CLOSE READING

Text should be short, complex, and worthy of a close read.

First Read (Key Ideas and Details): Students read and annotate text, limit use of pre-reading activities
and/or frontloading. Set purpose for read.
Annotate Text (Reading with a Pencil)
Circle keywords or phrases that you dont know or are confusing to you
Underline major points
Write important thoughts in the margin
Use a question mark (?) for questions that you have during the reading. Write down your question
Use an exclamation point for things that surprise you
Write EX when the author provides an example
Draw an arrow when you see or make a connection
Key Ideas and Details
5 Ws
Retell
Summarize
Problem/Conflict, Resolution, etc.
Main idea of text/supporting details
Explain _____(change, relationships, events, lessons learned, character traits, etc.)
Discuss/AOL, AFL
Second Read: (Craft and Structure): Keep close reading lesson FOCUSED. Set purpose for reading.
Language
Word Choice/Academic Vocabulary
Vocabulary (prefix, suffix, synonyms, antonyms, etc.)
Targeted Audience
Other:___________________________________________
Narrative Stance/Craft and Structure
First Person, Second Person, Third person
Types of Sentences: Declarative, Imperative, Exclamatory, Interrogative
Sentence Length: Simple, Compound, Complex
Punctuation: period, quotation marks, comma, colon, semi-colon, parenthesis, question mark, etc.
Text Structure: Description, Cause/Effect, Sequence & Order, Problem/Solution, Compare/Contrast
Text Features: Table of Contents, Glossary, Index, Headings, Bolded Words, Bullets, Graphs, Captions,
Italics, label, photograph, guide words, etc.
Tone: Conversational, humorous, serious, sarcastic, emotional, etc.
Language: Formal, jargon, slang, dialect, informal
Other: __________________________________________
Syntax
The order in which words appear
Repeated phrases
Other: __________________________________________
Figurative Language
Similes, Metaphors
Personification
hyperbole
Alliteration
Onomatopoeia
Idiom
Pun
Oxymoron
Other_________________________________________________
Example of Question Stems for Craft and Structure CCSS Cluster
Which words, phrases, or illustrations help you determine the meaning of the term ___?
Which words or phrases does the author use to describe___?
How does the author show the differences between?
What events led to ___?

What new information does the chart provide that is not in the article? How does the chart help you
understand the article?
Where in the text does the author use metaphor? Why does the author choose to use this device?
What information is provided in the (diagram, chart, caption, etc.) that help you understand ____?
Discuss AFL, AOL
Third Read (Integration of Knowledge and Ideas): Text-Dependent Questions
Select several high cognitive level questions. Questions should require students to use text evidence.
Context
Historical context of document
Authors background
Authors Bias
Authors Purpose: (PIE)
Connections: Text to Text, Text to Self, Text to World
Theme
Authors Message
Analyze how/why individuals, events, and ideas develop and interact
Cross-Text: how texts address similar themes or topics
Question Stems
Questions for Discussions on informational or technical texts:
What can you know directly from the text? What can you infer?
Why do you think the author chose these __(sources, points) to support his ___(argument or explanation)?
Does the author admit or infer any biases?
Do you trust this authors point of view and why?
What is missing, if anything?
Would you recommend this ____to a classmate? Why or why not?
Questions for Discussion on literary or imaginative texts (novels, short stories, poetry, drama, fantasy, etc.):
Are the characters believable, why or why not?
Which character makes the better choice, ____ or _____? Why?
How does setting support the work?
Would you recommend this ____to a classmate? Why or why not?
What clues show you
Point to the evidence
How does the author describe X in paragraph X? What are the exact words?
What reasons does the book give for X? Where are they?
Share a sentence that (tells you what the text is about/describes X/gives a different point of view)
What is the purpose of paragraph X? What are the clues that tell you this?
What does the author think about X? Why do you think sowhat is your evidence?
What do you predict will happen next? What are the clues that make you think so?
Which sentences describe/explain how_______?
What reasons does the author give for________?
Which key details support the idea that_______?
How did the character feel about_______; which words or sentences support your conclusion?
The author states ""; why did the author choose this phrase to describe _______?
How does the author compare/contrast ______?
How are the differences/similarities between _______described in the text?
How did the character react to the situation?
Using support from the text describe how _____happened.
How did the character solve his/her problem?
Why did the character ____? Use clues from the text to support your conclusion.
Which text details describe how the character changed from ___to ____?
What conclusion can you draw about ____? Use examples from the text to support your conclusion.
According to details in the story, what is the authors opinion/message about ____?
What did the author intend for you to learn from this text? Explain, using evidence from the text.
Based on the reasoning provided in the text, is the authors claim justified?

Discuss AOL, AFL - Write