Close Reading in the Early Grades

Participant Workbook

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© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ Close Read Planning Process Adapted for elementary educators from http://www.achievethecore.org/ela-literacy-common-core/text- dependent-questions/

Step 1: Identify Key Ideas Read the entire text to identify and record the key understanding and ideas.

Step 2: Identify Knowledge Demands Re-read entire text to identify and highlight/annotate the knowledge demands of the text. Look for elements of the text that represent life experiences, cultural knowledge, and content knowledge that may be similar to or different from students’.

Step 3: Identify Language Demands Re-read the text and identify and highlight/annotate the language demands of the text. Look for elements of language in the text that illustrate levels of meaning, conventionality or clarity, or purposeful structure. In particular, look for vocabulary, text structures, and literary devices that support understanding of the key ideas, meaning, and purpose of the text.

Step 4: Select Passage Use annotations to select the excerpt that would serve as an appropriate passage for a close reading. Use the volume and frequency of your annotations to scaffold fewer or more elements of complexity to meet your students’ needs.

Step 5: Craft Culminating Activity Craft an idea for a culminating activity/assessment, based on the reading that will allow students to demonstrate understanding of key ideas presented in the text.

Step 6: Craft Text-dependent Questions Create text-dependent questions to guide discussion, focusing on the language and knowledge demands of the text. Begin with questions that foster confidence and proceed to questions that coherently build understanding.

Step 7: Ensure Alignment Identify and record the standards addressed via the text-dependent questions. Revisit culminating activity/assessment to ensure that the activity allows students to demonstrate key objectives of the close reading and mastery of the stated standards.

1 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Close Reading Planning Tool (4.) Passage: Note page(s) # from selection of text (1.) Core Understandings and Key Ideas from Text: Identify the key insights and/or understandings students need to extract from the text (5.) Culminating Assessment: Develop an assessment focused on key ideas or understandings that reflect (a) mastery of one or more of the Common Core State Standards for English Language Arts (CCSS ELA), (b) involves writing (or speaking—primary grades), and (c) is structured to be completed by students independently. (7.) Standards: Identify and record the CCSS ELA addressed via the text-dependent questions. (2.) Knowledge (3.) Vocabulary (3.) Structure (3.) Literary Devices (6.) Text Dependent Questions Look for elements of Look for targeted Look for complex Look for elements of • Ask literal, inferential, and evaluative text-based questions: the text that contain vocabulary, including: sentences and the text containing : o Literal questions assess students’ recall of key details from the assumptions regarding read aloud; these questions require students to paraphrase • general academic syntactic structure, • literary devices students’ depth of and/or refer back to the portion of the read-aloud which the (Tier 2) and domain- including: knowledge. This o imagery specific answer to the question is provided. These questions specific (Tier 3) • pronoun referents includes: o metaphors generally address CCSS (RL._.1) and (RI._.1) vocabulary • temporal and/or • students’ similes Inferential questions ask students to infer information from the • multiple meaning causal relationship o o cultural/literary text and think critically; these questions require students to words – definition or and meaning of o personification knowledge paraphrase and/or refer back to the different portions of the synonym in this text specific conjunctions o onomatopoeia • read-aloud that provide information leading to and supporting the extent of their context; discussion • words that signal • voice or narrator of the inference they are making. These questions generally address life experiences of possible meanings transitions breaking a particular text CCSS (RL._.2–RL._.5), and (RI._.2–RI._.4; RI._.6). • students’ content/ • meaning of complex sentences excerpt Evaluative questions ask students to build upon what they have discipline-specific figurative or with clauses into o learned from the text using analytical and application skills; these knowledge idiomatic speech separate parts questions require students to paraphrase and/or refer back to the

• specific word choice portion(s) of the read-aloud that substantiate the argument they and nuances of are making or the opinion they are offering. Evaluative questions meaning might ask students to describe how reasons or facts support specific points in a read-aloud, which addresses CCSS (RI._.8). Evaluative questions might also ask students to compare and contrast information presented within a read-aloud or between two or more read-alouds, addressing CCSSS (RL._.9) and (RI._.9). • Begin with a “winnable” question that will help orient students to the text. • Sequence the questions to build a gradual understanding of the key details of the text. Sections of the text that might pose difficulty due to dense information and/or that require making inferences and/or connections to previously read texts or knowledge should not be the initial questions asked.

#’s 1-7 reference the Close Reading Planning Process—an adaptation of A Guide to Creating Text Dependent Questions for Close Analytic Reading (www.achievethecore.org) 2 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects

Figure 2: Qualitative Dimensions of Text Complexity

Levels of Meaning (literary texts) or Purpose (informational texts) • Single level of meaning  Multiple levels of meaning

• Explicitly stated purpose  Implicit purpose, may be hidden or obscure

Structure • Simple  Complex

• Explicit  Implicit

• Conventional  Unconventional (chiefly literary texts)

• Events related in chronological order  Events related out of chronological order (chiefly literary texts)

• Traits of a common genre or subgenre  Traits specific to a particular discipline (chiefly informational texts)

• Simple graphics  Sophisticated graphics

• Graphics unnecessary or merely supplementary to understanding the text  Graphics essential to understanding the text and may provide information not otherwise conveyed in the text

Language Conventionality and Clarity • Literal  Figurative or ironic

• Clear  Ambiguous or purposefully misleading

• Contemporary, familiar  Archaic or otherwise unfamiliar

• Conversational  General academic and domain-specific

Knowledge Demands: Life Experiences (literary texts) • Simple theme  Complex or sophisticated themes

• Single themes  Multiple themes

• Common, everyday experiences or clearly fantastical situations  Experiences distinctly different from one’s own

• Single perspective  Multiple perspectives

• Perspective(s) like one’s own  Perspective(s) unlike or in opposition to one’s own

Knowledge Demands: Cultural/Literary Knowledge (chiefly literary texts) • Everyday knowledge and familiarity with genre conventions required  Cultural and literary knowledge useful

• Low intertextuality (few if any references/allusions to other texts)  High intertextuality (many references/allusions to other texts)

Knowledge Demands: Content/Discipline Knowledge (chiefly informational texts) • Everyday knowledge and familiarity with genre conventions required  Extensive, perhaps specialized discipline-specific content knowledge required

• Low intertextuality (few if any references to/citations of other texts)  High intertextuality (many references to/citations of other texts)

Adapted from ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author; Carnegie

Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success. appendix New York: Carnegie Corporation of New York; Chall, J. S., Bissex, G. L., Conrad, S. S., & Harris-Sharples, S. (1996). Qualitative assessment of text difficulty: A practical guide for teachers and writers. Cambridge, UK: Brookline Books; Hess, K., & Biggam, S. (2004). A discussion of “increasing text complexity.” Published by the New Hampshire, Rhode Island, and Vermont departments of education as part of the New England Common Assessment Program (NECAP). Retrieved from www.nciea.org/publications/TextComplexity_KH05.pdf A |

Willy the Water Drop (Kindergarten)

Water is one of the most important natural resources on Earth. No matter who you are, what

you do, or where you live, you’ll always need plenty of water. Luckily, I have a lot of water on

my surface. But I’m here to tell you that you need to help take care of the water if you want to

help make sure that Earth is always a happy, healthy place to live.

Water is such an important natural resource that I decided to tell you a story about a special

little drop of water that I named Willy. I found Willy a few weeks ago resting on this leaf with a

bunch of other water drops. Yes, Willy is just one little drop of water—not much compared to

all the water there is on Earth. But you should know that every single drop of water is

important, especially fresh water like Willy.

Fresh water is what you need when you’re thirsty, or when you need to take a bath, or for any

of the thousand other things you use water for. It’s very precious, and less than one percent of

the water on my surface is fresh!

You might be surprised to learn that Willy the Water Drop is actually a very busy fellow. Like

most water drops, he is always on the move. I decided to follow Willy and see what happened

to him after he landed on this leaf.

Willy wasn’t on the leaf for long. A breeze came along and shook the leaf, sending Willy into

this winding river. I wondered what would happen to Willy when he washed through all the

litter in this river. Sure enough, he picked up a little dirt and grime along the way.

Later, Willy the Water Drop passed a big factory. People produce many different things in

factories. Unfortunately, almost all factories produce wastewater. Whatever they’re making

inside the factory—whether they’re mixing paint, or making ink, or mopping the floors at the

end of the day—people are using water.

That dirty water needs to go somewhere when they’re done with it. Wastewater is the dirty

Core Knowledge Language Arts® Listening & Learning Strand Tell It Again!™Read-Aloud Anthology, Taking Care of the Earth, Kindergarten, p. 100–103

4 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Willy the Water Drop (Kindergarten)

water that comes out of factories like this one. But it doesn’t go to the landfill like the trash

from your kitchen. Instead, it goes down the drain and sometimes ends up back in a river or

other body of water.

Willy went past this wastewater pipe on the other side of the factory. Trust me, you don’t

even want to know what was coming out of this pipe. This pipe, and many others like it, can

pollute the fresh water supply.

What’s the water supply? That’s pretty much the whole point of this story. Willy the Water

Drop is part of the fresh water supply—or at least he was when he first started out on the leaf.

You, and all the creatures and plants on Earth, depend on the fresh water supply. There’s

plenty for everyone as long as everyone is careful not to use too much or pollute it.

One morning in the river, Willy passed through a trout’s gills. Remember how you learned that

polluted air is bad for your lungs? Well, polluted water is bad for a fish’s gills, too. When this

fish swam by, Willy the Water Drop passed right through its gills. Any pollutants, or dirty

harmful things, that Willy picked up when he passed the litter or wastewater pipe could have

been left inside this fish. That’s not good for the fish!

Many cities get their water from reservoirs. And this is exactly where Willy the Water Drop

ended up after a week or so in the river. A reservoir is a place made by people to collect and

store water. Reservoirs are created by building a dam, like the one in this picture, across a

river. By damming the river, people are able to make a big lake.

After Willy the Water Drop floated around in the reservoir for a few days, he went down a

pipe and into this water treatment plant.

This is like a big bathtub, only here they are actually cleaning water instead of using water to

clean something else. After Willy sat in this treatment plant for a while, and the people were

Core Knowledge Language Arts® Listening & Learning Strand Tell It Again!™Read-Aloud Anthology, Taking Care of the Earth, Kindergarten, p. 100–103

5 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Willy the Water Drop (Kindergarten)

sure that he didn’t have any more pollutants or other dirty stuff in him, he was ready to go

through the pipes to someone’s home.

Once he left the treatment plant, Willy went into another pipe, and then another and another,

until finally he ended up flowing out of someone’s bathroom faucet. A boy was washing his

hands before dinner. That’s a good thing, because there were all sorts of germs on that boy’s

hands. This is why Willy likes being a water drop: he knows he’s helping boys and girls grow up

to be healthy and clean.

Willy the Water Drop was happy to have helped the boy get ready for dinner, but then it was

straight down the drain for Willy! He went down the sink drain and into the drainpipe.

Do you think that was the end of Willy the Water Drop? Is that the last we’ll ever see of him?

Actually, the answer is no. Willy will be back again. Right now, he could be in a wastewater

pipe, or floating around in a reservoir. However, there’s really no telling exactly where he’ll

end up.

Hopefully, Willy will go through another water treatment plant so they can clean off all the

dirt and pollution before he is washed out of a big pipe like this and into another river. Once

he’s back in the river, Willy could flow to another reservoir. He could flow to the ocean.

Maybe a bird will drink him! Or, maybe Willy will wind up in a sunny spot like this. The heat

from the sun will make him evaporate, turning him into water vapor. Instead of being a water

drop, he’ll be part of the air for a while. He’ll float up into the sky, and there he could become

part of a cloud.

You heard it right! Clouds are actually fluffy bundles of tiny little water droplets up in the sky.

The water in clouds was once part of a river or lake or stream on the surface of the earth.

Once he becomes part of the clouds again, Willy the Water Drop will float across the sky until

Core Knowledge Language Arts® Listening & Learning Strand Tell It Again!™Read-Aloud Anthology, Taking Care of the Earth, Kindergarten, p. 100–103

6 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Willy the Water Drop (Kindergarten)

one morning . . .

It will rain, and there you’ll find Willy, sitting on a leaf waiting to start his journey all over

again. Perhaps he’ll end up in a bathtub or swimming pool near you!

Core Knowledge Language Arts® Listening & Learning Strand Tell It Again!™Read-Aloud Anthology, Taking Care of the Earth, Kindergarten, p. 100–103

7 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Close Reading Planning Tool (Kindergarten)

(4.) Passage: Willy the Water Drop

(1.) Core Understandings and Key Ideas from Text:

(5.) Culminating Assessment:

(7.) Standards:

(2.) Knowledge (3.) Language (6.) Text Dependent Questions Vocabulary Structure Literary Devices

• students’ • general academic • pronoun • literary devices • literal, inferential, and evaluative questions cultural/literary and domain- referents • voice or narrator • Beginning with a “winnable” question that will help orient students to the

knowledge specific • temporal and/or text. vocabulary • the extent of causal • Sequencing questions to build a gradual understanding of the key details of their life • multiple meaning relationship the text. experiences words • meaning of • students’ • figurative or specific Keep in mind… in Keep content/ idiomatic speech conjunctions discipline- • word choice • signal transitions specific knowledge  What are clouds made of?  What is the difference between fresh water, salt water, and wastewater?  Why are water treatment plants important?  Do you think what happens in this read-aloud could really happen? Or is it pretend, or fantasy?  Which important natural resource did Good Old Earth tell you about in this read-aloud?

#’s 1-7 reference the Close Reading Planning Process—an adaptation of A Guide to Creating Text Dependent Questions for Close Analytic Reading (www.achievethecore.org) 8 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0

Cinderella (Grade 1)

Once there was a poor girl who was called Cinderella. Cinderella lived with her stepmother

and two stepsisters. Her stepmother was mean to Cinderella and forced her to do the hardest

and dirtiest work in the house. The poor girl had to scour the dishes, scrub the floors, and

wash the clothes, all by herself. When her work was finally done, Cinderella would sit, tired

and alone, by the fireplace, among the ashes and cinders. That was why they called her

“Cinderella.” Cinderella’s stepsisters lived in splendor. They had soft beds, thick carpets, and

silver-edged mirrors. Poor Cinderella had to sleep on the floor next to the fire.

One day, the king’s son, the prince, announced that he was going to hold a royal ball at the

royal palace. It would be a grand evening of dancing. And all the young ladies in the kingdom

were invited!

When they heard the announcement, Cinderella’s stepsisters shrieked with excitement. For

days they primped in front of their mirrors and talked of nothing but the ball. They shouted

orders at Cinderella and ran her ragged while they got ready for the ball.

“Cinderella!” shouted the older stepsister. “Shine my shoes!”

“Cinderella!” called the younger. “Iron out this wrinkle in my dress!”

Cinderella helped her stepsisters get ready without complaining. Silently, however, she was

longing to go to the ball. She imagined herself dancing in the arms of the prince. How

wonderful it would be! And yet she knew her stepmother would never allow her to go.

At last the time came. The stepsisters and their mother left for the palace. Cinderella watched

them drive away. When she lost sight of them, she began to cry. She felt so miserable and

alone.

But Cinderella was not alone after all. She heard a gentle voice ask, “What’s the matter,

dear?” She looked up and saw a woman with a kind face.

Core Knowledge Language Arts® Listening & Learning Strand Tell It Again!™Read-Aloud Anthology, Different Lands, Similar Stories, Grade 1, p. 14–18

9 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Cinderella (Grade 1)

“I wish—I wish I could—” began Cinderella, but she could not finish for all her tears and

sobbing.

“You wish to go to the ball—is that it?” said the kind woman.

“Why, yes!” said Cinderella with surprise.

“Then it shall be so! Cinderella, you are a kind girl, worthy of going to the ball,” said the

woman. For, you see, the woman was Cinderella’s fairy godmother. “Now run into the

garden,” she said to Cinderella, “and bring me a pumpkin.”

Cinderella went to the garden, puzzled. She picked a large pumpkin and set it on the ground

before the kind woman. The fairy godmother tapped it with her magic wand and it turned into

a dazzling coach lined with satin.

“Now, dear,” said the fairy godmother, “bring me the mousetrap from the house.” Cinderella

brought the trap, which had six live mice in it. The fairy godmother released the mice and

waved her wand over them, turning them into a fine set of six gray horses. Then, with a touch

of her wand, she turned a big rat into a fat, jolly coachman with long fancy whiskers.

“Well,” said the fairy godmother with a smile, “What do you think? Are you pleased? Are you

ready to go to the ball?”

“Oh yes!” cried Cinderella. “But . . . must I go in these dirty rags?”

Her godmother laughed. Then, with a touch of her wand, she changed Cinderella’s tattered

clothes into a glittering gown of gold. And on her feet appeared a pair of glass slippers, the

prettiest in the world.

Cinderella stepped into the coach. But before she left, her fairy godmother gave her a stern

warning: “Do not stay at the ball after midnight, not even a moment. When the clock strikes

twelve, the coach will once again be a pumpkin; the horses, mice; the coachman, a rat; and

Core Knowledge Language Arts® Listening & Learning Strand Tell It Again!™Read-Aloud Anthology, Different Lands, Similar Stories, Grade 1, p. 14–18

10 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Cinderella (Grade 1)

your gown, the same clothes you had on.”

Cinderella promised she would leave before midnight. Then, calling out her thanks, away she

rode in the coach, feeling happier than she had ever felt before.

When Cinderella arrived at the ball, everyone admired her beauty. The prince asked Cinderella

to dance with him. They danced together once, then twice, then again and again.

Cinderella’s face shone with happiness. Everyone at the ball looked on in admiration—

everyone, that is, but the two stepsisters. They glared jealously at the lovely lady, though they

had no idea that they were glaring at Cinderella because they didn’t recognize her in her

beautiful gown.

For Cinderella, the music, the dancing, the warm gaze of the prince, all seemed a wonderful

dream. How quickly time slips away when the heart is happy! As Cinderella began to dance

again with the prince, she heard the palace clock begin to toll.

“Oh, my!” she gasped. “What time is it?”

“Midnight,” said the prince.

Midnight! Cinderella’s cheeks grew pale. She turned and, fast as a deer, ran out of the

ballroom. She sprinted down a long hallway, then down a staircase. At the foot of the stairs

she stumbled. One of her slippers fell off! But Cinderella could not stop. As she ran

breathlessly out of the castle into the darkness, she heard the clock strike midnight— and felt

her smooth gown turn into the rough cloth of her everyday clothes. Her dazzling coach had

turned back into a pumpkin, so she ran home alone. When she got there, she realized that she

was still wearing one glass slipper!

When Cinderella had run away, the prince had raced after her. Although he did not catch her,

he did find, part way down the staircase, the glass slipper that had fallen off her foot. And that

Core Knowledge Language Arts® Listening & Learning Strand Tell It Again!™Read-Aloud Anthology, Different Lands, Similar Stories, Grade 1, p. 14–18

11 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Cinderella (Grade 1)

is why, the very next morning, the sound of trumpets woke the kingdom. The prince

announced that he would marry the woman whose foot fit the glass slipper. He sent his men

out on a mission: they were to try the slipper on the foot of every maiden in the land.

From house to house they went, trying the slipper on foot after foot. On one foot the slipper

was too long; on another, too short. And so it went until they came to the house of Cinderella

and her stepsisters. Cinderella’s stepsisters tried to fit their feet into the slipper. They

squeezed, pinched, and pushed, but the slipper would not fit.

Then, from the shadows, Cinderella stepped forth and said, “Let me see if it will fit me.”

“You?” the stepsisters cried. “That’s ridiculous!”

“Every young woman in the kingdom is supposed to try on the slipper. That includes me,”

stated Cinderella.

The prince’s men agreed, as the prince had given strict instructions that every maiden in the

kingdom was to try on the slipper. One of the men placed the slipper on Cinderella’s foot—

and it fit perfectly! The stepsisters’ mouths dropped open in astonishment. They were even

more shocked when, from her pocket, Cinderella drew forth the other glass slipper.

Only then did the stepsisters understand: the beautiful lady they had seen at the ball was

Cinderella. They threw themselves at her feet and begged for forgiveness. Cinderella was so

kindhearted that she forgave them and embraced, or hugged, them.

Cinderella married the prince. Her stepmother and stepsisters were invited to live in the

palace with her. And she and the prince lived happily ever after.

Core Knowledge Language Arts® Listening & Learning Strand Tell It Again!™Read-Aloud Anthology, Different Lands, Similar Stories, Grade 1, p. 14–18

12 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Close Reading Planning Tool (Grade 1)

(4.) Passage: Cinderella

(1.) Core Understandings and Key Ideas from Text:

(5.) Culminating Assessment:

(7.) Standards:

(2.) Knowledge (3.) Language (6.) Text Dependent Questions Vocabulary Structure Literary Devices

• students’ • general • pronoun • literary devices • literal, inferential, and evaluative questions cultural/literary academic and referents • voice or narrator • Beginning with a “winnable” question that will help orient students to the knowledge domain-specific • temporal and/or text. causal • the extent of their (vocabulary • Sequencing questions to build a gradual understanding of the key details of relationship life experiences • multiple the text. • meaning of • students’ meaning words specific

Keep in mind… in Keep content/ • figurative or conjunctions discipline-specific idiomatic speech • signal transitions knowledge • word choice  Who is the main character in this story? How did she get her name?  What parts of this folktale could never really happen?

 What warning does her fairy godmother give to Cinderella?

 How is Cinderella treated by her stepmother and stepsisters?  For what event does Cinderella help her stepsisters get ready?

#’s 1-7 reference the Close Reading Planning Process—an adaptation of A Guide to Creating Text Dependent Questions for Close Analytic Reading (www.achievethecore.org) 13 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0

Last update: September 26, 2012

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Reading Standards for Literature K–5 College and Career Readiness Anchor: Kindergarten: Grade 1: Grade 2: Grade 3: Grade 4: Grade 5: Key Ideas and Details 1. Read closely to determine what . WPS, ask and . Ask and answer . Ask and . Ask and answer . Refer to details . Quote from text the text says explicitly and to answer questions questions about answer: who, questions and examples . Explain text make logical inferences from it; about key details key details what, where, . Demonstrate . Explain text explicitly cite specific textual evidence when, why, how understanding explicitly . Draw inferences when writing or speaking to . Demonstrate . Refer explicitly to . Draw inferences from text support conclusions drawn from understanding text from text the text. 2. Determine central ideas or . WPS, retell stories . Retell stories . Recount stories . Recount stories . Determine theme . Determine themes of a text and analyze . Include key . Include key . Determine . Determine central . Summarize text theme, using their development; summarize details details central message character the key supporting details and response to . Demonstrate message . Explain how ideas. challenges and understanding details convey narrator central message reflection . Summarize text 3. Analyze how and why . WPS, identify . Describe . Describe . Describe . Describe . Compare and individuals, events, and ideas characters, characters, characters' characters characters in contrast develop and interact over the settings, and settings, and responses to . Explain how depth characters, course of a text. major events major events major events characters' . Draw on specific settings, or . Include key and challenges actions contribute details events details to sequence of . Draw on specific events details Craft and Structure 4. Interpret words and phrases as . Ask and answer . Identify words . Describe how . Determine word . Determine word . Determine word they are used in a text, including questions about that suggest words and meaning using meaning using meaning using determining technical, unknown words feelings or phrases supply text text, including text, including connotative, and figurative appeal to the rhythm and . Distinguish literal those that allude figurative meanings, and analyze how senses meaning from nonliteral to mythological language specific word choices shape language characters meaning or tone. Craft and Structure 5. Analyze the structure of texts, . Recognize . Explain major . Describe story . Refer to story parts . Explain major . Explain how story including how specific common text differences structure, when writing or differences parts provide sentences, paragraphs, and types between literary including speaking between texts overall structure larger portions of the text (e.g., a and introductions . Describe story . Refer to structural section, chapter, scene, or informational and conclusions part succession elements when stanza) relate to each other and texts; draw on a writing or the whole. range of text speaking types

14 WPS = With prompting and support (i.e., scaffolding) www.coreknoweldge.org/ccss Last update: September 26, 2012

Range of Reading and Level of Text Complexity 10. Read and comprehend . Engage in group . WPS, read in . Read and . Read and . Read and . Read and complex literary and reading activities grade 1 comprehend in comprehend in comprehend in comprehend in informational texts complexity band grades 2–3 grades 2–3 grades 4–5 grades 4–5 independently and proficiently. complexity complexity band complexity band, complexity band, WPS at WPS at high end band high end

15 WPS = With prompting and support (i.e., scaffolding) www.coreknoweldge.org/ccss Last update: September 19, 2013 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Reading Standards for Informational Texts K–5 College and Career Readiness Anchor: Kindergarten: Grade 1: Grade 2: Grade 3: Grade 4: Grade 5: Key Ideas and Details 1. Read closely to determine . WPS, ask and . Ask and answer . Ask and answer: . Ask and answer . Refer to details . Quote from text what the text says explicitly answer questions questions about who, what, questions and examples . Explain text and to make logical about key details key details where, when, . Demonstrate . Explain text explicitly inferences from it; cite why, how understanding explicitly specific textual evidence . Draw inferences . Demonstrate when writing or speaking to . Refer explicitly to . Draw inferences from text understanding support conclusions drawn text from text from the text. 2. Determine central ideas or . WPS, identify . Identify topic and . Identify overall . Determine main . Determine main . Determine themes of a text and topic and retell retell main ideas topic idea idea multiple main analyze their development; key ideas ideas . Identify focus of . Recount key . Explain support summarize the key specific details . Explain support supporting details and . Summarize paragraphs ideas. . Explain main idea . Summarize support 3. Analyze how and why . WPS, describe . Describe . Describe . Describe . Explain text . Explain individuals, events, and connection connection connection connection elements, based relationships ideas develop and interact between two between two between multiple between multiple on specific between multiple over the course of a text. elements elements text elements text elements textual text elements, information using specific . Use proper information language

Craft and Structure 4. Interpret words and phrases . WPS, ask and . Ask and answer . Determine . Determine . Determine . Determine as they are used in a text, answer questions questions to meaning of words meaning of words meaning of words meaning of words including determining about unknown determine or and phrases in a and phrases in a and phrases in a and phrases in a technical, connotative, and words clarify word grade 2 topic or grade 3 topic or grade 4 topic or grade 5 topic or figurative meanings, and meaning subject area subject area subject area subject area analyze how specific word choices shape meaning or tone. Craft and Structure 5. Analyze the structure of texts, . Identify book . Know and use . Know and use . Use text features . Describe structure . Compare and including how specific parts text features text features and search tools of information contrast structure sentences, paragraphs, and of information . Locate . Locate . Locate larger portions of the text across texts information information information (e.g., a section, chapter, effectively effectively scene, or stanza) relate to each other and the whole.

16 WPS = With prompting and support (i.e., scaffolding) www.coreknowledge.org/ccss Last update: September 19, 2013 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Reading Standards for Informational Texts K–5 College and Career Readiness Anchor: Kindergarten: Grade 1: Grade 2: Grade 3: Grade 4: Grade 5: 6. Assess how point of view or . Name author . Distinguish . Identify author's . Distinguish own . Compare and . Analyze multiple purpose shapes the content and illustrator illustrations from purpose point of view contrast first- and accounts, noting and style of a text. words from author’s secondhand similarities and . Define role of account differences each . Describe differences between accounts

Integration of Knowledge and Ideas 7. Integrate and evaluate . WPS, describe . Use illustrations . Explain how . Use illustrations . Interpret visual . Draw on content presented in diverse relationship and details to images and words to and multimedia information from media and formats, including between text describe key contribute to and demonstrate information multiple visually and quantitatively, as and illustrations ideas clarify a text understanding of illustrations or . Explain how well as in words. text multimedia to information answer questions contributes to and solve textual problems understanding 8. Delineate and evaluate the . WPS, identify . Identify . Describe how . Describe . Explain how . Explain how argument and specific claims supporting supporting reasons support connections reasons and reasons and in a text, including the validity reasons reasons points between parts of evidence evidence of reasoning as well as the a text support points support points relevance and sufficiency of . Identify evidence. supporting reasons and evidence

Integration of Knowledge and Ideas 9. Analyze how two or more . WPS, identify . Identify . Compare and . Compare and . Integrate . Integrate texts address similar themes or similarities and similarities and contrast key contrast key information from information from topics in order to build differences differences points in two texts points and details two texts to write several texts to knowledge or to compare the between two between two in two texts or speak write or speak approaches the authors take. texts texts

Range of Reading and Level of Text Complexity 10. Read and comprehend . Engage in group . WPS, read in . Read and . Read and . Read and . Read and complex literary and reading activities grade 1 comprehend in comprehend in comprehend in comprehend in informational texts complexity band grades 2–3 grades 2–3 grades 4–5 grades 4–5 independently and complexity band, complexity band complexity band, complexity band proficiently. WPS at high end WPS at high end

17 WPS = With prompting and support (i.e., scaffolding) www.coreknowledge.org/ccss 3-2-1 Reflection

3 things you are currently doing that can facilitate close analysis of complex texts in your classroom.

2 things you plan to start as soon as you return to your classroom.

1 thing you still have questions about.

Close Reading Planning Tool

(4.) Passage:

(1.) Core Understandings and Key Ideas from Text:

(5.) Culminating Assessment:

(7.) Standards:

(2.) Knowledge (3.) Language (6.) Text Dependent Questions Vocabulary Structure Literary Devices

• students’ • general academic • pronoun referents • literary devices • literal, inferential, and evaluative questions

cultural/literary and domain- • temporal and/or • voice or narrator • Beginning with a “winnable” question that will help orient students knowledge specific vocabulary causal to the text. • the extent of their • multiple meaning relationship • Sequencing questions to build a gradual understanding of the key life experiences words • meaning of details of the text. • • Keep in mind… in Keep students’ content/ figurative or specific discipline-specific idiomatic speech conjunctions knowledge • word choice • signal transitions

#’s 1-7 reference the Close Reading Planning Process—an adaptation of A Guide to Creating Text Dependent Questions for Close Analytic Reading (www.achievethecore.org) 19 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Close Reading Planning Tool

(4.) Passage:

(1.) Core Understandings and Key Ideas from Text:

(5.) Culminating Assessment:

(7.) Standards:

(2.) Knowledge (3.) Language (6.) Text Dependent Questions Vocabulary Structure Literary Devices

• students’ • general academic • pronoun referents • literary devices • literal, inferential, and evaluative questions

#’s 1-7 reference the Close Reading Planning Process—an adaptation of A Guide to Creating Text Dependent Questions for Close Analytic Reading (www.achievethecore.org) 20 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Close Reading Glossary of Terms

1. Close Reading an instructional routine, facilitated by the teacher, to guide students through a careful, sustained analysis of a written work. This process enables students to uncover layers of meaning in order to deepen their comprehension. 2. Text Complexity involves the level of structure, meaning, and clarity as well as the amount of life experiences and background knowledge required to understand the text.

3. Text-Dependent questions that can only be answered through reading the text. These questions Questions encourage student to gather evidence, insight, and knowledge from the text.

4. Tier 2 Vocabulary general academic words, which are most often found in texts, and frequently have multiple meanings. Since they are not tied to specific content, these vocabulary words are found in a range of texts—both fiction and non-fiction. 5. Tier 3 Vocabulary domain-specific words, which are associated with particular content. Since these words are domain-specific they are often found in non-fiction texts.

6. Literary Devices literary or linguistic technique that produces a specific effect in writing (e.g., imagery, metaphors, similes, personification, onomatopoeia, etc.).

7. Read-Alouds instructional process that engages students with texts above their independent reading level. This gives them access to rich language, syntax, and domain-specific vocabulary and deepens students’ understanding of domain content. 8. Scaffolding instructional technique in which variables are modified in order for a task to be challenging, but not frustrating for a student.

9. Knowledge Demands content or ideas relayed through the text in relation to the extent of readers’ life experiences and depth of their cultural/literary and content/discipline knowledge

10. Language Demands the levels of meaning, structure, and conventionality/clarity conveyed through the language used in a text.

11. Syntax the way in which words are put together to form grammatical sentences.

12. Text Structure the organizational pattern an author uses to structure and present a text.