Since the release of the Common Core standards, educators have been talking about this thing called “close reading.” Because the term is rather vague, many different thoughts and ideas have cropped up around this topic. Across the field of education, teachers, writers, and consultants like us are inventing definitions of close reading in their own image. As we’ve studied the Common Core, this is the definition we’ve developed:
close reading (klohs ree ding), v
Rereading for the purpose of recognizing details and nuances of text that may go unnoticed during a cursory first read so that new understandings and insights may reveal themselves
For us, close reading is that act of going back into a text to notice what we overlooked before. It is the work that leads to those a-has, that makes us better understand the topic we are reading, or that help us live or understand our lives better or differently.
This week, we delve into close reading, exploring it from many different angles and sharing some of the a-has that have emerged from our own close readings of the Common Core standards. As we begin this series, we’d like to hear from you: How does your definition of close reading differ from ours? What have you learned about close reading as you’ve embarked on your own journey to understand this better?