Reading Anchor Standards

Reading Anchor Standards

• Skills for reading literature and reading informational text are same

o Subtle differences within individual grade level skills

o Generally, CCSS unify reading to allow readers to apply skills to various texts

Reading Anchor Standards

“The person doing the talking is doing the

learning.”

“The person doing the doing is doing the learning.”

Anchor Standards 1, 2, and 3:Key Ideas and Details

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.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Raising the Level of Close Reading

• Activity• Demonstrating Anchor

Standards 1 – 3 • Book: Every Living

Thingo Cynthia Rylant o “Stray”

• Strategies to be usedo Instructional Read Aloudo Shared Reading

Read aloud is an important tool to build

better readers.

Read Aloud—Paragraph One

Question Recap

How does this story make you feel?

What does this story make you think of?

Does this bring up any memories?

• Not very Common Core-y!

Reading within the 4 Corners of the Text

• What is the author saying?

o Evidence

Where in the text does it say that?

Based on the text, what can we infer?

Read Aloud—Part One

• Be thinking about…o Who?o Where?o What?

This will help improve first draft reading•Allows for active thinking while reading

Anchor Standard #1Retelling what the text says and

suggests

• Private think time• What did you notice/hear within

the text?o Who?o Where?o What?

Read Aloud—Part Two

• Be listening for further evidence to confirm…o Who?o Where?o What?o When?

Anchor Standard #1Retelling what the text says and

suggests• Shared reading• With a partner…

o Find specific evidence from the text that supports your responses Who? Where? What? When? It’s the kind of town where…

Finish the sentence

Read Aloud—Part Three

• Be thinking about…o Family dynamic

Anchor Standard #2Central Ideas: Moving toward >1

main idea

• Tracking ideas• Are there any issues hiding

beneath the surface?o Povertyo Loneliness

Read Aloud—Part Four

• Be thinking about…o how the central ideas connect to one another

Anchor Standard #3Connecting parts of text to

each other and to related ideas

• Relating central ideas• How are the story’s central

ideas linked?o Povertyo Loneliness

Read Aloud—Part Five

• Depressing story, isn’t it?• Kleenex is available for

the final part of the story

Read Aloud—Part Five

• Be thinking about…o Lessons learned

from the story

Anchor Standard #3Connecting parts of text to

each other and to related ideas

• Lessons learned in “Stray”o People aren’t what they seem. (Mr.

Lacey)o Poverty is hard.o Sometimes you should lead with your

heart.o Never abandon hope.o Persevere.

Anchor Standards 4, 5, and 6: Craft and Structure

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.

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.

6. Assess how point of view or purpose shapes the content and style of a text.

These are the MOST missed questions on state achievement tests

Anchor Standard #4Paying attention to language

• Figurative languageo …snowdrifts swallowed up

automobileso …lying there, like stone…

• Languageo Tone-setting vocabularyo grudgingly, timidly, abandoned

• Symbolism/Metaphoro Find examples from text

Anchor Standard #4Paying attention to language

• Symbolism/Metaphoro Find examples from text

Weather in literature is hardly ever an accident

Food matters•When the author describes food/meals, they are clueing us in to something under the surface

Anchor Standard #5Analyzing structural choices

• How time passes

**If kids cannot handle non-linear structure, it will be difficult for them to read more complex texts**

o Changing scenes and uneven time span emphasis (i.e. flashbacks)

Anchor Standard #6Discerning perspective and point of view

(POV)

• Whose point of view (POV) is the story being told from?

• Role Play Activity (1-2 minutes)o Assume the role of: Doris, Mrs.

Lacey, or Mr. Lacey

We (readers) tend to sympathize with the characters with whom we have access to their inner thoughts.

Anchor Standards 7, 8, and 9:Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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 (not applicable to literature).

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.

Table Talk

• 25 seconds

• What do Taylor Swift and Cynthia Rylant have in common?

Anchor Standard #7Analysis of multimedia and multiple

versions to bring meaning to theme of a text

• Activityo Text outside of text

• In a moment you will see an example of multimedia in which 2 narratives are taking place

You Belong To Me – Taylor Swift



• Be thinking about…o What you seeo What you hear



• How are Doris and blond Taylor alike?

• How are the central ideas similar between the two stories?

• What are the benefits of using multimedia as a supplement to text?

Anchor Standard #8The overall argument and its

reasoning the author provides

• Not applicable to literature standards

• Analyze the trustworthiness of the evidence author provides for his/her claims

• Comparing texts (preferable)

Anchor Standard #9How texts develop similar themes

• What text can I pair it with of same/similar theme?

• Revisit stumpy

• After reading “Stray”o New lense

• Be thinking about…o how the two texts are similar


You can't buy loyalty, they sayI bought it though, the other dayYou can't buy friendship, tried and

trueWell just the same I bought that too

I made my bid, and on the spotBought love and faith andA whole lot of happinessSo all in all...

The purchase price was pretty small

I bought a single trusting heartThat gave devotion from the startIf you think these things

are not for sale…Buy a brown-eyed puppy with a stump for a tail.


• Cross curricular application

• When does this story take place?

• How might this story be paired with informational text?o Remember, strategic text selection is CRITICAL

Anchor Standard 10:Range of Reading and Level of

Complexity

Read and comprehend complex literary and informational texts independently and

proficiently.

The in the Room…

Common Core expects students reading on-grade level complex text…

What if my students are not reading on grade level?

What’s Hot and What’s Not!• HOT

• Close, attentive reading• Critical reading• Reasoning and use evidence• Comprehend, evaluate,

synthesize• Understand precisely, question• Assess veracity• Cite specific evidence• Reading independent, closely• Demonstrate understanding of a

text• Referring explicitly to the text• Refers to details and examples in

text• Quote accurately from the text• Compare and contrast

• NOT HOT

• Make text to self connections

• Access prior knowledge

• Explore personal response

• Relate to own life

• (De-emphasize reading as a personal act; emphasize textual analysis)

Documents

Reading Anchor Standards