1. While You Are Getting Settled

 Think: How are you feeling about Common Core
Reading implementation?
 Choose a bean person that
represents your answer to this
question. Write a brief,
anonymous explanation of why
this image reflects your feelings.
 Place the bean person you chose on the appropriate
place on the continuum.

2. Uncovering the Expectations of the
Common Core Reading Standards
www.symbaloo.com/mix/diggingdeeplyintotext

3. Outline of
This Morning’s Workshop

I. Overview of Common Core Reading Standards
A. How are the standards written?
B. How do the standards progress across grade levels?
C. What are complex texts?
D. What is close reading?
II. Common Core Reading Standards In Practice
A. What does close reading of informational texts look like in
classrooms?
B. What does close reading of literature look like in
classrooms?
C. What does close reading of other “texts” look like in
classrooms?

4. Exploring the Standards

 Backward-Design Model—each standard builds
toward the graduate
 Standards 1 and 10 are the two sides of a ladder and
the others are the rungs
 4 Complementary Strands:
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range of Reading and Level of Text Complexity

5. Exploring the Standards

 Examine your
group’s assigned
standard.
 Using the stair-step
organizer, note the
development of the
standard from one
grade to the next.

6. Exploring the Texts

 Authors of Common Core Standards have provided
exemplar texts for each grade band
 These texts “exemplify the level of complexity and
quality that the Standards require…. The choices should
serve as useful guideposts in helping educators select
texts of similar complexity, quality, and range for their
own classrooms.”
 The process of text selection was guided by
complexity, quality, and range.

7. Exploring the Texts

 Examine the texts provided to you
from each grade band.
 What do you notice?
 What distinguishes the texts found in
one grade band from the next?

8. Text Complexity

 Take a look at Reading Standards 10:
Literature Informational Text
By the end of the year, read By the end of the year, read
and comprehend literature, and comprehend informational
including stories, dramas, and texts, including history/social
poetry, at the high end of the studies, science, and technical
grades ___ text complexity texts, at the high end of the
band independently and grades ____ text complexity
proficiently. band independently and
proficiently.

9. What is Text Complexity?


10. Text Complexity Matters

Research base:
 Reading levels found in college textbooks and
scientific journals have increased steadily in
the last several decades
 Job related reading exceeds 12th grade Lexile
measure
 Colleges and careers require significantly
more independent reading of complex texts

11. Text Complexity Matters

 K-12 textbooks have declined in difficulty
 K-12 students receive a great deal of scaffolding in
reading with only small amounts of independent reading
of complex texts
 “Only 30 percent of 1992 high school seniors who went
on to enroll in postsecondary education between 1992
and 2000 and then took any remedial reading course went
on to receive a degree or certificate, compared to 69
percent of the 1992 seniors who took no postsecondary
remedial courses.”

12. Anchor Standard 1

The first anchor standard states:
“Read closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the
text.”

13. So what does “reading closely”
really mean?

A) Holding a book close to your eyes while reading
B) Making use of background provided by the
teacher or other resources to interpret a text
C) Making thoughtful connections between the text
and personal experiences to enhance understanding
D) Reading the same text multiple times to derive
meaning at different levels
E) Something that should be done with every text

14. Close Reading Involves
“Reading With a Pencil”


15. Annotating Texts

 Note ideas that occur to you while reading
 Make side notes about things that seem important to you
 Use symbol systems:
 Asterisk= a key idea
 Exclamation point = surprising, bizarre
 Ask questions:
 What does this mean?
 What is the author trying to tell me?
 Is this definitely true?
http://guides.hcl.harvard.edu/sixreadinghabits

16. Try It For Yourself


17. Looking at this text with the
standards in mind

 CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support
conclusions drawn from the text.
 Restate everything you have read so far
 Avoid stating ideas that are not presented in the text
(feelings, connections, etc.)
 If making inferences, be sure the text supports it directly.

18. CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.

 Ask yourself: What is this article starting to be about?
 Notice big ideas that are starting to emerge.
 It’s perfectly okay for there to be more than one main
idea.
 Support your ideas with evidence from the text.

19. CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.

 Who is the key player in this story? What
do you know about him?
 What sequence of events led to the final
outcome?

20. CCSS.ELA-Literacy.CCRA.R.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape

meaning or tone.
 What words are used in this article that are
unique to this topic? What do those words
mean?
 What tone does the word choice give to
the article? What words create that tone?

21. CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the
whole.
 Can you break the article into pieces that
fit together?
 What unifies those pieces?
 How do these pieces relate to the whole?

22. CCSS.ELA-Literacy.CCRA.R.6
Assess how point of view or purpose shapes the
content and style of a text.

 Who is telling this story?
 How might the story be different if it was told
from a different point of view?
 How does the author feel about Baumgartner?
How can you tell?

23. CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.


24. CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in
a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.

 How reliable are the ideas presented in
this article?
 How does the author support her claims?
If sufficient support provided?

25. CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the
approaches the authors take.

 How is the ABC News report similar to the Time for
Kids article?
 What do the reporters say to express the key ideas?
How are the similar? How are they different?
 How does reading/viewing two different “texts”
help to develop a better understanding of the topic?

26. Close Reading in Practice

 Overview of a Classroom Examining an Informational Text
 https://www.teachingchannel.org/videos/analyzing-text-
lesson?fd=1#

27. Turn and Talk

 What did you see in the video?
 What questions came to mind as you
watched?
 What do you want to try in your classroom?
 What else comes to mind?

28. Class Discussions of
Informational Texts

 https://www.teachingchannel.org/videos/analyzin
g-text-as-a-group?resume=0#

29. Turn and Talk

 What did you see in the video?
 What questions came to mind as you
watched?
 What do you want to try in your classroom?
 What else comes to mind?

30. Let’s Try It Ourselves

 Read and annotate the poem by Rudyard
Kipling, “I Keep Six Honest Serving Men”
 Look for characters in the poem and evidence
that they are real or imaginary.
 Look for evidence that this poem is about more
than actual servants.

31. Who are the characters in the poem?
Are they real or imaginary?

 Discussion Expectations:
 Only one person speaks at a time.
 The “zero noise” signal means stop and
look at the teacher.
 Listen carefully to the speaker.
 Hold up two fingers if you have something
to add to what the last speaker said.
 Give a thumbs up if you have something
new to say.

32. Thought-Provoking
Questions

Write a question that elicits a deep level of
thinking about the text, but can also be
answered with support from the text.
Pass this question around your table. Each
person adds ideas to your paper for 3
minutes.

33. Text Tug-of-War

 Read and annotate Columbus’ journal entries and letter to
King Ferdinand and Queen Isabella (annotations provided).
 Look for evidence that Columbus was a hero and evidence
that he was a villain. Write each piece of evidence you find
on a different Post-It note.
 Place the evidence on the tug-of-war chart on the
appropriate end. Place the strongest evidence at the ends of
the “rope.” Organize each piece of evidence based on it’s
strength in supporting the argument.

34. Text Tug-of-War

Christopher Christopher
Columbus was Columbus was
a hero. a villain.

35. Literary Text Tug-of-War

“The Elephant’s Child” by Rudyard Kipling
The Elephant’s Child The Elephant’s Child
is a Respectable is a Foolish
Character Character

36. Character Icebergs

Surface level behaviors
features of the
character quotes
physical attributes
feelings
Below-the-Surface hopes
features of the
character
motivations
thoughts

37. Keep It or Junk It

 https://www.teachingchannel.org/videos/help-
students-analyze-text?resume=0#

38. Let’s Try It Ourselves

 Read “Honeybee Mystery” from National
Geographic for Kids.
 Circle key words from the text that will help
you to answer the question.
 Share the words you chose with your group.
Decide what to keep, junk, and put in the
cloud.

39. Examining
Art

See-Think-Wonder
• What do you see?
• What does it make
you think?
• What do you wonder?

40. Examining
Art

See-Think-Wonder
• What do you see?
• What does it make
you think?
• What do you wonder?

41. Examining
Art

See-Think-Wonder
• What do you see?
• What does it make
you think?
• What do you wonder?

42. Examining
Art

See-Think-Wonder
• What do you see?
• What does it make
you think?
• What do you wonder?

43. Examining
Art

See-Think-Wonder
• What do you see?
• What does it make
you think?
• What do you wonder?

44. Examining
Art

See-Think-Wonder
• What do you see?
• What does it make
you think?
• What do you wonder?

45. Examining Art


46. Picture Puzzle


47. So what does “reading closely”
really mean?

A) Holding a book close to your eyes while reading
B) Making use of background provided by the
teacher or other resources to interpret a text
C) Making thoughtful connections between the text
and personal experiences to enhance understanding
D) Reading the same text multiple times to derive
meaning at different levels
E) Something that should be done with every text