Understanding Close Reading: The Last of Part 1 – What is Close Reading?

I’m back with the second post about WHAT is close reading.

If you want to start reading this blog series from the beginning, click HERE to go back to the first post: Understanding Close Reading: Part 1 – What is Close Reading?

In the first post, I broke down the definition of close reading:

If you read the first post, you saw that I broke the definition of close reading down into three key parts:

1.) Purposeful re-reading
2.) Analysis
3.) Use of complex text

In an effort to avoid information overload, the first blog post (found HERE)  focused only on Purposeful re-reading and Analysis.  

In this post, I will break down the last part of that definition: Use of complex texts. 

I’d love to know your thoughts, comments, and suggestions on the WHAT of this blog series you just read. Leave your comments below. Thank you!

Do you need close reading resources to get you started in your classroom? Check out the resources below by clicking the “Purchase Here” button!

Back to School Differentiated Close Reading Differentiated Passages, Text-Dependent Questions, and More

Fall and Halloween Differentiated Close Reading Passages, Text-Dependent Questions & More by Kristine Nannini   Fall and Thanksgiving Differentiated Close Reading Differentiated Passages, Text-Dependent Questions, and More

Christmas Differentiated Close Reading Differentiated Passages, Text-Dependent Questions, and More
Presidents Day Differentiated Close Reading Passages, Text-Dependent Questions & More
Spring Differentiated Close Reading Passages, Text-Dependent Questions & More
You can now get all of the above Close Reading resources at a discount in this bundle. Click the button below to check it out!
  Differentiated Close Reading Bundle by Kristine Nannini


  1. Alexandra Henry says:

    Love this! I am working on implementing close reading with my kids and it is tough! I like the distinction you made between complex texts and harder texts. Thank you!

  2. These two posts are a great, clear summary of close reading. Thanks you !
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  3. These two posts were very helpful. I realize better the types of text to give my students. The visual of the s’more helped show that there are several variables that go into the texts they need. I appreciate the short lengths in your sets. They are more like the texts that will be on the end of year tests. They also keep my students’ attention. Thanks!

  4. @Laurie-Thank you so much for your comments. I agree that the visual is so helpful! I even show it to my students. I am also so happy to hear that your students are enjoying the passages! Have a great day!

  5. Katie Molby says:

    I love the tracking idea. I was wondering how you track assessments that contain multiple standards assessed? Also, If the kids are in the yellow or red are, is there anything additional they do? Thanks so much!

    1. Kristine Nannini says:

      Hi Katie- Thanks for your questions! My assessments only assess one single standard. That is the best way to track students’ understanding of a standard. If there are multiple standards in an assessment, there is no way to truly understand a student’s knowledge of mastery of that standard. If a student scores below grade level on their pre-assessment, that is when you have to differentiate your teaching to meet the needs of that students. You have to provide interventions and tier your instruction. I hope that helps!

  6. Marcy Howe says:

    Thanks again for an informative, accessible post. I’m wondering, when you create differentiated versions of the same piece, do you also differentiate the questions? Or do the questions remain the same? Also, if you’re reading a piece from a text (a novel or textbook), do you type up different versions or do all students read the same piece? I appreciate the effort you’ve made to truly understand close reading and the fact that you pass this knowledge along to your readers.

    1. Kristine Nannini says:

      Marcy- Due to the fact that when I differentiate the text I leave the content the same, all of the questions are the same. It’s very important that each student is required to answer the same level of text-dependent questions. In regards to differentiating a textbook, I did this one year for my students who were significantly below grade level, and it was a tremendous amount of work to differentiate someone else’s writing! Now I just differentiate my own work. :) I hope that helps!

  7. Kristine, This is the most clear definition of close reading I have seen! Is the PDF of this available yet? I would love to share with my co-workers!

  8. Absolutely amazing! Thank you for all your hard work in providing us teachers with such a clear understanding and visuals too. I purchased your year bundle of close reading and used it in my classroom daily this year and plan on using it in the classroom again this year!! Is there a PDF of this yet I would love to share it with my colleagues too. Thank you again.

    1. Kristine Nannini says:

      Hi Jen- Thanks so much for your kind words! I appreciate that so much! I will work to add this to my list of things to complete. Check back soon!

  9. Just wondering where I find the final PDFs of this Close reading info and the standards based grading presentation? So amazing!!

  10. I love this resource and plan to start implementing it in my classroom. How often do you students work through these texts? Is it weekly- with a new group of passages?
    Also, how much time do you allow for each day?
    I am just thinking about my schedule and what time needs to be given (approximately- I know everyone is different) but I want to make sure I am in the same ball park!
    Thank You!

  11. Thank you so much for this post, I just bought your bundle and I am curious as to how long you spent on each passage? Also, did you read with the kids or was it more student led? I love the resource and want to implement it with fidelity! Thank you so much again for your hard work on all of this.

  12. This is a fantastic resource! I can tell you have put a ton of time and energy into in. I would love to share it with a few of my colleagues who are starting to use close reading in their classrooms. Do you happen to have it as a PDF yet? Thanks!

    1. Kristine Nannini says:

      Hi Sara- Thanks so much! Not yet, I will hopefully have it soon!

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