1. A “Close” Look at Common Core Reading In the Elementary Grades Using Close Reading in Your Classroom

2. Common Core Goals  Add rigor to teaching and student expectations.  Use complex texts.  Make students internationally completive.  Success in college, career, and well LIFE.

3. Literacy Role  All teachers are responsible for ELA standards.  More balance between fiction and nonfiction.  Kindergarten through 5 th grade” 50/50 balance of literature and informational texts (Hinchman & Moore, 2013).  6 th grade through 12 th grade 70/30 being more informational based (Hinchman & Moore, 2013).

4. 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 https://www.engageny.org/resource/common-core-video-series

5. Best Practice with the CCSS  Role of connections:  Student interest  Activating prior knowledge  No more heavy “front loading”.  Always pull focus back to the text.

6. 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).

7. Anchor Chart

8. 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.

9. Annotating  Connection  Important Information  Confusing Information  Unfamiliar Word  Key Word or Detail

10. 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.

11. Anchor Chart

12. Activity  Close reading of “My Name” by Sandra Cisneros

13. Student Sample 1

14. Student Sample 2

15. 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?

16. Keys to Implementing Common Core  Focusing on the text.  Teacher preparedness. Knowing the material well!  Trying to do what’s best for kids.

17. 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 www.engageny.org  Anchor chart design www.pinterest.comwww.pinterest.com Lauren Covington covingtonl@Charleston.k12.il.us