Table of Contents
Content Home- Welcome
Module Overview
Pre-Assessment- Unit 1: History/Social Studies and CA CCSS for ELA/Literacy Kâ5
- 1.1 The Common Core State Standards and History/Social Studies
- 1.2 Overview of the CA CCSS for ELA/Literacy
- 1.3 Reading Informational Text in all Content Areas
- 1.3.1 Spiraling Exercise: Reading Standards for Informational Text
- 1.3.2 Close Reading in Elementary School
- 1.3.3 Reading Strategies for Content Instruction
1.3.4 Reading History/Social Studies in Elementary School
- 1.4 Writing Standards Kâ5
- 1.5 Speaking and Listening Standards Kâ5
- 1.6 Language Standards K-5
- 1.7 Standards for Literacy in History/Social Studies 6â12
- 1.8 CA CCSS for ELA/Literacy, 21st Century Skills, and Civic Literacy
- 1.9 Instructional Practices Incorporating the CA CCSS and Civic Learning
- 1.10 Unit 1 Conclusion
- Unit 2: Literacy in Early Elementary History/Social Studies
- 2.0 Using the CA CCSS for ELA/Literacy: An Early Elementary History/Social Studies Example
- 2.1 Establishing the Purpose for Reading
- 2.2 Students Read Text Independently
- 2.3 Text-Dependent Reading Interactions
- 2.4 Close Reading of the Text
- 2.5 The Reading and Writing Connection and Differentiating Instruction
- 2.6 Collaborative Conversations
- 2.7 Application of Knowledge in Relevant, Real-world Scenarios
- 2.8 Oral Presentations and the Speaking and Listening Standards
- 2.9 Unit Summary
- Unit 3: Literacy in Upper Elementary History/Social Studies
- 3.1 CA CCSS for ELA/Literacy: An Upper Elementary History/Social Studies Example
- 3.2 Independent Reading
- 3.3 Pair-Share Dialogue about Text
- 3.4 Teacher-led Think Aloud
- 3.5 Re-Reading and Paraphrasing the Text
- 3.6 Text Dependent Questions
- 3.7 Vocabulary Support for Struggling Readers
- 3.8 Expository Writing
- 3.9 Collaborative Conversations to Apply Knowledge
- 3.10 Conducting Research Using 21st Century Tools
- 3.11 Application of Knowledge
- 3.12 Unit Summary
- Unit 4: Assessing Student Writing in History/Social Studies
- Module Summary
- Post-Assessment
- Certificate of Completion
Resources- Module Evalutation
1.3.2 Close Reading in Elementary School
A key instructional change contained in the CCSS is a focus on close reading, an instructional approach that guides students to go deeply into text to seek out information, acquire key concepts, and employ strategies, automatically and invisibly, as independent readers.
Take a few minutes to read "
Close Reading in Elementary School," a study
of how elementary school teachers adapted close reading protocol
for their students, by Douglas Fisher and Nancy Frey. Focus your
attention on the "Key Features of
Close Reading" (pp. 181-182) and "Modifying Close Reading for
Elementary Schools" (pp. 182-187) to better understand how to lead
your students through a close reading.
From the reading, identify at least two close reading practices that are new to you that you could integrate into history/social studies content in your classroom and list those in your Metacognitive Journal.
Sample responses
Content Literacy in History/Social Studies, Kindergarten through Grade 5. Brought to you by the California Department of Education and the Los Angeles County Office of Education.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
