Falling in Love with Close Reading by Christopher Lehman & Kate Roberts

9. LET’S PRACTICE!!!

11. CLOSE READING LENS # 1
What does the text say?
Literal Reading
What do you see, read, or take away from the text on
a literal level?
Falling in Love with Close Reading by Christopher Lehman & Kate Roberts

13. CLOSE READING LENS # 2
How does the text say it?
 STRUCTURE
 TEXT FEATURES
 POINT OF VIEW
 DIALOGUE
 CONTEXT CLUES/WORDS/IMAGES… MEANINGS
Falling in Love with Close Reading by Christopher Lehman & Kate Roberts

15. CLOSE READING LENS # 3
What does it mean? INFERENTIAL
How does it connect to other texts or the
world at large? EVALUATION and SYNTHESIS
Meaning of words and illustrations towards
bigger picture/learning goal/essential question
 Evaluate
 Analyze
 Compare/contrast elements within this text or
other texts
Falling in Love with Close Reading by Christopher Lehman & Kate Roberts

16. www.distractify.com

17. HOW DO I KNOW WHAT TEXT TO USE FOR MY
CLOSE READ?
 The text (passage, graph, ar ticle, picture, YOUTUBE
video, etc. ) should be carefully chosen by the teacher.
The teacher should ponder how this text can/will lead to
an overarching connection with other texts or themes.
 The text should be shor t.
If it has a staple it’s too long!
 The text should be wor thy of students’ time and should
not focus on minor points.
 A Close Read should not be used as an everyday reading
strategy for basic comprehension. It is specifically used
for grasping the deeper meaning of an impor tant text.

18. Repeat
Repeat
Repeat
Repeat
Repeat
Repeat
Repeat
Repeat
Repeat
Repeat
Repeat
Repeat

19. Let’s Practice Again!!!

20. PRODUCT LIFE CYCLE

21. 1. Based on the graph above, do profit and sales mirror each other throughout
the Product Life Cycle?
2. How does the graph communicate this information?
3. Why does profit decrease so much in the introduction stage?

22. THE DIAGRAM BELOW SHOWS THE POSITION OF 3 SOCCER
PLAYERS WHO ARE KICKING THE BALL TO ONE ANOTHER.
WHICH PLAYER KICKED THE BALL THE SECOND FURTHEST?
1. What does the diagram say?
2. How does the diagram communicate the
position of the players?
3. What equation would you use to solve this?
Why? (Use evidence from the diagram)
How would you find the solution?

23. CLOSE READING WITH TEXT-DEPENDENT
QUESTIONS
The three lens questions used in a Close
Read are text-dependent questions that
teachers prepare to facilitate a close
reading.

24. TEXT-DEPENDENT QUESTIONS…
 Can only be answered with evidence from the text.
 Can be literal (checking for understanding) but must
also involve analysis, synthesis, and evaluation.
 Focus on words, sentences, and paragraphs, as well
as larger ideas, themes, or events.
 Focus on dif ficult por tions of text in order to enhance
reading proficiency.
 Can also include prompts for writing and discussion
questions.

25. CREATING TEXT-DEPENDENT QUESTIONS
 Identify the core understandings and key ideas of the
text.
 Star t small to build confidence.
 Target vocabulary and text structure.
 Create coherent sequences of text-dependent
questions.
 Identify the standards that are being addressed
 Create the culminating assessment.

26. TEXT DEPENDENT QUESTIONS ARE NOT…
 Low-level, literal, or recall questions
 Focused on comprehension strategies
 Just questions

27. APPLICATION AND REFLECTION
 Look at the sample from
your discipline. Evaluate
how this could be used in
your classroom. Share your
thoughts at your table.
 Think of one piece of text
that you could use a close
reading on in the next unit.
 What additional suppor t
would you need in order to
implement a close read in
your next unit?