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Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.

QAR gives students practice questioning the text and identifying literal and inferential questions. Students learn to find different types of evidence and to rely on their own interpretation when doing close reading.

Generating Interactions between Schemata and Texts (GIST) is a summarization procedure that helps students digest complex texts by requiring contextual word learning. GIST explicitly combines the most important words with reading and writing to comprehend complex texts.

While engaging in DR-TA, students interrupt their reading periodically to predict what developments might logically follow. This strategy works well with texts in which the outcome of the narrative is uncertain (e.g., “cliffhangers”).

“Annolighting” (annotating and highlighting) shows students how to identify critical information in a text during close reading. Students learn to annotate text, highlight important facts and summarize what they have read to capture main ideas, concepts and details.

SQP2RS stands for survey, question, predict, read, respond and summarize. SQP2RS (or “Squeepers”) ensures students recognize the steps to reading and understanding informational texts.

Think Aloud requires readers to stop during their reading to think, reflect and discuss their process. Readers talk about skipping text, rereading, searching back in the text for information, questioning, clarifying, summarizing, making connections, reflecting, predicting and visualizing.

Students predict the meanings of vocabulary words before reading and confirm the accuracy of their predictions during and after reading. Students identify context clues from the text and revise their definitions accordingly.

In this semantic feature analysis strategy, students use a grid to show how vocabulary words relate to one another and to conceptual frameworks (e.g., masculine versus feminine).

A tableau is a representation of a scene or picture by people posing silently without moving. In a vocabulary tableau, a group of students use their bodies to create a frozen picture of a vocabulary word.