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Close reading
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== Teaching close reading in the United States == {{Globalize|section|US|date=April 2022}} The push for more close-reading instruction in primary and secondary education is partially due to increased feedback from college professors in the early-mid 2000s that students were arriving in university classrooms with few comprehension skills.<ref>{{Cite web|url=http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx|title=Closing in on Close Reading - Educational Leadership|website=www.ascd.org|language=en-US|access-date=2018-02-07|archive-date=2019-04-20|archive-url=https://web.archive.org/web/20190420112015/http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx|url-status=dead}}</ref> The increased demand for students to acquire concrete skills in high school that they would need in transitioning to higher education and to adult life culminated in the creation of the [[Common Core State Standards Initiative|Common Core State Standards]] in 2009.<ref>{{Cite web|url=http://www.corestandards.org/about-the-standards/|title=About the Standards {{!}} Common Core State Standards Initiative|website=www.corestandards.org|language=en-US|access-date=2018-02-07|archive-date=2019-11-15|archive-url=https://web.archive.org/web/20191115174848/http://www.corestandards.org/about-the-standards/|url-status=dead}}</ref> Since then, there has been a push for English language arts (ELA) teachers, especially at the secondary level, to help students develop close-reading strategies. Several of the ELA standards for reading literature require students to be able to cite direct textual evidence, and to analyze words in context. For example, CCSS.ELA-Literacy.RL.9-10.4 asks students to "Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)."<ref>{{Cite web|url=http://www.corestandards.org/ELA-Literacy/RL/9-10/|title=English Language Arts Standards Β» Reading: Literature Β» Grade 9-10 {{!}} Common Core State Standards Initiative|website=www.corestandards.org|language=en-US|access-date=2018-02-07|archive-date=2019-06-09|archive-url=https://web.archive.org/web/20190609204035/http://www.corestandards.org/ELA-Literacy/RL/9-10/|url-status=dead}}</ref> === Strategies === Today,{{when|date=May 2025}} as most states have adopted the Common Core Standards,<ref>{{Cite web|url=http://www.corestandards.org/standards-in-your-state/|title=Standards in Your State {{!}} Common Core State Standards Initiative|website=www.corestandards.org|language=en-US|access-date=2018-02-07|archive-date=2018-01-18|archive-url=https://web.archive.org/web/20180118182421/http://www.corestandards.org/standards-in-your-state/|url-status=dead}}</ref> there is an increasing number of resources designed to help teachers instruct and implement close-reading strategies in their classrooms. In 2012, Kylene Beers and Robert E. Probst published ''Notice & Note: Strategies for Close Reading'', which established six "signposts" that alert readers to significant moments in a work of literature and encourage students to read closely.<ref>{{Cite web|url=https://www.heinemann.com/shared/onlineresources/e04693/noticenote_flyer.pdf|title=Notice & Note: Strategies for Close Reading|last=Beers|first=Kylene|website=Heinemann}}</ref> Another resource, developed by Beth Burke ([[National Board Certified Teacher|NBCT]]) for the ''[[Tampa Bay Times]]'' NIE (Newspaper in Education), presents the steps involved in close reading and how to [[Lev Vygotsky|scaffold]] the strategies for students. She recommends using the "gradual release model"<ref>{{Cite web|url=https://nieonline.com/tbtimes/downloads/CCSS_reading.pdf|title=Closing in on Close Reading|last=Burke|first=Beth|website=Tampa Bay Times}}</ref> in instruction, beginning by modeling a close reading in front of the class, then having students work on the strategy in groups before attempting it alone. Additional ways students are supported in close-reading instruction include providing [[graphic organizer]]s that help them group their ideas with textual evidence.<ref>{{Cite web|url=https://edu.wyoming.gov/downloads/assessments/2014/close-reading-graphic-organizer.pdf|title=Close Reading Graphic Organizer|website=State of Wyoming}}</ref> Many other educational resources and guides to close reading exist in order to help students of all levels and in particular, close reading poetry. For example, see The Close Reading of Poetry: A Practical Introduction and Guide to Explication.<ref>{{Cite web|url=https://web.uvic.ca/hrd/closereading/|title=The Close Reading of Poetry: Introduction: Poking and Probing with Questions|website=web.uvic.ca}}</ref>
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