The document discusses close reading as an instructional approach. It defines close reading as carefully analyzing a text to understand its meaning and ideas. Close reading involves multiple readings of short, rigorous texts and using text-dependent questions to gain insight. Close reading builds reading skills and helps students understand increasingly complex texts, as required by the Common Core standards. The document provides guidance on planning and implementing close reading lessons, such as selecting appropriate texts, developing text-dependent questions, and supporting struggling readers.

3. What percentage of class time do students
spend reading text (pictures, graphs included)?
•Less than 5 minutes a day
•5-10 minutes a day
•11-20 minutes a day
•More than 20 minutes a day

4. Close Reading, So What?
A significant body of
research links close
reading of complex text---
-whether the student is a
struggling reader or
advanced---to significant
gains in proficiency and
finds close reading to be a
key component of CCR.
(PARCC, 2011)
Common Core ELA standards
for 6-12 extend beyond
English class to all
disciplines. There is now a
requirement for cross
content literacy (reading,
writing, speaking and
listening).

5. Deep Understanding of
Content
Direct
instruction
discussion
Close
reading
writing
Text
reading
Hands on
manipulatives

6. Define Close Reading…….
• Underline key details that support the definition of close reading and
identify the defining characteristics of close reading.
• Jot in the margin, any questions you have while you are reading.

7. What is Close Reading?
An approach to the text which enables
readers to uncover, engage with and
understand the information and ideas it
contains.
HO

8. Why Add Close Reading Instruction?
• Reading Standard 10 : read and
understand increasingly complex text
• Build reading skills leading to strength and
stamina
• Text complexity gap
• Opportunity to acquire content knowledge

9. Literacy is the gateway to
your content!

11. How is Close Reading
Different?

12. Short pieces of
rigorous, engaging, thought provoking text

13. Limit before reading activities

14. Multiple readings guided
by text dependent
questions

15. Gain insight to in order to critically and ethically
evaluate the text message.

16. Real World Connections, Sharing New
Understandings

17. Habit of Practice

18. Jot Top 3

20. Determine the Lesson Purpose, Tasks and
Standards

21. Selecting an Appropriate Text

22. Reading Information Standards

23. Social Studies and History

24. Science and Technical Disciplines

25. Determine the potential problem areas

26. Plan for after reading task

27. Provide instruction and modeling on Text
Annotation

28. Supporting Struggling Learners
• Use sentence, language or paragraph frames
• “I notice that on page____, the author used the word(s) _____________ to
help us see _____________.”
• Gradual Release: I do it, We do it together, You do it together and You
do it)
• Paired reading to independent reading
• Read Aloud for first read but read independently on second and third
reads

30. Key Points to Remember When Planning
• Determine the _____________--, _____________- and _______.
• Select an appropriate ______________--.
• Look for ______________ ______________.
• Plan the after reading _______________.
• Teach p_________________ a___________________.
• D____________________ for struggling learners.

31. Text-
Dependent
Questions

32. Text-Dependent Questions
• can only be answered correctly by close reading of the text
• require an understanding that extends beyond recalling facts
• require students to infer
• allow students to gather evidence and build knowledge
• provide access to increasing levels of complex text
• call for careful and thoughtful teacher preparation

33. Key Advances Build Toward
Readiness for All Students
34

34. Four Cognitive Phases
• What does the text say? [literal]
• How does the text work?
[structural]
• What does the text mean?
[implicit]
• What does the text inspire
me/you to do? (e.g., writing,
speaking, exploring other texts)

35. Relationship of Phases
- Opinions/arguments
- Intertextual
connections
- Inferences
- Authors’ craft & response
- Vocabulary & text structure
- Key details
- General understanding

36. Text Dependent Questions

37. Goals of TDQ
• Rich and rigorous evidence-based
conversations
• Discussions that stay deeply
connected to the text
• Students revisiting text for evidence
to support their argument in a
thoughtful, careful, and precise way
• Students slowing down to explore
and learn from the evidence

38. Organizer
Main idea of paragraph #:
Details that support or develop main ideas:
Words that stand out: More common words for the same idea:

39. Question Builders
Such as
Explain

40. TDQ – Partner Practice

42. Evaluate the Questions
• Does the student have to read the text to answer?
• Does the question provide the opportunity to determine the meaning
of academic vocabulary?
• Are the inferences grounded logically in the text?
• Does the question stay focused on the text?
• Is the question aligned to the standard(s)?
• Are the students gaining knowledge as a result of the question?

43. Planning
a Close
Reading

44. Well???

45. “The Gist of the Day”