This strategy is exactly what it sounds like: close reading. Students read a text, respond to it, then they read and respond again. It is similar to Read, Think, Write (Harvey & Goudvis, 2007), but students repeat the process 2-3 times at least for one text. For example, a student may read a text, then discuss in groups or silently reflect on the author’s word choice, meaning, make predictions, ask questions, make connections, etc. The purpose of this strategy is to encourage students to really “dig deep” into a text and make meaning from a text that may have appeared too difficult after the first read. An example of close reading is shown below.

 

In my classroom, I would teach Close Reading as a series of mini-lessons during reading workshop, and we would practice using this strategy. Some key guidelines for students during close reading include, rereading, noticing parts that caught your attention, marking the text with sticky notes, revising your thinking, and using the text to support your thinking. After learning the strategy, students could use the strategy throughout reading workshop and in their personal reading time to make meaning. Also, for older students who read longer chapter books, close reading every first chapter of a new book is a great way for students to think deeply and reflect on the text.

 

Close Reading is a great strategy for readers of all ages. It can be used with beginning readers who are learning to read as well as high schoolers who are reading to learn. It is a fundamental comprehension strategy for students that can be applied to any school reading material, as well as real life reading situations.  Close reading also teaches students to be determined and persistent meaning makers as they read instead of skipping difficult or unknown parts.