College Prep in Middle School?

As classrooms around the country begin the shift to the Common Core State Standards, kids of all ages are required to “…acquire the habits of reading independently and closely, which are essential to their future success.” Work toward college readiness in your classroom by introducing and practicing close reads often.

What is a Close Read?

A close read is purposely designed for students to read a complex (above grade level) text several times, fulfilling a different purpose each time. Readers make meaning of the text independently, and they do not help each other gain meaning through turn and talks, share outs, etc. While the lesson can be structured multiple ways, I favor implementing one read and two rereads, making it a total of three readings. A potential schedule could look like this:

• Step One: Pupils read the text independently. They are not allowed to write or mark the text at all in this first read.

• Step Two: After their initial read, pupils write a two-or-three-sentence summary. Do they understand the gist of the text?

• Step Three: The class completes a second read independently, annotating the text with common symbols to show what’s important (by using a star), what surprises them (by using an exclamation point) and what doesn’t make sense (by using a question mark). This step is extremely important. As you’re circulating the classroom, stop and check in with readers who have used question marks to identify where they need clarity. Don’t tell them what the text means; instead, use some strategic, pre-planned questions to help them make sense of tricky paragraphs or concepts.

• Step Four: To end their first reread, pose a simple question. What is the author’s purpose in writing this text? How does this text connect to our current unit?

• Step Five: Learners conduct their final read at this juncture. As they read, they answer text-dependent questions that deepen understanding and reach towards the day’s objective. For example, if your class is studying author’s style, each of the questions posed should address that specific standard.

How Do I Select a Text?

Increase the likelihood of a successful lesson by choosing a truly complex and engaging text. Here are some things to consider:

• Although literary text can work, non-fiction texts, which tend to be challenging enough to truly engage learners in independent work, are typically more effective for this type of read. If the text is too easy, readers will be tempted to forgo the rereads and jump straight to the text-dependent questions.

• Choose a text that is long enough to require a thoughtful reread, but not long enough to be overwhelming. Two-or-three-page articles generally work well.

• Aim to challenge your highest students and provide slightly modified materials for those who struggle. If you give your class a challenging two-or-three-page article, consider giving your struggling readers one page of that article, not changing any of the content itself, just the length. Then, as you circulate to check for comprehension during the third step, intentionally visit those readers to check for understanding.

• After selecting a text, measure its lexile level to ensure that it’s appropriate for your classroom. You can do that with the help of Renaissance Learning.

How Do I Format the Text and Accompanying Questions?

Just as there are multiple ways of structuring the lesson, there are multiple ways to format the text itself. Consider using this format to chunk the text, present unknown vocabulary words, and align text-dependent questions to where they are found in the text. Click here for an example from my sixth grade classroom using an excerpt of the article, “Brown vs. Board: An American Legacy.”

Post-Reading Questions

• After the first read, write a summary in two or three sentences. 
• After the second read, identify the author’s purpose.

Have you implemented close reads in your classroom? What does an effective close read look like for you, at your grade level, and with your subject matter? We’re curious to know what other tips and tricks can help our community of teachers work toward college readiness.

Lesson that Use Close Reading:

Getting Ready to Learn about Human Rights: Close Reading of Article 1 of the Universal Declaration of Human Rights (UDHR)

Introduce young readers to informational texts with a well-designed, ready-to-use, and Common Core-aligned unit. Young readers will learn a variety of skills while studying the Universal Declaration of Human Rights (UDHR). As the first lesson in this unit, the primary focus is learning to use the norms of class discussion, as well as close reading practices. Your young readers will learn and practice strategies, such as rereading, annotating, identifying key vocabulary, and summarizing. Instead of turning and talking with a partner to gain meaning from the article, encourage students to work independently.

Putting It All Together: From Awareness of Mood to Analysis of Tone 

Stephen Vincent Benet’s, “By the Waters of Babylon,” offers learners a chance to examine the difference between mood and tone. After a close reading of an excerpt from the short story, the class lists the diction and imagery that builds the sense of foreboding. Individuals use the enclosed graphic organizers to repeat the process with a second excerpt. A link to additional pre-AP style learning activities based on Benet’s post-apocalyptic story is included in the richly detailed plan that deserves a place in your curriculum library.

The President's Message: Franklin D. Roosevelt 

Decipher Franklin D. Roosevelt's message to congress concerning a declaration of war through a close reading and a series of text-dependent questions. Once again, encourage your learners to complete these questions independently to truly challenge each learner. The message is included and has academic vocabulary defined on the page. Specific directions are given, and it is very clear how many times to read the text and when to ask the provided questions. This is a strong Common Core-designed resource that will aid readers in understanding the text and the power of word choice.