Close Look at Close Reading, A Gr K-5

  • Title:A Close Look at Close Reading: Teaching Students to Analyze Complex Texts, Grades K–5
  • Author:Diane Lapp, Barbara Moss, Maria Grant & Kelly Johnson
  • Publication Date:January 2015
  • ISBN:9781416619475
  • Publisher:ASCD

New standards demand an instructional shift to teaching students close reading skills, and teachers need to know what this means: the texts to choose, the process to follow, the kinds of questions to ask, the supports to provide, and the assessment strategies to use. That's where this comprehensive book comes in, with timely advice and clear guidelines and steps targeted especially to elementary school teachers. Literacy experts explain how to:

  • Choose the right texts for your students and identify initial teaching points for a close reading.
  • Explain and model close reading to students and conduct close reading conversations.
  • Use sentence frames and other strategies to support academic language use and content analysis.
  • Align close reading with other classroom literacies, including writing, speaking, and listening.
  • Use formative assessment data gleaned during and after instruction to modify and support close reading instruction.

Follow the advice in this book to ensure all students—regardless of linguistic, cultural, or academic background—have the tools they need to connect with and learn from both literary and informational texts across the academic disciplines.


Author Bio

Diane Lapp is a distinguished Professor of Education in the Department of Teacher Education at San Diego State University (SDSU), where she teaches both preservice and graduate courses in literacy education. Lapp’s major areas of research and instruction are issues related to struggling readers and writers, their families, and their teachers.

Kelly Johnson, a National Board–certified teacher, is a Common Core support teacher in the San Diego Unified School District, where she works in classrooms with teachers modeling how to implement Common Core strategies across disciplines and grades. She received the California Reading Association’s Constance McCullough Research Award for her study on assessment and diagnostic instruction.

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