The “How” and “When” of
Close Reading:Grades 6-8
Diocese of Allentown
ELA Updates
August 12, 2015
St. Mary’s Hamburg
Dr. Joanne LoFaso
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Today’s Objectives
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To provide a brief overview of close
reading
To examine how to engage students in
close text analysis while not abandoning
familiar and effective daily routines such
as guided reading, shared reading and
book study.
Compare close and scaffolded reading
Assign a close reading activity in small
groups
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What is Close Reading?
“Close reading is careful
and purposeful rereading
of complex text.”
Frey & Fisher, 2013
Visit: www.corwin.com/rigorreading
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Anchor Standard 1: Close
Reading
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
.
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Grade Expectations for Literature
and Informational Texts, 5-8
8.
Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as
inferences drawn from the text.
7.
Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences
drawn from the text.
6. Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text
5.
Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the
text.
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Grade Expectations: K-4
Grade 4
Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the
text
Grade 3
Ask and answer questions to demonstrate understanding of a text
referring explicitly to the text as the basis for the answers.
Grade 2
Ask and answer such questions as who, what, where, when, why
and how to demonstrate understanding of key details in a text
Grade 1
Ask and answer questions about key details in a text
Grade K
With prompting and support, ask and answer questions about key
details in a text.
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Question
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When during the instructional day should
students be taught how to do a close text
reading?
A close reading lesson should be no
longer than 15-20 minutes
Close reading can be done in small or
whole groups
If close reading is initially too complex for
some readers, begin with scaffolded
reading
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We begin with…
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Have students begin an initial “attempt” of
a text passage (could be from the Weekly
Reader)
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This initial read can serve as a formative
assessment (what were they able to “take away”
from the text without my support)
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From this initial assessment, you can design
instruction (e.g., whole group, small group, etc.)
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Through modeling, you can direct readers’
attention to vocabulary, ideas, language
structures, etc.
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The Six Guiding Principles of
Close Reading
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It is not a new practice
Use with texts that are “worthy”
Texts should be complex enough to
undergo repeated readings for deep
analysis
The reader is focused on the author’s
meaning
Close readings should be directed in all
content areas in which complex texts
plays a role
Close reading instruction may be used K12 grades
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Close Reading
It is not new
practice
Texts that are
worthy, not for all
texts
Texts should be
complex enough to
undergo repeated
readings for deep
comprehension
Foremost, reader is
focused on the
author’s meaning
Directed in all
content classes
Implemented for
K–12
Six guiding practices
for all close reading
instruction, regardless
of the content
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Six Practices of Close Reading
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Select Short, Worthy Passages
Student Rereading
Limited frontloading (pre-teaching)
Text-Dependent Questions
Annotation
After-Reading Tasks
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Select Short Worthy
Passages
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Usually a passage between three
and nine paragraphs in length is best
for practicing analytic skills
Texts should be deeply understood
by the teacher in order to know
where the complex and difficult parts
may inhibit student understanding
Texts do not need to be stand-alone
texts
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Student Rereading
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Rereadings should have a clear purpose
and are frequently connected to looking
for evidence to a particular questions
Rereadings may be accomplished
independently, with peers and/or with
teacher think-alouds
Rereading decreases the need for
frontloading
Rereading improves fluency and
comprehension
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Limited Frontloading
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Limited pre-teaching or frontloading by the
teacher
Inquiry through rereading results in the
discovery of the author’s meaning and
helps develop metacognitive skills
Too much limits students’ opportunities for
inquiry and discovery; these are essential
for becoming critical, independent readers
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Text-Dependent Questions
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Question types that are asked affect how
a reader reads
All students to provide evidence from the
text rather than from their own
experiences
Help build foundational knowledge so
students are equipped to then formulate
meaningful connections and opinions
Scaffold understanding from explicit to
implicit
Requires preparation by the teacher for
thorough text discussion and analysis
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Annotation
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Students play an active role in growing
their knowledge and understanding
Should be completed with each rereading
guided by text-dependent questions
Use student annotation as formative
assessments
Slows the readers down for deeper
thinking, so it becomes a habit of mind
Use universal annotation marks
No wrong answer in annotating; the only
wrong thing is NOT TO annotate
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After Reading Tasks
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Post-reading tasks should require
students to refer to the text
Tasks should help students deepen their
comprehension far beyond what they
would be able to accomplish on their own
Instruction in writing a precise piece
develops a deeper textual understanding
of the text, as it should be a clear and
concise summary of the essential points,
without a personal opinion or connection
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Six Types of Text-Dependent
Questions
Whole
Question
Types
Standards
Across Text 
Opinions, Arguments,
inter-textual connections
8, 9
Entire Text 
Inferences
3, 7
Segments 
Author’s Purpose
6
Paragraph 
Vocabulary and
Text Structure
4, 5
Sentence 
Key Details
2
Key Details
2
General
Understanding
1
Word
Part

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Universal Annotation Marks
Read With a Pen
Grades K-2
•
Use Wiki sticks, sticky
notes, Smart Boards
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Grades 3-5
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Grades 6-8
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Grade 9- 12
Model your thinking with
annotation
Underline the major points
Circle words or phrases
that are confusing to you
Use a ? and write out your
question
Use ! for things that
surprise you
Draw an  to link
connections
Mark ex to denote examples,
write comments in the
margins, numerate arguments,
& important details
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Close Reading for Young
Readers, K-3
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Exposure to complex texts challenges students’ thinking.
Two instructional practices for close reading (close listening):
• Interactive Read-Alouds (Fisher, Flood, Lapp, & Frey, 2004)—
same practices:
 a short, worthy text
 text-dependent questions
 limited frontloading
 after-listening tasks to refer to the text, as grades 3–
12
 no annotation
• Shared Reading—all the same practices for grades 3–12:
 simple annotation
 after-listening tasks
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Scaffolded Instruction: Be
Mindful
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All students benefit from scaffolded
instruction, not just struggling readers
Lessons are tailored to group needs,
based on recent assessments
Teachers provide more support for
students than in a close reading lesson
Questions are essential to scaffolded
instruction
When cues and prompts are exhausted
and misconceptions remain, provide a
direct explanation
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Directions for Jigsaw Procedure for the Four
Principles of Scaffolded Instruction
1.Work in groups of three.
2.Each person chooses one of the following principle
elements to read, take notes on, and share:
A.The student, not the teacher, is the reader.
B.Small groups differentiate support
C.Students have different strengths and supports.
D.Grouping patterns change frequently
3.Read for 5 minutes. Write down salient points
on the graphic organizer to share.
4.Share significant points with group.
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Text-Based Seminar Activity
Read, “Round-Robin Reading Never! (McLaughlin,
2013)”then discuss in your group the following
questions:
What statement or section in this article strikes you
most dramatically?
What is the single most significant theme of this
article and where is it stated?
What statement, idea, process, practice, strategy,
theme do you disagree with most (if any)?
1.
What actions would flow from this article?
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Text-Based Seminar:
Guidelines
Purpose: To enlarge and
extend the
Participants’ understanding of
a text
Read the article closely
(annotate,
underline, circle, highlight,
etc.)
Ground Rules: Listen
actively
focusing on mutual sharing
Build upon what others have
to say
Let the conversation flow
without
raising hands
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Speak directly with
each other
Make your
assumptions clear
and explicit
Strive for clarification
and implication of
ideas
Watch your own “air”
time
Refer to the text using
page numbers and
paragraph location
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References
Frey, N. & Fisher, D.(2013). Rigorous
Reading: 5 Access Points for
Comprehending Complex Texts.
Corwin Press: CA
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End Notes
①
Scaffolding - First introduced by Wood, Bruner, and
Ross (1976), the concept of scaffolding likens the
process of building a concept or skill within a child
to the kind of temporary structure that supports the
construction of a house.
Although at present, this concept is used in a fairly broad
sense and is often synonymous with “teaching,” the
original analogy refers to a learning situation in which
there is a gradual release of responsibility to the learner,
as the learner becomes more responsible for his/her own
learning and able to maintain a new skill. The teacher
gives hints and prompts to support the learner and then
gradually withdraws these supports, as the learner
performs with increasing independence. Scaffolding in its
many forms plays an important role in the Tools of the
Mind curriculum
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End Notes
Zone of Proximal Development (ZPD) is the
best known Vygotskian concept. To
successfully apply it in a classroom, it is
important to know not only where a child is
functioning now and where that child will be
tomorrow, but also how best to assist that
child in mastering more advanced skills and
concepts. This is where scaffolding comes in.
Although not used by Vygotsky himself, the
concept of scaffolding helps us understand
how aiming instruction within a child’s ZPD
can promote the child’s learning and
development
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