Closing in on Close Reading

The headlining College and Career Readiness anchor standard has far more depth than may be ascertained upon the first read, which is exactly its point! CCR Standard 1 reads as follows:

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 support conclusions drawn from the text. (Common Core ELA Standards)

Calkins, Ehrenworth, and Lehman (2012) refer to this as the literal comprehension standard, emphasizing Common Core’s heavy concentration on students understanding and focusing on the meaning of the text. Although students will clearly need to delve deeper beyond the literal details as supported by grade level standards, Common Core purports that it is essential that all students have a stronghold on literal details and basic inferences first and foremost. Rather than the reader spiraling through his or her perspectives and the connections, the text should be the primary focus.

As we delve into this standard, you may notice that it begins with two seemingly innocuous words: read closely. Although teachers have supported this idea for many years, Common Core is actually referring to a more specific concept called close reading. Close reading is not a new term, having been used in both middle and high school in the past, but its focus in primary grades is a new application. This type of reading requires effective, deliberate teaching and strategy instruction. It is not enough to just tell students to look closer. They need quality text of appropriate complexity that is worth the reading, and specific ideas on how they can examine the text.

What does a close read look like? Below are three different definitions that embody similar ideas:

Rereading for the purpose of recognizing details and nuances of text that may go unnoticed during a cursory first read so that new understandings and insights may reveal themselves (Burkins and Yaris, 2013).

A careful and purposeful reading and rereading of text; an intensive analysis of a text. Reading to uncover layers of meaning that leads to deep comprehension. A focus on what the text says, how it says it, and what it means.

Close reading may include text-based questions and discussion with attention to vocabulary and word choice, context, tone, argument, and imagery (Tyson, 2013).

 Careful and purposeful rereading of a text (Fisher, 2013).

I like to think of close reading as scuba diving. When we speed through text and get the general meaning, we are swimming along the surface. Previous comprehension instruction where we paused throughout the story to discuss elements is like snorkeling. You can see beyond the surface, and depending on the clarity of the water (or your thinking) you can look into the story. But with close reading, you get to hang out for awhile and explore the wonders and nuances within texts. You have the air (or reading tools) necessary to immerse yourself completely and examine the deep structures of a text and connect your background knowledge to expand your schema.

These deep structures are the focus of Common Core, and include text organization, author’s purpose, connections among ideas, and synthesizing ideas. Readers must pay close attention to the word choice used within a text, and how the specificity of words is used to advance concepts, along with its key details, arguments, and inferences. Through close reading, students develop a deeper understanding of what the text is truly saying, and while their own ideas and schema will also affect their ideas, text analysis will really drive their thinking. Close reading entails examining complex, short passages that students and teachers can analyze from multiple perspectives through rereading. Rather than spending much time on frontloading, or activation of background knowledge, teachers and students should discuss their connections as they arise through the need to make sense of the text. Teachers should have previewed the text in advanced, and be prepared to examine the text with students using text-dependent questions. These questions include key details, general understandings, vocabulary and text structure, inferences, author’s purpose and point of view, arguments and intercontextual connections. All of these components of close reading can be found in Table 1. Close reading should not replace all types of reading, but is an essential part of the reading instruction. (Fisher & Frey 2012)

Table 1: Components of Close Reading

Deep Structures to Analyze	Modes of Teaching Accompanying Close Reading	Key Features of Close Reading	Types of Text-Dependent Questions
Text OrganizationAuthor’s Purpose Making Connections Synthesizing Inferring Key Details Arguments	Interactive Read AloudsThink Alouds Shared Reading Guided Reading (leveled texts) Collaborative Reading Independent Reading Writing	Short PassagesComplex Texts Limited Frontloading Repeated Readings Text-Dependent Questions Annotation	General Understandings Key Details Vocabulary & Text Structure Author’s Purpose & Point of View Inferences Opinions, Arguments, and Intertextual Connections

Through these close readings, students will develop the rest of the skills within CCR 1. Specifically, students will develop literal and inferential understanding of the text and be able to support their ideas with evidence from the text. Each grade level develops specific skills that students should master within this frame, but teachers must keep this bigger picture in mind when teaching students about questioning and key details.(Fisher & Frey 2012)

References

Burkins, J., Yaris, K. (Jan. 22, 2013). Defining Close Reading. Burkins and Yaris: Think tank for the 21st century Retrieved on Feb. 13, 2013. From http://www.burkinsandyaris.com/defining-close-reading/

Calkins, L., Ehrenworth, M., Lehman, C. (2012) Pathways to the Common Core. Heinemann, Portsmouth, NH.

Common Core State Standards. (2010). Common Core State Standards for English Language Arts and Literacy in History/Social Sciences, Science, and Technical Subjects. Retrieved May 14, 2012, from http://www.corestandards.org.

Fisher, D. (n.d.). Close Reading and the CCSS, Part 1. Common Core State Standards Toolbox. Retrieved on Jan. 25, 2013. From http://www.mhecommoncoretoolbox.com/close-reading-and-the-ccss-part-1.html

Fisher, D., & Frey, N. (2012). Close Reading in Elementary Schools. Reading Teacher. Vol. 66.3

Tyson, K. (2013). 25 Great Ways to Prepare for Common Core. Learning Unlimited LLC. Retrieved on February 2013. From http://www.learningunlimitedllc.com/25-ways-to-prepare-for-the-common-core/

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