Collaborative Close Reading

In-Class Exercise

As a class, read and explore a short passage from a reading relevant to the course topic.

Steps

  1. Choose a passage from a reading that is related to what you are currently discussing or learning about in class.
  2. Pass out copies of the passage to the class and provide 5 minutes to read it over individually.
  3. Choose a single sentence from the passage and write it up on the board or display it via projector.
  4. As a class, examine each part of the sentence and discuss the meaning. Model strategies for working through particularly challenging passages:
    • On the first read, identify questions the students have. What words trip them up? What seems out-of-place? What immediately makes sense?
    • If necessary, diagram the sentence to help students understand how each part of the sentence works together.
    • Discuss strategies for dealing with unfamiliar words or familiar words used in unexpected ways.
    • Talk about the sentences within the larger context of the selection. Does reading around the sentence help with discerning meaning?
  5. After you’ve tackled one sentence, if there is time, move onto other sentences or tackle the passage as a whole.

Repeat this activity with different kinds of readings and at several times prior to large reading assignments.

Follow-up Assignment Ideas

  • Have each student write a short analysis of a selection after going through this exercise as a group/class.
  • As students become more adept at this, have them lead the discussion in their small groups or with the whole class. They could do this individually or in groups.

Considerations

  • Choose a selection that is neither too short or too long; four to six sentences is ideal.
  • Choose a sentence to work on that is “meaty” enough for some good discussion.
  • Modify this activity as it makes sense for you and your students — expand the selection, look at 2-3 sentences together, etc.
  • Share your own reading strategies with students to help them understand your development as a reader. The goal is to help students understand that becoming strong college readers is a skill they develop, not a natural talent they either do or do not have.

Resources