Table of Contents

2.4.1 Increasing Rigor through Close Reading

Let's revisit the Reading Standards for Informational Text that you first reviewed in section 2.1. In this activity, you will explore how the standards sequentially and progressively support students' literacy development as expectations increase across grade levels.

Time to Read

Refer to the grade-level Reading Standards for Informational Text K–5 (pages 14–16) and read across Standards 1, 2, and 3 for K–5.

Now, let’s connect CCR Anchor Standard 1 to the same grade-specific standard in the CA CCSS for ELA/Literacy. Notice how the standards increase in depth and rigor and how these skills develop through close reading of text:

CCR Anchor Standard 1, Reading

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.

Grade Level Progressions:

  • Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • Grade 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Time to Reflect

Take a few minutes to reflect on the increase in rigor that you observed across the grades:



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Sample responses

Now, take a look at the same progressions for Reading Standards 1–10 for Informational Text for Kindergarten and Grade 1, followed by an example of close reading through a visual arts activity.

Kindergarten and Grade 1 Progressions for Reading Informational Text

Visual Arts and Close Reading

Time to Extend

How might a Grade 3 multiple subject teacher and a specialist theatre teacher provide two types of text reading experiences for their students focused on the 5W's of theatre and the asking and answering Grade 3 reading skills found in Standard 1?