During instruction, teachers model how to read text closely
by thinking aloud for students, highlighting the literal and
inferential questions they ask themselves and the language
and ideas they notice while reading. Teachers provide concrete
methods for students to read complex texts analytically, offering
appropriate levels of scaffolding and encouraging students to
read frequently. Students have many opportunities to read
and discuss a variety of complex texts, asking and answering
literal and inferential text-dependent questions to determine
textual meanings, and evaluate how authors present their
ideas. There is no single way to teach students to read closely,
but techniques should attend to a variety of factors, including
the content and linguistic complexity of the text itself. Teacher
modeling, facilitated discussions, guided practice, and self-reflection all help students read closely.
As Snow and O’Connor (2013, 8) state:... the most productive use of close reading will entail its frequent and consistent use
as a tool within the context of broader academically productive classroom discussion. As
students learn new content, new conceptual structures, new vocabulary and new ways of
thinking, they will learn to return to the text as a primary source of meaning and evidence.
But their close reading of text will be embedded within the larger motivational context of
deep comprehension of complex and engaging topics. In other words, close reading will be
deployed as a tool in achieving purposes other than simply learning to do close reading.
Language Development
Language development, especially academic language, is
crucial for learning. It is the medium of literacy and learning;
it is with and through language that students learn, think,
and express. The strands of the CA CCSS for ELA/Literacy—
Reading, Writing, Speaking and Listening, and Language—all
have language at the core, as do the parts of the CA ELD
Standards—“Interacting in Meaningful Ways,” “Learning About
How English Works,” and “Using Foundational Literacy Skills.”
Growth in meaning making, effective expression, content
knowledge, and foundational skills depends on students’
increasing proficiency and sophistication in language.
Intimately tied to identity, language is first learned from
a child’s parents, family members, and caregivers and is
used to accomplish all aspects of daily living. In the early
years of schooling, children build on their family foundations
and use language to read, write, discuss, present, question,
and explore new concepts and subjects. As students progress through the grades, their language
develops as the result of learning new content, reading more texts, writing responses and analyses,
conversing with teachers and classmates, and researching and presenting ideas—just as their ability
to accomplish these tasks develops as the result of increases in language. Vocabulary, syntax, and
grammatical structures are deliberately developed and supported in all grade levels and disciplines,
and instruction in academic language occurs in meaningful contexts. Students have reasons to learn
language and many opportunities to use new language for genuine purposes.Students have many
opportunities to read and
discuss a variety of complex
texts, asking and answering
literal and inferential text-
dependent questions to
determine textual meanings,
and evaluate how authors
present their ideas.As students progress through
the grades, their language
develops as the result of
learning new content, reading
more texts, writing responses
and analyses, conversing with
teachers and classmates, and
researching and presenting
ideas—just as their ability
to accomplish these tasks
develops as the result of
increases in language.78 | Chapter 2 Essential Considerations