The Common Core State Standards (CCSS) place a high focus on close reading -- a form of strategic reading associated with the gradual release of responsibility model, text complexity, and text dependent questioning. However, all readers should be provided this opportunity to dig deeper. One method of presenting this opportunity in elementary classrooms is to use patterned books (e.g., circle tales and add-on patterned text) as instructional materials. Patterned books present layers of complexity. At the height of their complexity, patterned books present "hidden messages" that can be uncovered when their structure is closely examined. In this article we discuss close reading as an instructional practice for all classrooms. Next, we explore the use of patterned text as an ideal tool for modeling and implementing various components of close reading in the elementary classroom. Finally, we illustrate the application of using patterned text for close reading.