CCSS Choosing Texts for Close Reading from RWT

http://www.readwritethink.org/professional-development/strategy-guides/promote-deep-thinking-choose-31023.html

We're all talking about close reading this summer, the kind that gets students thinking about a complex text through rereading.  Yet, not all texts are worthy of or good candidates for the kind of close reading the CCSS talk about.

I suggest you read the whole article but I am summarizing in my own words for my own memory! 

• Quantitative complexity:
• Even if the overall readability is relatively low, a section (paragraph, page, chapter) of the text may be more complex and a good choice for close reading.  
• Often, but certainly not always, texts will be above students' independent reading level.
• Gail Gibbons or Patricia Polacco texts are examples of quantitative complexity for primary students.

• Qualitative complexity:                          
• Figurative language is often worthy of a second (or third) look.
• Organization and text features can make a text easier or more challenging.  
• Vocabulary and word choice
• Consider the register (formal to informal) in the text
• Consider background knowledge 

• Reader characteristics/task considerations:
• Experiences as a reader
• Student motivation