Making a Quilt

Quilts do more than just provide warmth. Some tell stories of long journeys or serve as an outlet for artistic expression, while others are given as gifts.

In the story, Making a Quilt, the main character learns how to make a quilt from her grandma. After carefully following her grandma’s instructions, she creates her own beautiful quilt.


Have your students create their own quilts using the templates and tutorials below:

Templates based off the book:


Make a Quilt, student template Make your own quilt design template

Make a Quilt, Irish Chain pattern, student template

Make a Quilt, Irish Chain pattern, teacher template

Make your own quilt design template 


Other ideas and tutorials:

Geometry for Kids: Nine-Square Paper Quilt Design




Geometry for Kids: Quilt Activity Using Triangles




Classic Kids Craft: Paper Weaving






SNAP Learning!™ does not in anyway endorse the products sold or views offered by the blogs linked in this post.

15 Questions on Close Reading and What it Means

Close Reading Questions

What is Close Reading?

Close reading is the process of reading and rereading looking for specific information from the text with each read.
There are five basic characteristics of close reading.

  1. It works with a short passage.
  2. The focus is intense.
  3. It will extend from the passage itself to other parts of the text.
  4. It should involve a great deal of exploratory discussion.
  5. It involves rereading, usually at least 3 reads.
The Partnership for Assessment of Readiness for College and Careers (PARCC) describes close reading in light of the Common Core State Standards.
Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)

Who started it?

Close reading was first practiced as a form of literary criticism by Ivor Armstrong Richards (1893-1979). But, Fisher & Frey (2012) remind us that”the practice of close reading is not a new one, and in fact has existed for many decades as the practice of reading a text for a level of detail not used in everyday reading” (p. 8). Buckley (2011) “as English teachers, we have to empower all our students to use texts to construct and represent meaning skillfully, because by every measure, it gives them a better chance at having a better life” (p. 3). Buckley continues “all students deserve a chance to learn how to demonstrate their ambitious exploration of text” (p. 29), this is also supported by Fisher & Frey (2012) stating “close reading should be accompanied by purposeful, scaffolded instruction about the passage” (p. 8).

Why is important?

Close reading is important for students because it guides them to a deeper understanding of the text that they are reading.

What do students learn?

Students learn a valuable reading strategy that will help them in all subject areas and with any text.

How does it help students prepare for the CCSS?

Common Core State Standards expect students to read and comprehend at a very high level. Close reading allows students to comprehend the very obvious details in the text, but also helps them see the subtle details in text that they would most likely overlook.

Do I have to learn anything new?

Teachers do not have to learn anything new.

How do teachers select passages for close reading?

When selecting a text or passage for close reading, ask these two questions:

  1. Is there enough going on with the language and craft of the text to warrant the attention of multiple readings?
  2. Does the understanding that comes from close reading sufficiently benefit students in light of the larger goals of the course or unit?

Is there a specific methodology involved?

During close reading students read the text at least three times. During the first read students read through the text to get the gist of what the text is about. During the second read students dig into the text and focus on analyzing the meaning of a passage of text at the word, phrase, sentence, paragraph, and passage level. Thus exploring the author’s craft and how specific words and phrases make meaning. They mark up the text and highlight it based on criteria from their teacher. During the third read students use evidence in the text to determine and support an answer to a question. This is the step where students are asked to take their comprehension to the next level.

Can it be applied to fiction and non-fiction?

Yes, close reading can be used in fiction and non-fiction. The key is to keep the passage length manageable. You would not close read a whole fiction book or a whole non-fiction book. A few pages or excerpts are more than enough.

How does it improve vocabulary?

Close reading can help students improve academic vocabulary acquisition and become aware of subtle variances in word meanings due to the multiple readings and increased comprehension.

Do students learn to write better, as well?

The more students study and discuss author’s craft and text structure the more likely they will apply it to their own writing, thus improving their writing ability.

How is this method different from other methods like…. ?

Close reading is different from other methods because it requires at least three reads and has a very specific focus each time the text is read. When students work with a text while close reading, they begin to notice things in the text that they would have missed or overlooked with just one read. Close reading also lends itself to incorporating other reading strategies/activities into the second or third read. Some suggestions would be anticipation guides, concept maps, Frayer models, save the last word for me, and compare and contrast activities like Venn Diagrams and top hat organizers.

It seems a tedious way to teach reading. Won’t students lose interest in the subject?

The key to avoid students losing interest in the subject is to select text that is of high interest and has an adequate amount of the skill, literary element, or text feature you are focusing on.

Does Close Reading require specific materials?

When close reading a text that students can write on or markup it is helpful that they have a pencil and possibly a highlighter. When closing reading a text that students can not write on or markup it is helpful that they have a pencil and sticky notes. Students can place the sticky notes on the page, make their markings or notes, and then remove at a later time.

How long will it take for students to get the hang of it?

Like any skill we teach students, it takes a few times for students to get the hang of it. The first time you do a close reading activity with your students you will need to be very clear with your directions and model each step of the process for and with them. As time goes on you will be able to tell students to read to get the gist for the first read and to mark it up for the second read with very limited help or direction from the teacher. As they get to the third read, they will then focus on what questions you have posed to them. Once students truly understand the process and internalize the steps they will start using the close reading strategy on their own with complex texts or subject area text books. Many students preview the end of section questions in science and social studies text, and then use those questions during their third read. As a teacher, you know your students have learned when you see them using the strategy on their own!


  1. Partnership for Assessment of Readiness for College and Careers. (2011). PARCC model content frameworks: English language arts/literacy grades 3–11. Retrieved from PARCCMCFELALiteracyAugust2012_FINAL.pdf
  2. “Close Reading.” Wikipedia. Wikimedia Foundation, 29 Sept. 2014. Web. 01 Oct.2014.
  3. Buckley, E. M. (2011). 360 degrees of text: Using poetry to teach close reading and powerful writing. Urbana, IL: NCTE.
  4. Fisher, D., & Frey, N. (Jan. 2012). Engaging the adolescent learner: Text complexity and close readings. Newark, DE: IRA.

SNAP Learning Hashtag Contest


Our first Hashtag Contest is now live!

If you are wondering “what the heck is a hashtag contest?”, read on!

A hashtag contest is a digital marketing campaign that uses hashtags (like twitter hashtags, only applicable across all social media).

How to participate? The topic for our hashtag contest is #closereadingNOT.  To take part in the contest, you will have to share a funny close reading images marked with this hashtag on your preferred social media channels. And, we will be giving away some prizes for the best images.

If you want to know more about the contest, visit


SNAP Learning: A Helpful Resource to Support Close Reading in the Classroom

Erin Klein, an award-winning educator has published a post about the SNAP Close Reading Portfolio.

Here’s an excerpt:

I had been familiar with Snap!Learning for guided reading, but now I could utilize their resources for close reading strategies as well.  This was exciting!

With the resources from Snap!Learning, I now felt like I had not only a framework of how to structure my lessons over the course of a few days but I also had the materials available for me to plan and students to utilize.  The site is comprehensive yet easy to navigate.

One of my favorite components of Snap!Learning is that it doesn’t tell me how to teach or provide me with a forced script that I must do with fidelity each day.  Instead, Snap!Learning offers me resources to support my teaching in a successful manner.

You can read the full post here.

Close Reading Interview with Kindergarten Teacher, Tara West!

We interviewed awesome educator Tara West from Little Minds at Work about her experience in close reading and interacting with young readers. Read on and you’ll learn why this interview makes me want to be one of the kids in her classroom!

How do you incorporate close reading into your instruction?
I use close reads daily as part of my daily instruction in reading, content, and writing.  For reader’s workshop we work on a close read each week.  I then incorporate that close read during our writing lessons for the week- making writing relevant for the students.  If it’s a nonfiction close read week we also study that animal, topic, etc during our content studies.

How do you choose texts for close reading?
I first and foremost choose texts that I know my students will connect to.  I choose my teaching themes; friendship, penguins, sharing, etc and then I go find texts that connect to those themes.

Where do you find texts for close reading?
When I first started writing close read plans I went straight to my bookshelves and choose from there.  Now that I have been writing my own close reads for awhile I am getting more comfortable in choosing texts that are not only fun and engaging, but also texts that are complex and align well to other texts I can compare to.

What kinds of annotation marks do you have students use?
In kindergarten we do not do a lot of annotation marks, but as the teacher I do lead the students in searching for unknown words and we circle those on our projected books.

How do you assess students’ close reading skills?
I check for student’s comprehension of the close read book consistently each day of the week.  It might be a paper/pencil task or it might be me taking observations when students turning and talking to their partners to address a text-dependent question I asked.

Do you follow up with a constructed response after a close reading activity? If so, how do you plan the question?
I do a cumulative writing task at the end of the week for the close read.  I also ask several questions throughout the week that the students answer orally.

How often do you close read?
We have a 25 minute close read lesson each week.  During that week we will read two texts…with a close read on one of those texts, then spend one day comparing those two texts.  This is usually a combination of one fiction and one nonfiction texts.

What are the benefits of close reading?
The benefits of close reading are out of this world…it blows me away each and everyday as I hear my students answer higher-order questions about a picture book or nonfiction text.  I went from reading to just be reading, but now each day we are reading, we are reading with a purpose!

Thank you Tara!

Tara_WestTara West
Little Minds At Work

Don’t forget to check out Tara’s fabulous collection of reading products here: