"A significant body of research links the close reading of complex text--whether the student is a struggling reader or advanced--to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness" (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7). When the author read this statement in the content frameworks of one of the consortia now creating assessments for the Common Core State Standards, she was frankly a little insulted. "Of course" she teaches students to read closely--both her university students and younger students, through her literacy consultant work. But on closer examination, she realized she may not be encouraging students to read closely enough to meet the expectations set by these standards. Exactly what do the Common Core standards mean by close reading? And what principles and practices should guide educators as they implement close reading in the classroom--particularly in elementary classrooms? Much of the available information about close reading centers on secondary schools, where this skill seems to fit most comfortably. By the time students are in these later grades, they are more inclined to think abstractly. They read complicated texts by great authors that beg for careful analysis. But close reading can't wait until 7th grade or junior year in high school. It needs to find its niche in kindergarten and the years just beyond if educators mean to build the habits of mind that will lead all students to deep understanding of text. (Contains 1 figure.)