A Close

Look at
Close
Reading
Scaffolding Students with
Complex Texts

Beth Burke, NBCT

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Table of Contents

What Is Close Reading? ....................................................................................................................... 2

Selecting a Text .................................................................................................................................... 3
What Makes Text Complex? ................................................................................................................ 4
Steps in Close Reading ........................................................................................................................ 5
Scaffolding Students in Close Reading .............................................................................................. 6
Close Reading Template ...................................................................................................................... 7
Close Reading Sample Lesson ............................................................................................................ 8
Spelunking (article) .............................................................................................................................. 9
Text Dependent Questions ................................................................................................................ 10

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What Is Close Reading?
Close reading is thoughtful, critical analysis of a text that focuses on significant details or
patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings,
etc. It is a key requirement of the Common Core State Standards and directs the reader’s
attention to the text itself.

Close reading includes:

 Using short passages and excerpts

 Diving right into the text with limited pre-reading activities
 Focusing on the text itself
 Rereading deliberately
 Reading with a pencil
 Noticing things that are confusing
 Discussing the text with others
o Think-Pair Share or Turn and Talk frequently
o Small groups and whole class
 Responding to text-dependent questions

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Selecting a Text
Not every text is appropriate for students to read closely. For example, while students enjoy
reading Diary of a Wimpy Kid books, these novels offer simple story lines and vocabulary that
are easily understandable. When you are done reading them, they don’t leave you pondering
deep ideas. Close reading should leave you considering thought-provoking messages that go
beyond the text.

Close read-worthy texts include enough complex ideas worthy of exploring and discussing to
sustain one or more days of instruction. According to Tim Shanahan, close reading is a multi-
day commitment to a text; you want students to read a text that offers rich enough vocabulary,
ideas, and information to read, examine, and discuss over those days without feeling like you’re
beating a dead horse.

When selecting a text, you need to consider

the three components of text complexity:
Qualitative measures, Quantitative
measures, and the Reader and the Task.
Each of these is equally important when
considering the complexity of a text.

Questions to consider:

Qualitative motivation, prior knowledge,

 Does this text offer ideas or information experiences, etc.
that further students understanding of
the topic?
 Does the text include a text structure that …
 Does the text follow familiar language conventions—sentence structures, word choices, etc.?
 What background knowledge do my students need to have to be successful with this text?

Quantitative
 Is this text on an appropriate readability level for the students in my group? How can I scaffold
my students to ensure their success with this text?
*The primary leveling tool used by the Common Core is Lexile. For more information or
to find the lexile of a text, visit Lexile.com.

Reader and Task Considerations

 How much prior knowledge do my students have about this topic?
 How interested are they?
 What will be difficult for my students in reading this passage?

Appendix B of the Common Core State Standards includes sample lists of exemplar texts that
give you an idea of what complex texts look like in each of the grade level bands.

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What Makes Text Complex?
Close reading should occur with appropriately complex text. There are a number of factors that
contribute to text complexity. Teachers should differentiate, or vary, how they approach a text
with students depending on the text complexity and students’ needs.

 Vocabulary
o Academic and domain-specific terms
o Tier 2 vocabulary: high utility complex words that can be used in multiple
contexts
 Syntax
 Coherence—Are the events and concepts logically connected and clearly
explained?
 Unity—Do the ideas focus on the topic and not include irrelevant or distracting
information?
 Audience appropriateness—Does the text match the background knowledge of
the target reader?
 Text structures
 Description
 Compare and Contrast
 Temporal Sequence
 Cause and Effect
 Problem and Solution
 Text features
 Headings/subheadings
 Signal words

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Steps in Close Reading
There is no specific sequence in a close read; these steps are meant to generally guide you in
crafting a lesson that scaffolds students and focuses on increasingly complex text dependent
questions. Begin with questions about the big ideas in the text and gradually ask higher level
questions.

1. FIRST READ: KEY IDEAS AND DETAILS

Set the purpose for reading and have students read text as independently as possible.
Depending on the text complexity and the readers, the first read may be done
independently, as a read aloud/think aloud, or paired or shared reading. The first read
should be without building background; students should be integrating their background
knowledge with the text as they read. Focus on the key ideas and details in the text, making
sure that readers know the main idea, story elements, or key details that the author
includes.

Following the first read, have students Think-Pair-Share to assess what they have
gleaned from the text. By listening to students as they share, you can determine the
focus of the first read, etc.

2. SECOND READ: CRAFT AND STRUCTURE

For a second, close read, select a portion or chunk of the text that is “close read worthy.”
That is, have students reread a section that includes complex elements or ideas that they
should explore to arrive at a deep understanding of the text. After rereading, students
discuss the text with partners or in small groups, focusing on the author’s craft and
organizational patterns. This may include vocabulary choices, text structure or text features
that they author included.

Use a Text Dependent Question to focus or set a purpose for a close rereading. After
students share with partners or in small groups, have groups share out with entire class
to assess understanding.

3. THIRD READ: INTEGRATION OF KNOWLEDGE AND IDEAS

The third close reading of a text should go even deeper, requiring students to synthesize and
analyze information from several texts or media. They may record their ideas on sticky
notes, graphic organizer, or a thinking sheet.

Have students journal a response to a Text Dependent Question. Focus the discussion
on text evidence.

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Scaffolding Students in Close Reading
While the goal for students is to read complex texts independently, not all students will be able
to achieve that immediately. Scaffolding instruction is a model in which the teacher supports
students and gradually releases responsibility to the student. Pearson and Gallagher (1983)
coined this term based on the 1970’s work of Vygotsky. A key model in scaffolding instruction is
the Gradual Release of Responsibility. In this model, the teacher begins by modeling, offering
students the highest level of support. As instruction continues and the teacher monitors
students’ learning progress, he/she gradually releases responsibility to the students, guiding
students’ progress and eventually observing as they practice the skill independently (Pearson
and Gallagher, 1983).

Close reading may be scaffolded through

these teaching methods:

• Shared reading
• Interactive read aloud
• Comprehension Toolkit lessons
• QAR
• Literature circles
• Questioning the author
• Reciprocal teaching
• Connecting to themes/essential
questions
• Post-its
• Think sheets
• Jigsaws

For students who are struggling, you may support them though a Think-Aloud, reading the text to
the students and modeling your thinking as you answer a Text Dependent Question. As
students become more proficient in reading, discussing, and analyzing text, you may gradually
release the responsibility for reading & thinking to them. The idea is to offer just the right
amount of support so that students can be successful.

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Close Reading Template
Teacher: Grade: Date:
Text (worthy of a close read): Steps
1. FIRST READ (Key Ideas & Details)
Focus chunk/portion for close read Students read text (*Do not activate prior knowledge or use pre-reading
(photocopy or mark section) activities)

Complex ideas that require close reading

 Text
 Vocabulary  Coherence
Structure Think-Pair-Share to check understanding (Use to focus close reading.)
 Text
 Syntax  Audience Appropriateness
Features

Text-Dependent Question(s) 2. SECOND READ (Craft & Structure)

Select 2-3 high cognitive level questions that will require students to
use the author’s words. Prompt to use text evidence. (These can
Reread selected chunk focusing on text dependent question
correspond to the three steps in the lesson.) Independent Reading Read Aloud, Think Aloud, Shared, Paired,

1. CCSS Students use pencils, post-it or highlighters to mark text

portions of text that will aid in citing text based evidence
Discuss in small and whole group

2. CCSS
3. THIRD READ (Integration of Knowledge and Ideas)
Reread selected chunk focusing on text dependent question
Modes: independent, shared, paired reading; read aloud/ think aloud

Students use pencils, post-it or highlighters to mark text

3. CCSS portions of text that will aid in citing text based evidence

Discuss in small and whole group

Journaling with text dependent question

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Close Reading Sample Lesson
Teacher: BB Grade: 3 Date:
Text (worthy of a close read): Steps
Spelunking 1. FIRST READ (Key Ideas & Details)
Focus chunk/portion for close read Students read text (*Do not activate prior knowledge or use pre-reading
(photocopy or mark section) activities)

Complex ideas that require close reading Set purpose: Read to find out what spelunking is.
 Text
 Vocabulary  Coherence
Structure Think-Pair-Share to check understanding (Use to focus close reading.)
 Text
 Syntax  Audience Appropriateness
Features
Tell your partner what someone does when they spelunk.

Text-Dependent Question(s) 2. SECOND READ (Craft & Structure)

Select 2-3 high cognitive level questions that will require students to
use the author’s words. Prompt to use text evidence. (These can
Reread selected chunk focusing on text dependent question
correspond to the three steps in the lesson.) Independent Reading Read Aloud, Think Aloud, Shared, Paired,
Model finding text evidence to answer question # 2.

1. CCSS RI.1 Students use pencils, post-it or highlighters to mark text

portions of text that will aid in citing text based evidence
Tell what people do and see when they go spelunking. Discuss in small and whole group
Students work with partners to find text evidence to answer question # 2; share
responses and discuss.

2. CCSS RI.1 3. THIRD READ (Integration of Knowledge and Ideas)

Reread selected chunk focusing on text dependent question
Modes: independent, shared, paired reading; read aloud/ think aloud
Discuss, model and guide students to answer question # 3.
How did the author organize this text? How do you know?

Students use pencils, post-it or highlighters to mark text

portions of text that will aid in citing text based evidence
3. CCSS RI.1
Discuss in small and whole group
Journaling with text dependent question
Find evidence in the text that the author thinks spelunking is
Model crafting a journal entry citing text evidence to answer question # 2.
exciting.

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Spelunking
by B. Wilkins from a dripstone deposit in the cavern are said to grow
one inch every 100 years. You can also find calcite crystals
Spelunking is the exciting sport of cave exploration that in caves.
can be enjoyed by all ages. When you explore caves, you
can appreciate the wonders of our world beneath the
earth. The Cave Habitat
If you like creepy crawlies, you will love exploring in caves.
Many caves can maintain a steady non-fluctuating
You can expect to see bats as well as cave crickets,
temperature that is comfortable year-round because
spiders, and algae. Most bats are only about four inches
caves are underground and not subject to air
or smaller from head to tail. Bats can sleep for five days
temperatures and the sun. So, spelunkers can experience
and leave the cave for one day to find food. The bats are
adventures at any time of the year.
harmless and will not attack people as the movies
suggest.
Cave Formation
Caves are formed over thousands of years through a very
Spelunking Dangers
slow process. As it rains, rain droplets absorb small
Spelunkers should always travel with someone who is
amounts of carbon dioxide. The droplets gather more
familiar with the cave in which they are traveling. In the
carbon dioxide as they move through soil. Water mixed
winding maze of cave tunnels, it is easy to lose the way.
with carbon dioxide becomes an acid solution, which
makes holes and channels in rocks. Over thousands of Also, deadly gases which are colorless and odorless may
years, caves are formed. be present and are undetectable to spelunkers. Special
equipment can be purchased that will detect harmful
gases.
Natural Beauty
As caves are formed, they develop breathtaking columns If you are a risk-taker who craves adventure, spelunking is
which reach from the ceiling to the floor or from the floor for you!
to the ceiling. The icicle-shaped rocks that hang down
from the ceiling are called stalactites (stal ACK tites). The
icicle-shaped rocks that push up from the café floor are Spelunking Rules
called stalagmites (stal AG mites).
 Never go alone.
Generally, the  Go with someone who is familiar with the cave.
dark colored  Tell someone where you are going, and when
you expect to return.
stalactites and
 Take at least 3 sources of light per person
stalagmites are
(flashlights, carbide lamps, candles, etc.).
considered to be
 Wear proper hiking shoes.
dead and the light
 Dress in clothing that can protect the skin from
colored ones are REMEMBER cuts, bites, and scrapes.
living. “Dead” Stalagmites push up with all their  Do not go into caves when it is raining, or when
simply means that “mite” from the floor, while stalactites it might rain. Caves can flood in a short time.
hold onto the ceiling really “tite.”
they are no longer  Carry plenty of water and snacks.
receiving a  Bring something to mark your path, such as
growth source. Scientists believe that it takes nearly a rope, chalk, or string.
thousand years for a stalactite to grow. Formations made  Mark your path clearly and frequently.

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Text Dependent Questions
Text Dependent Questions are a critical element in are sample questions for each CCSS Standard, sorted by category (Key Ideas
the Common Core State Standards. They require and Details, Craft and Structure, Integration of Knowledge and Ideas).
students to dig deeply into the text to answer them. In Standard 10 focuses on the depth and breadth of the texts that students read
fact, a text dependent question cannot be answered and is addressed continuously in reading instruction.
without using the text; background knowledge and prior
experiences should not be included or considered. Revisiting the Text
Effective Text Dependent Questions require students to go back to the text
To craft effective text dependent questions, you must in order to answer them. Add a cue to direct students back to the text to
read and understand the text thoroughly. As you plan a the end of your Text Dependent Question. Questions like “You just read
lesson, begin with the end in mind: what do you want students to be able to about dog. Tell about a time you played with a dog.”
know and do as a result of the lesson? This may be a written or oral response.

Close Reading Routine

Ask text dependent questions as part of a close reading routine. After an
initial reading, encourage students to go back to the text to find details in the Try one of these cues after a Text Dependent
text to support their answers. Reread the text several times over several
Question:
days:
 Remember to use textual evidence to support your ideas.
• First Read—focus on most important  Remember to use words and phrases from the text to
elements of a text (Key Ideas and Details) prove your answer.
• Second Read—focus on how the text  Be sure to include specific evidence from the text to
works (Craft and Structure) support your ideas.
• Third Read—focus on what the text  Be sure to include specific words and phrases from the text
means to the reader and how it connects to support your opinion.
to other experiences (Integration of
 Use specific words or details from the text or illustrations to
Knowledge and Ideas) support your ideas.
Quote Accurately  Inferences should be supported by text.
 What in the text helped you to know?
Standard 1 requires students to be able quote accurately and appropriately.
 What words and phrases did the author use that led you to
That is, they have to select the right information to support their answer. In your answer?
addition, students should be able to use proper punctuation to quote an
original text.

Question Stems
The question stems on the following pages are samples of the types of
questions that require students to revisit and use information in a text. There

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Text Dependent Questions
Key Ideas and Details
1. Read closely to determine what the text 2. Determine central ideas or themes of a 3. Analyze how and why individuals,
says explicitly and to make logical text and analyze their development; events, and ideas develop and interact
inferences from it; cite specific textual summarize the key supporting details and over the course of a text.
evidence when writing or speaking to ideas.
support conclusions drawn from the text.
 What are the key ideas in this text/story?  Retell the story.  Identify characters, setting, major events,
 What can you infer from the title, headings,  What is the story or article beginning to be  Explain key details that support the author’s
and anecdotes in this book? about? message.
 Who was the most important character in the  What is the theme of the story?  Compare and contrast (characters, setting,
story? What makes  What message was the author trying to share? events, etc.).
 Who, what, where, when, how questions  What could the main character have learned  Explain how _____ and ____ interact in this
 What key details help support the main idea of that I could also learn? story.
_____?   Describe how (name of character) respond to
 What key details and/or examples support the  What was a moral or lesson in the story? (major event and/or challenge).
main idea of _____?  Summarize the text.  Explain how (name of character) changed in
 What have you learned from this [text]?  Retell the (fables, folk tales from diverse the story.
cultures).  Why does _______ think about ________?
 What is the main idea of this text?  How does _______feel about _______?
 What are the 2 or more main ideas in this  How does _______show persistence (or
text? other character trait) in _______?
 What key supporting details did the author  How does this help the reader learn more
cite? about _______’s character?
 What can we infer about the characters
_______and _______?
 What do readers learn about the family’s
relationship from this section?
 What does _______’s conversation with
_______reveal?
 What event did the author include to show
the reader _______?
 Describe connections between _____.
 Explain relationships or interactions between 2
or more (individuals, events, ideas, concepts)
in this text based on specific information in it.
 Explain the procedures described in this
article.
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Text Dependent Questions
Craft and Structure
4. Interpret words and phrases as they are 5. Analyze the structure of texts, including 6. Assess how point of view or purpose
used in a text, including determining how specific sentences, paragraphs, and shapes the content and style of a text.
technical, connotative, and figurative larger portions of the text (e.g., a section,
meanings, and analyze how specific word chapter, scene, or stanza) relate to each
choices shape meaning or tone. other and the whole.
 What does (word or phrase from the story,  What was the (problem, solution)?  From what point of view is this story told?
figurative language, sensory word,) mean?  How do (series of chapters, scenes, stanzas) fit  Who is narrating the story? How do we know?
 What does Herculean (or other Mythology together to provide overall structure in this  Through whose eyes did you see this story?
vocabulary) mean in this story? text?  Read (two or more accounts of the same
 Describe how words and phrases (regular  What text structure did the author use in this event/topic). Analyze the information the
beats, alliteration, rhymes, repeated lines) text? authors present.
supply rhythm and meaning in a story, poem  What kind of text is this? (story, article, etc.)  What similarities and/or differences are there
or song  Look back at the text and see if you can divide in (titles of two texts on similar topics)?
 What kind of text is this? (poem, drama, prose, it into parts. What parts does the author  How does the author feel about (topic)?
etc.) How do you know? include?  How did the graphics help you understand the
 Explain the meaning of (general academic  Describe the story structure, including section about _____?
vocabulary word). beginning, middle, and ending  Distinguish between information provided by
 Explain what (domain/content specific word)  Describe the (action, setting) in the story. pictures and words in the text.
means.  Explain the (structure elements: verse, rhythm,  How does your own point of view compare to
 Which words really call our attention here? meter of this poem). the author of _____?
What do we notice as we reread them?  Explain the (structure elements: cast of
 How does the author’s choice of words, the characters, settings, descriptions, dialogue,
tone of the language, illuminate the author’s stage directions) of this drama/play.
point of view on the topic?  What might have happened if _____ hadn’t
happened first?
 How did the author organize the ideas in the
(article, book, etc.)?
 Explain how you know that the author used a
_____ text structure.
 What text structure did the author use?

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Text Dependent Questions
Integration of Knowledge and Ideas
7. Integrate and evaluate content 8. Delineate and evaluate the 9. Analyze how two or more texts
presented in diverse formats and argument and specific claims in a text, address similar themes or topics in
media, including visually and including the validity of the reasoning order to build knowledge or to
quantitatively, as well as in words.* as well as the relevance and sufficiency compare the approaches the authors
of the evidence. take.
 Describe (character, setting, event). Use  Not applicable in Literature—Information  Compare (characters, titles from the same
specific examples from the illustrations Texts only genre, theme, topic, versions of the same
and/or words. story, etc.).
 Use illustrations and words in print or digital  Identify the reasons an author gives to support  Identify similarities and differences between
text to demonstrate understanding of his key point(s). two texts on the same topic.
characters/setting/ plot.  Explain how author uses reasons and evidence  Read several texts on the same topic. Write
 How did the author use illustrations to to support the main idea of _____. a speech using information from each of
engage the reader in the events of the story?  Identify which reasons/evidence support which source.
 How do the (visual/multimedia elements) point(s).  Compare the text to: a movie, webpage,
help the reader understand the author’s  What is the author’s point of view on the video game, piece of art or music, or other
message? topic? What in the text makes you say that? media.
 Use illustrations and details in a text to  Describe logical connections between specific  How does this selection connect to the
describe key ideas. sentences and paragraphs. theme of _____?
 What text features (headings, table of  Explain cause and effect relationships in the  How does this selection connect to (other
contents, glossaries, electronic menus, icons) story/text. text we have read, content area, etc.)
did the author include to help the reader?  What was the tone of the story/text?  How is ________ in paragraphs 1 and 2 like
 How did search tools (key words, side bars, that same idea in paragraphs 3 through 6?
hyperlinks) help the reader?  How is ________ shown in paragraphs 7-11?
 How do the [pictures, etc.] help convey the  What mood does the author create?
mood of the story?

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