1. Implementing the CCSS
Using Close Reading strategies and
understanding the connection
between reading and writing

2. Primary Grade CCSS
• The bar has been raised in all grades in regard
to reading and writing achievement
• The expectations in Kindergarten through 3rd
grade have been raised significantly,
particularly in 2nd and 3rd grade Lexile levels
and writing
• The rigor and depth of knowledge required
has increased

3. How do we adapt?
• Doing what we have always done may no longer
be enough
• Students need to be taught critical thinking and
analytical thinking skills from their first
experiences in school onward
• Lessons for the sake of lessons have no place in
the modern curriculum
• Understanding how the CCSS integrates all areas
of learning will greatly enhance the teaching
experience

4. What is “Close Reading?”
• According to Douglas Fisher a close reading
exercise is an encounter with the text. It is a
careful and purposeful re-reading of a text.
• Using a short passage, students read and re-
read answering a variety of text dependent
questions
• Close reading has been described as “reading
with a pencil.”

5. Close reading and the CCSS
• Close reading is not specifically addressed in
the CCSS
• However, the CCSS does require students to
provide evidence and justification for what
they know, what they think, and what they
believe
• The only way to provide evidence and
justification is to closely read

6. Close reading and writing
• The Close Reading process involves: Selecting the
text, reading the text, text dependent questions,
discussing the text, annotating the text, and
writing in response to the text
• Writing is an integral part of the close reading
process
• All forms of writing are inherent in responding to
a variety of text, therefore students begin to view
writing as part of reading and visa versa

7. Application
• Develop and implement a professional
development workshop for teachers
• Provide teachers with usable resources to use
when choosing close reading texts, developing
text dependent questions, lessons in annotating,
and how to write in response to text
• Compile a tool box for all teachers to access
which include such items as: graphic organizers,
annotation symbols, posters, books, lesson
planning guides, and writing rubrics

8. References
• http://www.mhecommoncoretoolbox.com/clo
se-reading-and-the-ccss-part-1.html
• http://www.uen.org/utahstandardsacademy/
elaelem/downloads/level2/k-1-1_Day1.pdf