ABSTRACT
The overarching goal of our work with students is to create independent readers and learners. Close reading can be a critical factor to make that purpose a reality. Implementing this level of reading and thinking, however, necessitates an intentional, well-planned scaffolding system. While earlier chapters discussed how to support students in their interaction with complex texts, this chapter focuses on how to use select specific Close Reading Frameworks, such as analyzing text structure to support comprehension, multiple times to ensure that they become habits of practice for students. This type of structured support can best be rendered through a Gradual Release of Responsibility framework. Building cognitive foundations through teacher modeling, think alouds, shared texts, differentiation, and feedback before expecting students to apply Close Reading Frameworks independently ensures that students will learn how to employ these skills and make meaning from challenging text by themselves – which ultimately ensures that we are building strong, confident readers for the twenty-first century.
