Close Reading

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Why it works

Close reading, the careful, repeated reading of a worthy complex text to understand what it says, how it works, and what it means, guided by text-dependent questions (questions that can only be answered by returning to the text), teaches students to read complex text deeply and support their thinking with evidence. Research and standards support close reading for appropriately complex, worthy texts, with the caution that not every text warrants it and that it should build toward meaning and independence, not become tedious over-analysis of every passage.

The research: Research on close reading and text-dependent questions.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: plan a close reading with text-dependent questions

Teachers leave with a close reading and text-dependent questions for one worthy text.

Pick a worthy, appropriately complex text.
Plan purposeful rereads (what it says, how it works, what it means).
Write text-dependent questions that require returning to the text for evidence.
Build toward meaning and student independence, not over-analysis.

Read closely, answer from the textFor worthy complex texts, close reading and text-dependent questions push students deep into the text for evidence. Choose texts worth it, and build toward independence.

Facilitator notes

Use for worthy complex texts, with purposeful rereads.
Write text-dependent questions.
Build toward meaning and independence; do not over-analyze everything.

Close-reading everything kills the love of readingOver-analyzing every text is tedious and counterproductive. Reserve close reading for worthy complex texts, and build toward independent deep reading.

Adapt it

Elementary: close read-alouds of complex text, text-dependent questions.
Secondary: close reading of complex texts, evidence-based discussion.
All settings: worthy texts, rereads, text-dependent questions.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Close Reading: answer from the text

For worthy complex texts: purposeful rereads and text-dependent questions that require evidence from the text.

The worthy, complex text:
The purposeful rereads I plan:
The text-dependent questions I write:
How I build toward meaning and independence:
Where I over-analyze and should not:

Make it stick

Closely, from the text:

Close-read worthy texts.
Ask text-dependent questions.
Bring a close reading that deepened understanding to the next PLC.

Common questions

Should I close-read everything?

No. Close reading is for worthy, appropriately complex texts that reward the effort. Over-analyzing every text becomes tedious and kills the love of reading. Choose texts worth the depth.

What are text-dependent questions?

Questions that can only be answered by returning to and reasoning from the text, not from opinion or background alone. They push students into the text for evidence.

How is this different from regular comprehension?

Close reading is deeper and more deliberate: careful, repeated reading of a complex text, guided by questions that require textual evidence, building toward meaning and the ability to do it independently.