This article argues that exploration of media coverage of a story like the Boston Marathon bombings, including online comments posted by readers, can support youth in reflecting on and thinking critically about a tragedy while offering opportunities for literacy pedagogy consistent with the goals of the Common Core State Standards for English Language Arts & Literacy. Instructional recommendations for this exploration are grounded in the author's experience co-teaching ninth graders in an urban high school. The article concludes with discussion of how some CCSS interpretations and implementation strategies may undermine such efforts if literacy educators do not insist upon 21st century framings for their work.