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Close Reading
1. 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.
(c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works
Creating a Close Reading
Creating a Close Reading
Use a short passage
Creating a Close Reading
Use a short passage
Re-reading
Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
Text-dependent questions
Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
Text-dependent questions
Give students the chance to struggle a bit
A Close Reading of “Salvador, Late or Early”
(Cisneros, Woman Hollering Creek and Other Stories, 1991)
Text-dependent Questions
• Answered through close reading
• Evidence comes from text, not information from outside sources
• Understanding beyond basic facts
• Not recall!
Types of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
General Understandings
• Overall view • Sequence of
information• Story arc• Main claim and
evidence• Gist of passage
General Understandings in Kindergarten
Retell the story in order using the words beginning, middle, and end.
Key Details
• Search for nuances in meaning
• Determine importance of ideas
• Find supporting details that support main ideas
• Answers who, what, when, where, why, how much, or how many.
Key Details in Kindergarten
• How long did it take to go from a hatched egg to a butterfly?
• What is one food that gave him a stomachache? What is one food that did not him a stomachache?
It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”
• Chocolate cake• Ice cream• Pickle• Swiss cheese• Salami• Lollipop• Cherry pie• Sausage• Cupcake• watermelon
Foods that did not give him a stomachache
• Apples• Pears• Plums• Strawberries• Oranges• Green leaf
Foods that gave him a stomachache
Vocabulary and Text Structure• Bridges literal and inferential
meanings• Denotation• Connotation• Shades of meaning• Figurative language• How organization
contributes to
meaning
Vocabulary in Kindergarten
How does the author help us to understand what cocoon means?
There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”
• Genre: Entertain? Explain? Inform? Persuade?
• Point of view: First-person, third-person limited, omniscient, unreliable narrator
• Critical Literacy: Whose story is not represented?
Author’s Purpose
Author’s Purpose in Kindergarten
Who tells the story—the narrator or the caterpillar?
A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.
Inferences
Probe each argument in persuasive text, each idea in informational text,
each key detail in literary text, and
observe how these build to a whole.
Inferences in Kindergarten
The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?
The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.
Opinions, Arguments, and Intertextual Connections
• Author’s opinion and reasoning (K-5)• Claims• Evidence• Counterclaims• Ethos, Pathos, Logos• Rhetoric
Links to other texts throughout the grades
Opinions and Intertextual Connections in Kindergarten
NarrativeIs this a happy story or a
sad one? How do you know?
InformationalHow are these two books
similar? How are they different?
Eisenhower’s Message to the Troops June 6, 1944
Soldiers, Sailors and Airmen of the Allied Expeditionary Force!You are about to embark upon the Great Crusade, toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of liberty-loving people everywhere march with you. In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened. He will fight savagely. But this is the year 1944! Much has happened since the Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory! I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory! Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking. SIGNED: Dwight D. Eisenhower
Creating Text-Dependent Questions
Level of Text Specificity
CCS Anchor StandardClose Reading Skill
Text Dependent Question
Words/PhrasesAnalyze how specific word choices shape tone (Standard 4)
What words and phrases does General Eisenhower use to inspire the troops on D-Day?
Creating Text-Dependent Questions
Level of Text Specificity
CCS Anchor Standard Close Reading Skill
Text Dependent Question
SentencesAssess how point of view shapes content (Standard 6)
Eisenhower states that this invasion will “bring about the destruction of the German war machine… eliminate tyranny… and create security throughout the world.” What does that sentence reveal about him?
Creating Text Dependent Questions
Level of Text Specificity
CCS Anchor Standard Close Reading Skill
Text Dependent Question
Paragraphs
Summarize key supporting details (Standard 2)
Ike’s message to the troops acknowledges the difficulty of the mission, but assures them that they will be triumphant. In what ways does he accomplish this?
Investigate the structure of specific sentences, paragraphs, and sections of text (Standard 5)
How does the use of religious imagery contrast in the opening and closing?
"Our landings in the Cherbourg-Havre area have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the Navy did all that Bravery and devotion to duty could do. If any blame or fault attaches to the attempt it is mine alone.”
Eisenhower’s “In Case of Failure” Letter
Annotation is a note of any form made while
reading text.
“Reading with a pencil.”
People have been annotating texts since there have been
texts to annotate.
Annotation is not highlighting.
Annotation slows down the reader in order to
deepen understanding.
Annotation occurs with
digital and print texts.
Annotations
• Underline the major points. • Circle keywords or phrases that are confusing or
unknown to you.• Use a question mark (?) for questions that you have
during the reading. Be sure to write your question. • Use an exclamation mark (!) for things that surprise you,
and briefly note what it was that caught your attention. • Draw an arrow ( ) ↵ when you make a connection to
something inside the text, or to an idea or experience outside the text. Briefly note your connections.
• Mark EX when the author provides an example.• Numerate arguments, important ideas, or key details and
write words or phrases that restate them.
While reading…
Modeled annotation in Seventh Grade
Student annotation in 6th grade
Student sample from Leigh McEwen, AEA 9, Iowa
Modeling in 9th
Grade English
Student annotation in 11th grade English
