![]() For example, a question like “Why did Jeremiah eat a bullfrog?” rather than “Why is it not a good idea to eat a bullfrog?” Text-dependent questions are those that can only be answered using the text. Now that students have a clear understanding of what the text is about, introduce the text-dependent questions that students will be working with in their close reading. This way, when students review the text, they can easily refer back to paragraph 1 or chunk 2 and all be on the same page. Chunk text in preparation for read 2īefore the second reading, have students separate the text into paragraphs or chunks. If they do, move on to the second reading. What information does this article contain?Īfter the first reading, check in with students to make sure they have a clear, literal understanding of the text.The first time students read, they’re reading for a general understanding and the main idea. The text should take less than one class period to read through once, so a chapter or article or even a few paragraphs could be enough. Students read the text for literal comprehensionįirst, have students read the entire text. Spend some time at the start of the year or unit teaching students how to identify and mark the most important parts of a text (new or key words, main ideas, pivotal plot points).ģ. Students have to know how to annotate effectively, pulling out and making notes on the most important parts, i.e., not highlighting everything. Prepare students by teaching annotationĬlose reading will require some prep work. Here’s how to use picture books in close reading lessons. Tip: Texts should be at or just above students’ grade and reading level, but they don’t have to be dense with text. Read more: How To Choose the Perfect Passage for Close Reading The point: There has to be something to find in text so that students aren’t grasping at straws. If you’re studying character development, find a passage that shows how a character changes or evolves. So, if you’re studying text structure, choose books or articles with interesting text structures. Choose the perfect passageĪs you’re planning texts for a lesson or unit, start with what you want students to get out of what they’re reading. Read more: What is close reading anyway? Here is our step-by-step guide with strategies for teaching close reading: 1. In class, close reading may take multiple class periods to complete and should have a goal at the end-a discussion or essay or some way for students to share what they’ve learned. They’ll also have an idea of what the text means to them, and what their opinion about it is based on more than just an offhand feeling. ![]() Put another way, close reading helps readers get from literal to inferential understanding of text.Īfter a close reading, students should understand what the text says and understand ideas embedded in the text, like a cultural perspective or religious opinion. What is close reading?Ĭlose reading is a way to read and work with text that moves beyond comprehension into interpretation and analysis. The ultimate idea? We get more information and enjoyment from reading and working with the text when we use close reading strategies. On the other hand, a close reading of text requires students to slow down, think, annotate, and reflect. ![]() This means students will miss a lot of nuance and meaning as they move through school. When students get a new assignment, their first instinct may be to race to the finish line rather than engage with text. In the age of ChatGPT and other AI, using close reading strategies doesn’t come naturally to students.
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