Reading Strand

Reading: Literature

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xity

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Reading: Informational Text

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Reading: Foundational

Skills

Pri

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Ph

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Flu

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1

Close Reading: How?

• Don’t summarize what the text is about; allow students the luxury of discovering this for themselves. (Make them think!)

• Allow the text to reveal itself to them as readers/detectives.

• Lavish time and attention on text that deserves it.

• Remember: the teacher is not the expert; the text is.

2

Close Reading: How?

1. Allow them to read text to themselves.

2. Read text aloud to them so they can hear the language as it is meant to be heard.

3.Analyze text by using text-dependent discussion questions.

4. Discuss author’s use of academic vocabulary.

3

making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level

engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals

modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument

engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible

immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge

introducing background knowledge

4

Literary Nonfiction: NAEP’S Definition

• May include elements of narration and exposition and is often referred to as mixed text

• Includes essays; speeches; opinion pieces,

biographies; journalism; and historical scientific or other documents written for a broad audience

• It uses literary techniques usually associated with fiction or poetry and also presents information or factual material

5

Writing Strand

Text Types and

Purposes

Standard Statement

1

Standard Statement

2

Standard Statement

3

Production and Distribution of

Writing

Standard Statement

4

Standard Statement

5

Standard Statement

6

Research and Presentation of

Knowledge

Standard Statement

7

Standard Statement

8

Standard Statement

9

Range of

Writing

Standard Statement

10

6

Writing Shifts

• An increase in writing to sources

• Emphasis on writing that marshals arguments (using evidence, evidence, evidence)

• A significant increase in the amount of research writing (short and frequent projects)

7

What does it look like in grade 3?

Text Dependent Non-Text Dependent

Ask and answer questions

regarding the plot of Patricia

MacLachlan’s Sarah, Plain and

Tall, explicitly referring to the

book to form the basis for

their answers. [RL.3.1]

One of the themes in the

book, Sarah, Plain and Tall, is

loss. Write about a time when

you or someone you know

experienced the loss of a

loved one.

8

What does it look like in grade 6?

Text Dependent Non-Text Dependent

Analyze in detail how the early years

of Harriet Tubman (as related by

author Ann Petry) contributed to her

later becoming a conductor on the

Underground Railroad, attending to

how the author introduces,

illustrates, and elaborates upon the

events in Tubman’s life. [RI.6.3]

Create a story in which the

main character is on the

underground railroad. What

would life be like for this

character?

9

What does it look like in grades 9-10?

Text Dependent Non-Text Dependent

Analyze in detail the theme of

relationships between mothers and

daughters and how that theme

develops over the course of Amy

Tan’s The Joy Luck Club. Students

search the text for specific details

that show how the theme emerges

and how it is shaped and refined

over the course of the novel. [RL.9–

10.2]

Explore the ways that both

Chinese and American

superstitions drive thoughts

and choices. Does superstition

help generations connect, or

does it separate them?

10

Three practices for strengthening reading through writing:

1. Have students write about the text they read (taking notes, answering questions, learning logs, summaries, or extended response)

2. Teach students the writing skills and processes that go into creating text

3. Increase the amount of time students write.

Writing to Sources: How?

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Persuasion Argument Appeals to the credibility,

character, or authority of the

writer (speaker)

Appeals to the audience’s self-

interest and sense of identity

Relies on emotional appeals

Evokes emotions

Convinces the audience because

of the perceived merit and

reasonableness of the claims and

proofs offered rather than

evoking emotions.

Requires evidence

Argument vs. Persuasion in the Common Core

12

Marshaling Arguments: Why?

When students consider two or more

perspectives on a topic or issue, something far beyond surface knowledge is required . They must

– Think critically and deeply

– Assess the validity of their own thinking

– Anticipate counterclaims in opposition to their own assertions

13

Marshaling Arguments: How?

• Students must be able to effectively arrange their thoughts to support their reasoning.

• Writing must reflect evidence of close analytic reading of complex text.

• Writing must show evidence of either advancing an argument or explaining an idea.

14

Research: How?

• Students should have multiple opportunities for research (short, as well as sustained projects).

• Students should utilize multiple forms of technology to produce, publish, and collaborate with others.

15

Language Strand

Conventions of Standard English

Standard Statement

1

Standard Statement

2

Knowledge of

Language

Standard Statement

3

Vocabulary Acquisition and Use

Standard Statement

4

Standard Statement

5

Standard Statement

6

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