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ERIC Number: ED541436
Record Type: Non-Journal
Publication Date: 2012
Pages: 1
Abstractor: ERIC
Reference Count: 0
Close Reading and the CCSS
Aspen Institute
Close reading is the methodical investigation of a complex text through answering text dependent questions geared to unpack the text's meaning. Close reading directs students to examine and analyze the text through a series of activities that focus students on the meanings of individual words and sentences as well as the overall development of events and ideas. The Anchor Standards for Reading found in the Common Core State Standards (CCSS) prioritize the close reading skill of extracting evidence and making inferences (Standard 1) when reading complex text (Standard 10). All of the intervening standards (Standards 2-9) call on students to answer specific text dependent questions--from determining the central idea or theme (Standard 2) to building knowledge by comparing two or more texts (Standard 9)--but each intervening standard critically relies on the core close reading skill of "citing specific textual evidence" when reading complex text to "support conclusions" (Standards 1 and 10). This text dependent approach is one of the key shifts embodied in the CCSS, and moving students and teachers towards understanding and embracing close reading when appropriate is a key step to implementing the CCSS.
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Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Aspen Institute