If you have been keeping up with the Common Core, in particular ELA, you have heard the term close reading a few times and may have asked “what is close reading?” In the last year I’ve participated in several sessions where attendees have asked this same question. The presenters attempted to define close reading, but none of them provided the clarity needed to help a teacher really understand what to do in the classroom. I heard one presenter say to have the students read the text slowly. I’ve heard another say have them re-read the text multiple times. My favorite was when a presenter said “have them hold the text close to their eyes.” That was hilarious! But unfortunately, neither of those descriptions could help teachers support students as they grapple with complex text, and so the question is beckoned: what is close reading?
A clear definition of close reading exists for us all. The fellows at the Critical Thinking Foundation defined close reading for us years before the Common Core even existed. According to their clear definition, close reading has five levels and each level supports students with determining the meaning behind complex texts — yes, even struggling learners too. The first level involves students paraphrasing the text sentence by sentence. This means that students engage with a very meaty piece of text and the text is short. It also means that teachers have to decide on the most important portion of text as it relates to the content they want the students to engage in for the day. At this point of the definition, teachers and leaders tend to respond, “Yes BUT, what about my struggling readers? They don’t know the words in the text.” After I ask, “have they been taught the necessary vocabulary,” their answer is a gaze toward the heavens. A lack of understanding of the academic language is one major reason struggling learners struggle. So if your question is how can I get struggling learners to grapple with complex text, one major response is teach them the vocabulary they need for the day.
The second level of close reading involves summarizing a piece of text, paragraph by paragraph. The foundation suggests the following format for summarizing: state your understanding of the text; elaborate on your understanding; provide an example of the meaning of the text; and illustrate the meaning of the text with an analogy or metaphor (SEEI). This process sounds rather easy, but actually doing it is a challenge–even for the adults I’ve observed. Nevertheless, it is still a great exercise because it deepens comprehension, improves mental capacity and supports the understanding of concepts that can transfer for later use. The third level of close reading asks the reader to analyze the text. This analysis follows a structured format. The format is referred to as the eight elements of thought (purpose, questions, information, inferences, concepts, assumptions, implications and point of view.) Every lesson may not necessarily require students to engage in all elements, but students should be familiar with how to interact with all eight elements of thoughts and should be asked to use them regularly.
The fourth level of close reading asks students to evaluate. Evaluation requires critiquing and/or judging. When one judges they need standards, and in this case the standards are the foundation’s intellectuals standards. They include clarity, precision, accuracy, logic, breadth, relevance, significance, and fair-mindedness. I’ve heard teachers ask, “but how do I teach these standards everyday?” I would suggest that you don’t. Instead, look at your unit plan or lesson and determine what intellectual standards are most appropriate in relation to the text you are using and your learning goals. Developing proficiency in this professional exercise takes time, but it’s time well spent. The more you develop as a practitioner in using these tools, the better you’ll become and the better your students will become. The last level of close reading involves placing yourself in the position of the author. This level requires students to engage in empathy and to consider another’s perspective by thinking the way the author might think. In order to do this, the reader must have already deeply considered the concepts and perspective of the author. The previous levels of close reading provides the opportunity for the deep consideration. Each level is built on the previous level, and so, this model of close reading provides the cognitive scaffolds that students need for success.
So there you have it–a practical definition of close reading. Now you can go forth, and close read.
Figure 1. Draft ELA Framework that recommends close reading for every grade level.
The question of close reading has resurfaced recently with a video featuring David Coleman, one of the contributors to the CCSS. He goes on to model a close reading exercise (King’s “Letter from a Birmingham Jail”), but does not speak about the methodology of close reading.
Your post about the Critical Thinking Community’s definition of close reading is something similar (but much more elaborate) that I just posted on the English Companion Ning.
I am delighted to have someone else suggest their strategies as a way to meet the CCSS.
My short post on the ECN:
“I have not taught this particular letter, but I have taught texts of similar lengths. Getting the students to make the intellectual jump to recognizing King’s moral argument is not explained in Coleman’s video. Coleman offers possible interpretations of King’s letter. He is modeling a lesson he would give, but he is not providing a strategy. Strategy is a plan of action designed to achieve a vision; Coleman provides an example, not a plan of action. To be clear, critical thinking is a strategy and students need to have critical thinking skills. For example, at the Critical Thinking Community, there are eight elements of reasoning that could serve as strategy, a plan of action, for analyzing King’s letter:
What is the text’s purpose?
What questions does the text generate or try to answer?
What information is contained in this text to answer these questions?
What inferences are being made in the text?
What key concepts does the reader need to know when reading the text?
What assumptions can the reader make about the text (and its author, purpose)?
What are the consequences of having read this text?
Whose point of view is seen in the text? Whose point of view would be different?
Coleman’s final point that six to eight days on this one piece of literature seems a little insulting to King. I mean, he wrote a letter that clearly articulates his position; are six days necessary to understand his meaning? I sense he, like any author, did not intend for his work to be parsed in classrooms for such extended periods of time. (I often envision a cadre of dead American authors rolling in their graves as student slog through weeks upon weeks of literature study…”Once upon a midnight dreary…”)
Ultimately, Coleman reverence of King’s letter borders on proselytizing. In comparison, King did that better.”
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Thank you for the informative article. As I begin to dabble in CCSS, I have been teaching academic language and have been using “say/mean/matter” to get students started on the first steps of close reading. I ask them to summarize the text after they have disected it using the simple graphic organizer.
Your welcome Melina. I’m finding that close reading is a uphill battle for some. Thankfully, teachers are admitting that they aren’t sure what to do about their students that struggle. I’m glad they admit their fear because it’s only then the real work can begin. It’s also good to know there are educators out there ahead of the work ready to contribute what they’ve learned with the rest of the community. Thanks for sharing Melina and Teachcmb56!
How would these elements for close reading change if your were using informational text (i.e., science text or articles)?
Hi jpatterson, since my original post I’ve see all content area teachers employ this model of close reading. Here’s what I’ve seen for science:
Level 1: used at the beginning of the year to get kids in the habit of slowing down; also used intentionally for short texts that the teachers want students to grasp for whatever reason during the school year(e.g. introducing a unit).
Level 2: same as Level 1, but more so in October where the Level 1 focus is in September.
Level 3: since the Elder-Paul model of close reading suggests the 8 elements of thought, the analysis level is parsed based on which element the teacher wants to focus on. The lesson purpose would drive this. See the interactive elements of thought wheel here: http://www.criticalthinking.org/ctmodel/logic-model1.htm
Level 4: used to evaluate technical documents or scientific reports.
Level 5: writing from the place of a specific scientist or rebutting a scientist.
I’m sure there are other ways, but these are a few. What are your thoughts?
How would you implement close reading strategies in a second grade classroom?
Hi Olga,
Here are some ideas, but they are not absolute. Consider your class to determine what’s best for your students.
For Level 1 – you could begin with the sentence-by-sentence paraphrase as a whole group and collect the paraphrase using the language experience approach with your SmartBoard (or a traditional chalk board.) Later on as your students mature, you can have them do it with a partner, and by the close of the year perhaps by themselves.
For Level 2- you could do the same thing as for Level 1. The illustration (analogy/metaphor) may require your strong support in the beginning, but the more students generate them, the easier it becomes. I will say though, that at first it’s difficult–even for the teacher sometimes. This is what I’ve witnessed.
For Level 3 – again, you can do the same. I would recommend that you map out when you would address a particular element of thought. Perhaps a lesson for a couple of days would only address one. The purpose of your lesson would determine which is most appropriate.
For Levels 4 and 5 – again, the same gradual release as described for the previous levels.
I strongly suggest you get your second graders comfortable with levels 1 and 2, this way as they progress throughout the grade levels the process becomes more fluent for them. Also, engaging in either levels 1 and 2 allow better analysis when you arrive at Level 3. These are recommendations, however, I would imagine that once you engage in collaborative dialogue with the across-grade-level peers, that the team would best determine how to make this work horizontally and vertically so that your 5th grades thrive. These ideas can start that dialogue.
Thanks for your question!
Thanks for your feedback. I will have to read more about close reading before I try to implement it in my classroom, since I don’t fully understand it.
My pleasure! Get this book: The Art of Close Reading. It’s a quick read for $6 and you’ll have a more comprehensive understanding. Let me know if you want to chat for collaborative processing after the read. Take care.
The common core is new to me and this is the second year we are implementing it. This article on close reading was beneficial to me because it was broken down in to very “teacher friendly” terms!
Thanks Susan! I’m glad it was helpful. Please come back to let me know what happens in your classroom! Dr. B.