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When teaching students reading, it is important that the students “speak” as close readers. Develop a new understanding of the text based on these patterns.For example, if students were reading about a character, they would determine why the character acts in a certain way, and what they’re thinking or feeling on the inside.īelow are the steps to teaching close reading strategies: Students should use the patterns they found and put them together to develop a new understanding or deeper evidence-based interpretation of the text. The final step is using the patterns to develop a new understanding of the text. Maybe the character always stutters when they’re in an awkward situation, or acts like a class clown when they’re in front of the classroom. For example, students may determine patterns in character dialogue, thought or action. Questions such as “Which details may fit together?” and “How do these details fit together?” will help your class determine patterns from these details. With this step, they will look across all of the details they’ve collected and find patterns. Next, students should use the lenses to find patterns. For example, your students could read through the lens of character emotion. Lenses include word choice, text evidence, structure, point of view, argument, and reading across the text. There are many lenses through which to read a text. During this time, readers will collect details based on the lens. Begin by teaching your students to read through a lens, or deciding what they will be paying attention to while reading. Lessons are organized in a very specific way, in order to promote student independence. Be designed in response to the strengths and needs of your students, not planned solely to match a book or fit a scope or sequence.

Be repeated across time and involve lots of opportunities for practice, not be a one-time, off-the-checklist activity.

Allow time for students to read for extended periods and across many pages of text, not interpret time spent reading with activities.

Be one piece of your reading instruction, not the only part.

Lead to student independence, not dependence on teacher’s prompting.

Raise engagement and joy, not diminish it.

Reviewing the strategies at different points of the year helps them remain fresh in student minds.Īccording to the book Falling in Love with Close Reading by Christopher Lehman and Kathleen Roberts, powerful close reading instruction must: Starting the school year with lessons that involve close reading helps your students learn strategies that they can use throughout the year. What does close reading look like?Ĭlose reading instruction can occur in whole group lessons, small group lessons or individual lessons. This often means “rereading a short portion of the text that helps a reader to carry new ideas to the whole text.” (Kylene Beers and Robert Probst, 2012). What is close reading? Close reading “is about making careful observations of a text and then interpretations of those observations” (Patricia Kain, 1998). With the new Common Core Standards, it is important for students to be active and close readers.