ABSTRACT
While applying close reading strategies inherently raises the instructional rigor of a classroom, certain Close Reading Frameworks can specifically emphasize how to augment the rigor of cognition, reading, and discussion. In this chapter, the frameworks apply the work of Bloom's Taxonomy and Webb's Depth of Knowledge Levels to increase student rigor when reading. Rigor, however, is unique to each student. What may be rigorous for some students may be effortless for others. Thus, rigor should be differentiated for students by adding differing experiences for students from a menu of options.
