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A “Close” Look at Common Core Reading In the
Elementary GradesUsing Close Reading in Your Classroom
Common Core Goals
Add rigor to teaching and student expectations.
Use complex texts.
Make students internationally completive.
Success in college, career, and well LIFE.
Literacy Role
All teachers are responsible for ELA standards.
More balance between fiction and nonfiction.
Kindergarten through 5th grade” 50/50 balance of literature and informational texts (Hinchman & Moore, 2013).
6th grade through 12th grade 70/30 being more informational based (Hinchman & Moore, 2013).
Key Shifts in English Language Arts
Shift 1: Balance Literature and Nonfiction (k-5) Shift 2: Building Content Knowledge in the Disciplines Shift 3: Staircase of Complexity Shift 4: Text Based Answers Shift 5: Writing from Sources Shift 6: Academic Vocabulary
https://www.engageny.org/resource/common-core-video-series
Best Practice with the CCSS
Role of connections: Student interestActivating prior knowledge
No more heavy “front loading”.
Always pull focus back to the text.
What does this look like?
Close Reading Close reading is a process of reading that involves a deep
look at a piece of text accomplished though multiple readings, discussions, text based questions, and teacher guidance (Fang & Pace, 2013).
Involves an initial reading, initial discussion, second reading, second discussion, and a third purposeful look at the text (Fang & Pace, 2013).
Anchor Chart
Annotations Annotating is a reading strategy where students write to learn
about the text. This includes:
Underlining
Highlighting
Circling
Using Symbols
Note Taking
Allowing students to keep a visual record of their thoughts.
Important skill for reading in higher education and beyond.
Annotating
Connection
Important Information
Confusing Information
Unfamiliar Word
Key Word or Detail
Text Based Answers and The Teacher Teacher’s role as a facilitator.
Responsibility to be very familiar with the text.
Carefully choose questions to guide students through the specific text.
Reinforce students to “prove” their answer using the text.
Anchor Chart
Activity
Close reading of “My Name” by Sandra Cisneros
Student Sample 1
Student Sample 2
Text Based Questions
How does the author feel about her name?
Second paragraph: what does the author mean by “the Chinese, like the Mexicans, don’t like their women strong.”
Explain what the author has in common with her great-grandmother.
Why are names important?
Do you think your name causes people to treat you a certain way?
Do you like your name? If could would you change it?
Keys to Implementing Common Core
Focusing on the text.
Teacher preparedness. Knowing the material well!
Trying to do what’s best for kids.
Resources
Fang, Z. & Pace, B. (2013). Teaching with challenging text in the disciplines. Journal of Adolescent & Adult Literacy, 57 (2), 104-108.
Hinchman, K.A. & Moore, D.W. (2013). Close reading a cautionary interpretation. Journal of Adolescent & Adult Literacy, 56 (6), 441-450.
www.engageny.org Anchor chart design www.pinterest.com
Lauren Covingtoncovingtonl@Charleston.k12.il.us
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