A “Close” Look at Common Core Reading In the Elementary Grades Using 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 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).
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
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.
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).
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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.
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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), Hinchman, K.A. & Moore, D.W. (2013). Close reading a cautionary interpretation. Journal of Adolescent & Adult Literacy, 56 (6), Anchor chart design Lauren Covington