EXPANDING THE SCHOOL LIBRARY

MEDIA SPECIALISTS ROLE: INTEGRATING

CLOSE READING ACTIVITIES INTO THE
LIBRARY CURRICULUM
By Julie Harris

Close readers are more aware of verbal cues and images,

patterns, and literary devices.

No matter what kind of reader we are,

somewhere in our reading experiences at
school an educator has used close reading

answers. Close readers can dissect the text by thinking more deeply about such literary elements

techniques. The school library media

as multiple meanings of words, elements of style, verbal cues, imagery, characterization, plot,

specialists position is a perfect fit to help

dialog, point of view, setting, tone, symbolism, and figurative language.

elevate a students ability to analyze text

using this method. To meet the current

THE SCHOOL LIBRARY MEDIA SPECIALISTS ROLE

Common Core ELA Standards, teachers are

Schools can no longer relegate teaching reading skills to just a handful of teachers. The role

using more close reading activities. While this

of the media specialist as a reading teacher is central to the school reading/literacy program.

responsibility is shouldered mainly by the

When setting up the library curriculum, the media specialist needs to integrate close reading

teaching staff, school library media specialists

activities that involve thinking skills. Students must be able to understand what they have

are in a critical and unique position to partner

read. Fisher states, We have students really read carefully. They pay attention to the words, the

with educators so that reading development

ideas, the structure, the flow, and the purpose of the text. Theyre ready to answer more complex

among our youth will be elevated. The

questions that require that they really think about what the author said, and compare that with

prospects of a strong school and successful

what they know, what they believe, and what they think. Library media specialists have always

library program are enhanced dramatically

valued reading. We carefully build collections of books and print material for students to read,

when close reading activities are integrated

we conduct storytime, and we guide students to books that interest them. By expanding our

into the library program. Who better than a

role to include close reading activities in the library program, we will help prepare students to be

school library media specialist to collaborate

college and career ready. The following steps can be taken by the school library media specialist

with teachers in guiding students to become

to incorporate close reading activities in the library curriculum.

engaged, effective readers through a close

THE FIRST READING: READ THE SELECTION AND ANSWER BASIC RECALL QUESTIONS

reading program?

No matter if you are having storytime with a group of second graders, conducting a group

WHAT IS CLOSE READING?

discussion with seventh graders on a book that is required reading, or leading a high school

Close reading involves carefully reading

book club discussion, close reading techniques can be integrated by the media specialist. Not all

the text. Its basic objective is that students

text needs to have close reading techniques applied, but when a selection is more challenging, it

think about and understand what they are

does. If you are reading a higher level story with students, select a portion of a story, such as one

reading. According to Douglas Fisher, one

paragraph or page, and discuss it.

of the leading authorities of close reading

techniques, students not only read but reread

The first reading of a story, passage, or chapter mainly involves reading comprehension. Ask

the text so they have a clearer idea of what

students text-dependent questions where they need to go back to the reading selection to locate

the author is saying, the authors purpose, as

well as the meaning of words. After a specific
passage is read, reread, and analyzed in detail,
students are given the opportunity to make
their own observations about the passage. To
help students analyze the reading selection on
a deeper level, the media specialist provides
students with text-dependent questions that
require them to go back to the text to find the

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LIBRARY MEDIA CONNECTION

Who better than a school library media specialist

to collaborate with teachers in guiding students to
become engaged, eective readers through a close
reading program?
January/February 2014

answers. Whether you ask after storytime or at the end of a chapter, these basic recall questions

THIRD READING QUESTIONS

could focus on such areas as details, characters, or the setting in the text.

1. What reason would the author have for

writing this passage?

FIRST READING QUESTIONS

1. What are the names of two characters in
the story?
2. Where did the story take place?
3. Who wrote your reading selection?

2. Have you read a similar story, article,

5. Write two descriptive words from the
selection.
6. What is one event that occurred in the
text?

The second stage of close reading involves rereading the text again. The media specialist works
with students on a higher level of thinking. Questions should allow students to bring their
own ideas to the table and focus on the authors purpose, the flow of the text, and the meaning
of words. Close readers take time to think about words, sentences, and elements of style. If
a student reads a selection closely, they are better able to provide evidence and justify their
answers, much like the Common Core ELA Standards require.

3. Did some words have double meanings?

4. What were some literary devices used?
5. How did the author organize the text?
6. Did the meaning of a keyword change as
the text was read?
7. Were sentence lengths short or long?
8. Do any passages repeat?

reading, how are they similar to you?

5. Is there any repetition going on within

the text? If so, how does it affect the
passage?
6. Do you agree with what the author is
saying? If so, why? Do you disagree? If
so, why?
7. Is there any rhyming taking place? How
does the author effectively use it? Is
there any alliteration in the text? Can

SECOND READING QUESTIONS

2. Why did the author choose certain words?

3. If there are any characters in the

4. Are any words unfamiliar to you?

THE SECOND READING: REREAD THE SELECTION AND ANSWER HIGH ORDER QUESTIONS

reading selection?

occurring in this text?

How are they different from you?

4. List four nouns from the text.

1. What is one thing you noticed about this

or book that reminds you of what is

10. Are there any physical descriptions?

11. Do some objects represent something
else?
12. What point of view does the narrator
have?
13. Is there a pattern to the punctuation
used?
14. How do important terms relate to each
other?
15. What mood does this text put you in?

9. Is there dialog within the narration? Is it

humorous or serious?

you think of some words that could

replace the authors alliterative words?
8. How do you react toward a character or
event taking place in the narrative?
9. Does the narrator take an omniscient
point of view? If so, what is an example
the author uses?
10. Are there any metaphors?
11. How would you rewrite this reading
in one or two paragraphs? Would you
agree or disagree with the author?
12. What do you think the characters
thoughts are?
13. Are there any objects that symbolize

THE THIRD READING: REREAD THE TEXT AGAIN AND ANSWER HIGHER ORDER QUESTIONS
Finally, close reading requires going a step further by reading the portion of text a third time.
When you have a group of students in the library, select a higher level passage, be it from a
picture book, novel, Internet research, newspaper, or textbook that students can analyze in fine
detail. Read the text to younger students. Have older students read independently so that they
can discover even deeper meanings, such as the authors point of view, how the text can relate to
a students life, or how this reading connects to other stories the student has read. Close readers
are more aware of verbal cues and images, patterns, and literary devices. Third stage close
readers can answer more complex questions on their age level that enable them to understand
what the authors real purpose is and compare it to their own beliefs.

something else? If so, state what the

object represents.
14. Is there a pattern that takes place in
the reading? If so, what is the pattern?
15. Why do you think the author chose a
certain color or sound?
16. Are there two situations or characters
that are similar? Different?
17. Are there any verbal cues that help you
understand the narrative better?
18. How would you change the plot of the

COLLABORATING WITH TEACHERS

More than ever, the media specialist needs to work with teachers on their classroom standards,
not just library standards. For close reading activities to provide meaningful student learning
experiences, the media specialist needs to collaborate with the teaching staff, whether it is with
an individual teacher or a group. Find out what library materials you can provide as well as
January/February 2014

story?
19. Can you identify any paradoxes within
the text?
20. What did the author leave out that
you would have included in the text?
LIBRARY MEDIA CONNECTION

" 15

If students complete work, ask their teachers

Close readers can dissect text by thinking more

deeply about such literary elements as multiple
meanings of words, elements of style, verbal cues,
imagery, characterization, plot, dialog, point of view,
setting, tone, symbolism, and figurative language.

if they would give them extra credit in class.

You can issue free pencils, bookmarks, or gift
certificates from local businesses for work the
students do. If you can, have a small table or
counter space for writing supplies, handouts,
magazines, books, and newspapers.

SUMMARY
The school library media specialist is in a
unique position to integrate close reading
activities into the library curriculum. In

all disciplines in the curriculum so that you

SETTING UP A LITERACY CENTER IN THE LIBRARY FOR CLOSE

READING ACTIVITIES

are making a connection with every teacher

You can create a pleasant reading

analyzing and evaluating text. Additionally,

in your school. Become involved in grade level

environment that will give your students the

close reading activities will help meet the

and team meetings, curriculum committees,

opportunity to participate in close reading

Common Core ELA Standards by making

and department meetings. This will not only

activities independently or with limited help

sure that students read closely and learn the

solidify your role as a media specialist, but

from you. Use a small space in your library

text well. Students are ready to answer more

you can be an integral part of your schools

to set up a literacy center with materials to

complex, higher level questions. As a result,

success when yearly scores are reported.

enhance close reading activities. Make sure

the media specialist can not only establish a

the space is bright, cheerful, well lit, and

thriving library program that is central to a

inviting. Be sure to add seasonal material such

schools reading program, but give students

as books or magazines to your literacy center.

the opportunity to acquire and sharpen their

activities to reinforce close reading. Focus on

doing so, students will become more adept in

reading skills and develop a solid foundation

THE LITERACY CENTER

A. Once students have read, they can complete a basic handout which includes:
a. Students name, date, and name of classroom or English teacher
b. Name of reading material and page(s) read
c. Questions:
1. In two to three sentences, explain what you read.
2. What do you think the author is trying to tell you?
3. What are two things you liked about the passage you read?
4. Do you agree with what the author wrote? Why or why not?
5. In three to five sentences, how would you rewrite this text?
B. Students can complete close reading activities in the library and return sheets to a folder
in the literacy center. Student aides or the media specialist can help younger students.
C. Keep your book collection updated with high interest books that are popular with your
student body. In order to find out what books are student favorites, conduct a survey on
each grade level so that you will know what to order during the course of the school year.
D. Keep books or print material on hand for reluctant readers.
E. Have literacy celebrations in the library during Childrens Book Week and National
Library Month.

in reading.

BIBLIOGRAPHY
American Library Association. Position Statement on
the School Librarians Role in Reading. 2013. Web. www.
ala.org/aasl/advocacy/resources/position-statements/
reading-role.
Fisher, Dr. Douglas. How Would You Describe Close
Reading? How Would You Define It? Close Reading
and the CCSS. 7/28/2013. Web. http://www.
mhecommoncoretoolbox.com/close-reading-and-theccss-part-1.html.
McKenzie, Jamie. Power Reading and the School
Library. 2005. Web. http://fno.org/sum05/powerread.
html.
Nordquist, Richard. Close Reading. About.com. 2013.
Web. http://grammar.about.com/od/c/g/Close-Reading.
htm.
Shanahan, Timothy. What Is Close Reading? 18 June
2012. Web. www.shanahanonliteracy.com/2012/06/whatis-close-reading.html.

Julie Harris is a school library media specialist

at Raceland (Kentucky) High School. She may be
reached at julieharris24@yahoo.com.

F. Invite authors to talk about their books.

G. Storytellers can be scheduled to share stories with students during the school year.
H. Set up audio and e-book editions to assist readers in achieving higher levels of literacy.
I. Schedule a night each month for students to be able to bring parents into the literacy
center to share some close reading activities. Provide parents with a pamphlet detailing
steps parents can take to elevate their childs reading skills. On upper grade levels, let
students work on close reading activities that interest them.

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LIBRARY MEDIA CONNECTION

January/February 2014

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