Close-reading strategies help students develop the literacy and critical-thinking skills essential for the rest of their lives. Close Reading in the Secondary Classroom offers high school and middle school educators extensive guidance on how to introduce close-reading strategies to students and help them improve their reading comprehension skills and critical thinking. Learn how to select close-reading examples and passages, elicit deeper question formation, facilitate positive classroom discussion, and assess your students' reading comprehension skills and literacy progress.
Use research-based close-reading instruction strategies to increase student literacy and critical-thinking skills:
- Understand the importance of close reading, prereading, and post-reading activities.
- Learn how to choose appropriate literary or informational texts for close reading.
- Pass on tools necessary for literary analysis and annotating text.
- Develop thought-provoking questions and discussion that deepen text analysis and reading comprehension skills.
- Assess students' creative- and critical-thinking skills.
Chapter 1: Research and Theory
Chapter 2: Prereading
Chapter 3: Reading Twice and Annotating
Chapter 4: Generating Questions and Reading Analytically
Chapter 5: Discussing as a Class or Analyzing Individually, and Using Processing Activities
Chapter 6: Planning and Assessing Close Reading
Appendix A: Answers to Comprehension Questions
Appendix B: Extended Examples of Close Reading
What People are Saying About This
"Simply put, excellent! This book is a must-read reference source for the novice or veteran teacher who has a desire to empower students to grasp and develop a deeper understanding of passages on the printed page. Flygare has a reputation as a vibrant classroom teacher and consultant. This publication represents his scholarly approach to teaching the complexities of thoughtful reading and meaningful discussion. His work provides successful methodology for all educators of students in grades 6 through postsecondary levels."
--Gregory N. Pierson, executive director emeritus, University Schools, Colorado
"Jeff Flygare brings his extensive background and classroom experience to a must-have book for any secondary teacher wanting to increase pathways to success for all students in their classroom. Balanced by meaningful research and practical suggestions, Close Reading in the Secondary Classroom is an essential resource for teachers searching for ways to engage students in their classroom through and with texts, questioning, analyses, and responses. As teachers read through this book, individually or in teams, it provides them with relevant opportunities to practice and develop the same skills they will later teach to their students. Flygare has written an approachable and thoughtful book designed to help secondary teachers grow their own students' close reading and critical-thinking skills for all types of texts used in the classroom."
--Rick Tanski, former high school principal, Academy School District 20, Colorado
"Teachers often ask, 'What is meant by close reading, and how can I teach my students how to do it?' Flygare answers this common question with a structured process and set of practical, focused strategies to help students access the levels of understanding for both literary and informational texts. He uncovers the seeming mystery of how to annotate a text and takes teachers on a journey through the how, the why, and the so what of thoughtful analyzation. Using clarifying models, he demonstrates the step-by-step process of how to successfully incorporate close reading strategies in the classroom."
--Christine Palmer, college board consultant and mentor; former English teacher, Air Academy High School, Colorado
"Jeff Flygare has managed to solve the mystery of close reading and to provide secondary teachers with useful tools for teaching the strategy to students. His six-step process and multiple examples are invaluable. The guidelines for questioning and class discussion, as well as the extended examples in the appendices, will give teachers much-needed support in this complex literacy skill. Grounded in current literacy research as well as classroom instructional strategies, the book is a worthy addition to the Marzano Research collection."
--Peg Bacon, provost and professor emerita, University of Colorado Colorado Springs; secondary literacy expert