Tag Archives: #mra13

Common Core: “Close Reads” are not the final goal!

Common Core Reading Anchor Standard (K-12) says:

“R.CCR.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.”

What am I going to do?  Read closely

Why?  To determine what the author says both explicitly (the words in the text) and to make logical inferences when the author wants me to think beyond the written words

That is an explanation/interpretation of JUST the beginning of Reading Standard # 1!

The last part says, “Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.”  So I think this means that I will use the textual evidence whenever I am writing or speaking to support those inferences or conclusions drawn from the text.  Darn.  That means that my conclusions have to be based on the text; I cannot just “dream them up out of thin air.”

Complicated?  Absolutely!


Close reading is what I am going to do! It is probably going to mean that I am re-reading part of a paragraph or page of text to check my understanding.  And if I can cite specific words or phrases in the text, my conclusion or inference is probably fairly accurate.

Will my thinking match the author’s perfectly?  I doubt it!  But that’s okay.  The goal of close reading is to have “increased understanding” because I have read the text closely.

These two tweets from the Michigan Reading Association on Sunday, March 10, 2013, on the topic of “close reading” caught my eye.

@hmjensen31:  Close reading may be a necessary, but insufficient type of reading. Cannot stop there. Serafini #mra13″

“@yaloveblog  Student says close reading helps organize her thoughts. #mra13

What do those two tweets say explicitly? And what inferences can you make as the reader? What is your end goal for “close reading”? (Please add your thoughts below!)

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