You know that close reading is important and necessary due to Common Core mandates, but do you feel uncomfortable when it is time to teach close reading and implement close reading strategies with your students?
Does your current mode of instruction leave your students disengaged and uninterested in reading?
What can you do to change the current atmosphere in your classroom regarding close reading and close reading strategies?
With the adoption of the Common Core Standards, teachers were pushed to incorporate close reading into their curriculum (Dollins, 2016). It sent teachers into a frenzy to find ways of promoting close reading within their classrooms. Close reading is defined as uncovering layers of meaning that lead to deep comprehension of complex text (Boyles, 2014). But how does one effectively do this? One way is by using close reading strategies—concepts that help students actively think about close reading in a formulaic manner.
Figuring out which strategies are the most effective in engaging students while allowing them to deeply comprehend the selected course reading is a daunting task for a newer teacher. However, you can do four things to ensure that your students get the most out of the close reading process.
1. Choose interesting and culturally relevant text.
Choose text and passages that are interesting to your students. When students find no interest or relevance in the text, they will be disengaged and uninterested. Choose texts that are age appropriate, intellectually stimulating, and culturally relevant. When books contain characters or situations that are representative of students, children are more likely to remain engaged and show curiosity (May, Bingham, & Pendergast, 2014).
2. Use graphic organizers.
Graphic organizers encourage your students to engage with complex text by organizing key ideas from the reading (Flynt & Cooter, 2005; Singleton & Filce, 2015). Foldable graphic organizers are interactive and will keep kinesthetic learners engaged as they fill in important information from the text.
3. Read the text in different methods.
Students should not sit and read independently as the only form of reading. Chunk the text into smaller, shorter passages, depending on the length of the text. Then, allow students to read with a partner, read with a whole group, read independently, or listen to audiobooks. You can even read aloud to your students. Use all methods in a balanced manner, being sure that students do not become fatigued from reading and shut down.
What’s the point in reading literature if there’s no discussion? Give students the opportunity to share their learning, discuss opinions, make predictions, and share alternate endings for the text. After engaging in the close reading of a text, the best way to encourage engagement and interest is to allow students to share their ideas about a text.
Today’s classroom teachers don’t have the luxury of simply assigning text and allowing students to self-monitor for comprehension.
When expecting students to closely read a text, teachers must be hands-on throughout the close reading process, especially to ensure engagement with, foster interest in, and allow students to derive meaning from the text. There’s no need for the frenzy of trying to figure out how to promote close reading in the classroom. Implement these simple close reading strategies for stress-free, engaged, and interesting close reading throughout your class.
Dr. Nelson is a Visiting Assistant Professor of English/ Language Arts at the University of Alabama at Birmingham. Her research interests include urban education, writing instruction, and close reading.
Boyles, N. (2014). Close reading without tears. Educational Leadership, 72(1), 32–37.
Dollins, C. A. (2016). Crafting creative nonfiction: From close reading to close writing. The Reading Teacher, 70(1), 49–58. https://doi.org/10.1002/trtr.1465
Flynt, E. S., & Cooter Jr., R. B. (2005). Improving middle-grades reading in urban schools: The Memphis Comprehension Framework. Reading Teacher, 58(8), 774–780.
May, L. A., Bingham, G. E., & Pendergast, M. L. (2014). Culturally and linguistically relevant readalouds. Multicultural Perspectives, 16(4), 210–218. https://doi.org/10.1080/15210960.2014.952299
Singleton, S. M., & Filce, H. G. (2015). Graphic organizers for secondary students with learning disabilities. Teaching Exceptional Children, 48(2), 110–117. https://doi.org/10.1177/0040059915605799