1. Complex and Close:
A Close Reading “How To”

2. Text Complexity Matters
Students who reached benchmark scores and did well in college:
Ability to make inferences while reading or answering questions
Ability to answer questions associated with complex text
- ACT, Reading Between the Lines

3. Why Complex Text? Must read closely Think deeply about texts
Participate in discussions based on text
Gain knowledge
Publishers Criteria for ELA/Literacy Grades 3-12, p. 3

4. What does complex mean? Talk with your neighbor about how you would define complex.
What is the difference between complex and difficult? Is there a difference? Talk with your neighbor.

5. A Quick Exercise in Complex vs. Difficult
COMPLEXITY VS. DIFFICULTY
Complexity: the thought process the brain uses to deal with information
Difficulty: the amount of effort that the learner must expend within a level of complexity
“A learning activity can become more difficult without becoming more complex.” [Sousa, 2006]

6. Just What Is…
“Close reading”

8. Close Reading Activity
Read the passage that starts “NOTHING can possibly be conceived in the world…”
As you read, think about the strategies that you are using to comprehend this challenging text?

11. Close Reading strategies that support the Common Core

12. Underline and circle… with a purpose
Telling students to simply underline “the important stuff” is too vague. “Stuff” is not a concrete thing that students can identify. Instead, direct students to underline and circle very specific things. Think about what information you want students to take from the text, and ask them to look for those elements. What you have students circle and underline may change depending on the text type.
For example, when studying an argument, ask students to underline “claims”. We identify claims as belief statements that the author is making. Students will quickly discover that the author

13. makes multiple claims throughout the argument.
When studying poetry, students could underline the imagery they find throughout the poem. Circling
specific items is also an effective close reading strategy. You should often have the students circle “Key terms” in the text, and define key terms as words that: 1. Are defined. 2. Are repeated throughout the text. 3. If you only circled five key terms in the entire text, you would have a pretty good idea about what the entire text is about.
Ask students to circle the names of sources, power verbs, or figurative language. Providing students with a specific thing you want them to underline or circle will focus their attention on that area much better than “underlining important information”.

14. How to Teach Close Reading
Model It!!!
Find strong passages for practice
Annotate with “reading graffiti” – mark word choices, sentence patterns, images and dialogue

15. A Close Reading Instructional Framework
1. Introduce complex vocabulary
2. Establish a purpose with an essential question
3. Model a Close Reading
4. Practice with a Partner
5. Check for Understanding
6. Independent Practice
7. Discussion or Debate
8. Student Writing: Argumentative or Informative

16. Remember this?

17. Underlining and Circling
Please underline all figurative language in the song lyrics
Please circle or highlight any important words that help to you to understand what the author is feeling
Let’s see my sample first

18. “Firework” by Katy Perry
Do you ever feel like a plastic bag Drifting through the wind, wanting to start again? Do you ever feel, feel so paper thin Like a house of cards, one blow from caving in? Do you ever feel already buried deep six feet under? Screams but no one seems to hear a thing Do you know that there's still a chance for you 'Cause there's a spark in you?

19. “Firework” by Katy Perry
Do you ever feel like a plastic bag Drifting through the wind, wanting to start again? Do you ever feel, feel so paper thin Like a house of cards, one blow from caving in? Do you ever feel already buried deep six feet under? Screams but no one seems to hear a thing Do you know that there's still a chance for you 'Cause there's a spark in you?

20. Underlining and Circling
Please underline all figurative language in the song lyrics
Please circle or highlight any important words that help to you to understand what the author is feeling
Let’ try doing this with our neighbor and then share our work

21. “Firework” by Katy Perry
You just gotta ignite the light and let it shine Just own the night like the 4th of July 'Cause, baby, you're a firework Come on, show 'em what you're worth Make 'em go, "Aah, aah, aah" As you shoot across the sky-y-y

22. Left margin: What is the author SAYING?
It isn’t enough to ask students to “write in the margins”. We must be very specific and give students a game plan for what they will write. This is where the chunking comes into play.
In the left margin, ask the students to summarize each chunk. Demonstrate how to write summaries in 10-words or less. The chunking allows the students to look at the text in smaller segments, and summarize what the author is saying in just that small, specific chunk.

23. Right margin: Dig deeper into the text
In the right-hand margin, again direct the students to complete a specific task for each chunk. This may include:
Use a power verb to describe what the author is DOING. (For example: Describing, illustrating, arguing, etc..) Note: It isn’t enough for students to write “Comparing” and be done. What is the author comparing? A better answer might be: “Comparing the character of Montag to Captain Beatty”.

24. Represent the information with a picture
Represent the information with a picture. This is a good way for students to be creative to visually represent the chunk with a drawing.
Ask questions. This has been found to be a struggle for many students, as they often say they don’t have any questions to ask. When modeled, students can begin to learn how to ask questions that dig deeper into the text.
There are many other things students can write in the margins. However, we must model and teach these strategies so that students will have an idea of what to write when they are on their own.