Arizona/Common Core State Standards
Literacy Resource Guide
2013-2014
Table of Contents
Marking the Text ……………………………………………………………………………..
1-2
Example ……………………………………………………………………………………...
3
Key Idea – Supporting Details……………………………………………………………
4
Example ……………………………………………………………………………………...
5
A Look at Close Reading + Text Dependent Questions ………………………
6-25
What is Close Reading? ………………………………………………………...……...
6
Selecting a Text…………. ………………………………………………………...……...
7
What Makes a Text Complex? ………………………………………….…...……...
8
The Cycle of Close Reading …………………………………………………...……...
9
Scaffolding Students in Close Reading …………………………………….…...
10
Examples……………………………………………………………………………………… 11-12
Close Reading Steps &Text Dependent Questions Template (9-10)..
13
Close Reading Steps & Text Dependent Question Template (11-12).
14
Text Dependent Questions Information………………………………………..
15
Example………………………………………………………………………………………
16
Social Studies Common Core State Standards (grades 9-10) ………..
17-19
Social Studies Common Core State Standards (grades 11-12) ……….
20-22
Vertical Template (9-10) Text Dependent Questions…………………….
23
Vertical Template (11-12) Text Dependent Questions………………….
24
Example ……………………………………………………………………………………...
25
Write All About It: SMACC Paragraph……………………….………………………
26
SMACC Graphic Organizer…………………………………………………………….
27
SMAC Outline ………………………………………………………………………………
28
Example ……………………………………………………………………………………...
29
How this Literacy Resource Was Developed
Marking the Text
Purpose
To actively engage students to make meaning from their text.
Rationale
Marking the Text is an active reading strategy that asks students to identify information in the text
that is relevant to the reading purpose. When students mark texts purposefully, they are actively
engaged in meaning making. To mark texts effectively, students must evaluate an entire passage and
begin to recognize and isolate the key information. Once the text is marked, students will be able to
quickly reference information that pertains to the reading purpose. Students might also use their
markings to assist in summary writing, to connect ideas presented within the text, or to investigate
claims, evidence, or rhetorical devices. Numbering paragraphs is also essential for class discussions.
Once paragraphs are numbered, students can easily direct others to those places where they have
found relevant information.
Procedure
Read the text before giving it to your students to read. If it is a text they cannot write in, make copies
for them.
Step 1 Number the Paragraphs
 Before you read, take a moment and number the paragraphs in the section you are planning to
read. Start with the number one and continue numbering sequentially until you reach the end of
the text or reading assignment. Write the number near the paragraph indention and circle the
number; write it small enough so that you have room to write in the margin.
 Like page numbers, paragraph numbers will act as a reference so you can easily refer to specific
sections of the text.
Step 2
Circle Key Terms, Names of People, Names of Places, & or Dates
To help identify a key term, consider if the word or phrase is…
…repeated
…used in an original (unique) way
…defined by the author
…a central concept or idea
…used to explain or represent an idea
…relevant to one’s reading purpose
Step 3 Highlight or Box the Vocabulary Terms or Phrase You Do Not Know
Step 4 Underline an Author’s Claims and Key Points
A claim is an arguable statement or assertion made by the author. The main idea or key points
an author is stating. Data, facts, or other backing should support an author’s assertion.
Consider the following information when looking for author’s claims:
 A claim may appear anywhere in the text (beginning, middle, or end)
A claim may not appear explicitly in the argument, so the reader must infer it from the
evidence presented in the text
 Often, an author will make several claims throughout her or his argument
 An author may signal his or her claim, letting you know that this is his or her position
Page 1
Marking the Text (continued)
Step 5 Underline Relevant Information
While reading informational texts (i.e., textbooks, reference books, etc.) read carefully to
identify information that is important to the reading task. Relevant information might include:
 A process
 Data/Statistics
 Definitions
 Descriptions
 Evidence
 Explanations
 Descriptions
Step 6 Jot Down Notes As You Read
In the Left Margin, jot down notes to answer: What is the author SAYING? What does the author
want me to walk away with knowing?
In the Right Margin, jot down notes to answer: What is the author DOING? Use vebs to describe what
the author is doing with the text.
Step 7 Scaffold the strategy. During the first three to four times you have students “Marking the Text,”
scaffold your instruction. Break the reading into thirds. (Whole, Pair, Solo)
In the 1st third, “Whole” read. You model your thinking and walk through the steps of numbering
paragraphs, underlining the author’s claim/key points and underlining important information to
the reading task. Students mimic numbering and underlining based on your modeling.
In the 2nd third, “Pair” read. Have students pair up to numbering paragraphs, underlining the author’s
claim/key points and underlining important information to the reading task.. As pairs work
through each paragraph, walk around to see if they are getting it. Randomly call upon a pair or
two to share. Ask students about their thinking. Ask why they chose to underline a particular claim
or relevant piece of information. These verbal response(s) will help struggling students hear
correct response(s).
In the 3rd third, “Solo” read. Individually students read and Mark Up the Text. As they work
through each paragraph, walk around to see if they are getting it. Randomly call upon two
students to share. Ask students about their thinking. Ask students about their thinking. Ask
why they chose to underline a particular claim or relevant piece of information.
Variation Have student use two different color writing utensils.
The first color for circling and the second color for underlining.
Page 2
Page 3
Key Idea – Supporting Details
1. Use the KEY Idea-Supporting Details strategy for note taking.
Most textbooks are organized into short sections of ideas and supporting details:
Plants, algae, and even some bacteria use a process called photosynthesis to
convert sunlight into energy. Photosynthesis occurs in two stages. In the first stage,
light-dependent reactions capture the energy of light and use it to make highenergy carrier molecules called ATP that are used in the second stage. During the
second stage, the light-independent reactions, sometimes called dark reactions, use
the high-energy ATP molecules to capture carbon dioxide and create the
beginnings of carbohydrates.
Key Idea
Two stages of photosynthesis.
Supporting Details
1. Light-dependent reactions
use light to make molecules
of ATP for the second stage.
2. Light-independent or dark
reactions use ATP molecules
to capture carbon dioxide
and begin to produce
carbohydrates.
2. Use the KEY Idea-Supporting Details strategy for constructing responses:
Here the writer is answer the question, “Who won The Battle of Antietam and site specific
textual evidence to support your response?”
Key Idea
The Union won the Battle of
Antietam even though both
armies lost nearly the same
number of casualties.
Supporting Details
1. Kept Lee from invading the
North
2. Kept Britain and France from
supporting the South.
3. Gave Lincoln a chance to
introduce the Emancipation
Proclamation.
Even though both armies lost nearly the same number of causalities, the Union
position was more favorable because it kept Lee from invading the North and
deterred Britain and France from supporting the South. It also gave Lincoln the
chance to introduce the Emancipation Proclamation.
Page 4
Key Idea – Supporting Detail Example
Key Idea & Supporting Detail
Name: __Teacher Guide_____ Date:________ Period: __
st
Directions: Glance at the title, subtitle and quotes you for Common Sense by Thomas Paine 1
Chapter :
“Of the Origin and design of Government in general, with concise remarks on the English
Constitution.” and write your first impression of what this text might be about.
Then as you read each paragraph or section, identify the Key Idea and Supporting Details Quotes and Background
information. Write this in the area below.
First Impression: Students responses may vary.
Key Idea
Supporting Detail
P1
Society is produced by…….
Positive
Negative
Distinctions
P7
If we had a clear conscience….
Why do we choose a form of government?
P3
-4
Natural liberty vs individualism
How society and government would evolve.
The origin and rise of Government
How and why society organizes itself in a
governmental form that is not led by royalty.
P5
-8
Page 5
Key Idea
P9
- 19
The English constitution is exceedingly complex….
Supporting Detail
Base of ancient tyrannies
New republican materials
Monarchial tyranny
Aristocratical tyranny
New republican materials
Commons vs House of Lords
P20
- 24 The prejudice of Englishmen in favour of their own
government….
People are afraid to trust
Composition of a monarchy
Explains the English constitution
Felo de se
Prejudice of Englishmen
P25 It is Wholly owing to the Constitution of the People
England vs Turkey
P26 An inquiry into the Constitutional Errors…
English form of government
Fettered by any obstinate prejudice
Impression you walk away with… Students responses may vary.
A Look at
Close Reading
and
Text Dependent
Questions
Scaffolding Students
with Complex Texts
Beth Burke, NBCT
[email protected]
Adapted by
What Is Close Reading?
Close reading is a purposeful, critical analysis of a text that focuses on significant details or patterns in
order to develop a deep, precise understanding of the text’s form, craft, and meanings. It is a key
requirement of the Common Core State Standards and directs the reader’s attention to the text itself.
Close reading includes:








Using short passages and excerpts
Diving right into the text with limited pre-reading activities
Focusing on the text itself
Rereading deliberately
Reading with a pencil
Noticing things that are confusing
Discussing the text with others
o Think-Write-Pair-Share, Talk with Your Neighbor, or Pivot A-B
o Small groups and whole class
Responding to Text Dependent Questions
Page 6
Selecting a Text
Not every text is appropriate for students to read closely. For example, while students may enjoy
reading Diary of a Wimpy Kid books, these novels offer simple story lines and vocabulary that are easily
understandable. When students are done reading them, they are not left pondering deep ideas. Close
reading should leave the reader considering thought-provoking messages that go beyond the text.
Close read-worthy texts include enough complex ideas to explore and discuss to sustain one or more days
of instruction. According to Tim Shanahan, former International Reading Association President, close reading
is a multi-day commitment to a text; the goal is for students to read a text that offers rich enough
vocabulary, ideas, and information to read, examine, and discuss over those days without feeling
like they’re beating a dead horse.
When selecting a text, consider the three
components of text complexity:
Qualitative measures, Quantitative measures, and
the Reader and the Task. Each of these is equally
important when considering the complexity of a
text.
Questions to consider:
Qualitative




Motivation, prior
knowledge, experiences,
etc
Does this text offer ideas or information that
further students understanding of the topic?
Does the text include a text structure that …
Does the text follow familiar language conventions—sentence structures, word choices, etc.?
What background knowledge do my students need to have to be successful with this text?
Quantitative


Is this text at an appropriate readability level for the students in my group?
How can I scaffold my students to ensure their success with this text?
* The primary leveling tool used by the Common Core is Lexile. For more information or to
find the lexile of a text, visit Lexile.com.
Reader and Task Considerations



How much prior knowledge do my students have about this topic?
How interested are they?
What will be difficult for my students in reading this passage?
Appendix B of the Common Core State Standards includes sample lists of exemplar texts that give you an idea
of what complex texts look like in each of the grade level bands.
Page 7
What Makes a Text Complex?
Close reading should occur with appropriately complex texts. There are a number of factors that
contribute to text complexity. Teachers should differentiate, or vary, how they approach a text with
students depending on the text complexity and students’ needs.

Vocabulary
o Academic and domain-specific terms
o Tier 2 vocabulary: high utility complex words that can be used in multiple contexts

Syntax
o
o
o
Coherence—Are the events and concepts logically connected and clearly explained?
Unity—Do the ideas focus on the topic and not include irrelevant or distracting
information?
Audience appropriateness—Does the text match the background knowledge of the
target reader?

Text structures
o Description
o Compare and Contrast
o Temporal Sequence
o Cause and Effect
o Problem and Solution

Text features
o Headings/subheadings
o Signal words
Page 8
The Cycle of Close Reading
There is no specific sequence in a close read; the steps provided are meant to generally guide you in
crafting a lesson that scaffolds students and focuses on increasingly complex text dependent
questions. Begin with questions about the big ideas in the text and gradually ask higher level
questions.
1. FIRST READ: KEY IDEAS AND DETAILS
Set the purpose for reading and have students read the text as independently as possible.
Depending on the text complexity and the readers, the first read may be done independently, as a
read aloud/think aloud, or as a paired or shared reading. The first read should be without building
background; students should be integrating their own background knowledge with the text as they
read. Focus on the key ideas and supporting details in the text, making sure that readers know the
main idea and supporting details, cause and effects, or major events and more that the author
includes.
Use a Text Dependent Question to focus or set a purpose for a close reading. Have students
share with partners or in small groups to discuss the purpose. have groups share out with
the entire class to assess understanding.
Following the first read, have students Think-Write-Pair-Share to assess what they have
gleaned from the text. By listening to students as they share, you can determine the focus of
the first read, etc.
2. SECOND READ: CRAFT AND STRUCTURE
For a second close read, select a portion or chunk of the text that is “close read worthy.” That is,
have students reread a section that includes complex elements or ideas that they should explore
to arrive at a deep understanding of the text. After rereading, students discuss the text with
partners or in small groups, focusing on the author’s craft and organizational patterns. This may
include vocabulary choices, text structure, or text features that the author included.
Following the second read, have students discuss and share to assess what they have gleaned
from the text. By listening to students as they share, you can determine the focus of the first
read, etc. Use Text Dependent Questions to focus on content specific terms. Evaluate the
author’s point of view and more to assess if they understand the text.
3. THIRD READ: INTEGRATION OF KNOWLEDGE AND IDEAS
The third close reading of a text should go even deeper, requiring students to analyze,
synthesize, and evaluate information from several texts or media. They may record their ideas
on a sticky note, graphic organizer, or a thinking sheet.
Have students’ journal a response to a Text Dependent Question.
Focus the discussion on text evidence.
Page 9
Scaffolding Students in Close Reading
While the goal for students is to read complex texts independently, not all students
will be able to achieve this immediately. Scaffolding instruction is a model in which
the teacher supports students and gradually releases responsibility to the student.
Pearson and Gallagher (1983) coined this term based on the 1970’s work of
Vygotsky. A key model in scaffolding instruction is the Gradual Release of
Responsibility. In this model, the teacher begins by modeling, offering students the
highest level of support. As instruction continues and the teacher monitors students’
learning progress, and the teacher gradually releases responsibility to the students,
guiding students’ progress and eventually observing as students practice the skill
independently.
Close reading may be
scaffold through these
teaching methods:
•
•
•
•
•
•
•
•
•
•
•
•
Key Ideas / Supporting Details
Marking the Text
Shared reading
Interactive read aloud
QAR (Question Answer Relationships)
Literature Circles
Questioning the Author
Reciprocal Reading
Think sheets
Sticky Notes
Jigsaws
Connecting to themes/essential questions
Whole
-
Pair
-
Solo
For students who are struggling, you may support them though a Think-Aloud, reading
the text to the students and modeling your thinking as you answer a Text Dependent
Question. As students become more proficient in reading, discussing, and analyzing
texts, you may gradually release the responsibility for reading and thinking to them.
The idea is to offer just the right amount of support so that students can be successful.
Page 10
Name ________EXAMPLE__________________ Date _____________________________ Hour ______
Close Reading
1. Number the __paragraphs__.
2.
Circle key __terms
_, names of __people__, names of ___places_ and dates.
Suggestion: Have
students complete the
cloze notes before their
first “Close Read.”
3. Highlight or box unfamiliar ___words____, define using context clues, and replace with a synonym.
4. Underline an author’s __claims__, points, and relevant information.
5. Ask and answer “how” and “why” __questions___ to create a deeper meaning of the text.
6. Jot down the one most important thing the author is _saying___ (or doing) in each section (paragraph).
7. At the __end__ of the text, write your final impression.
The Gettysburg Address
by President Abraham Lincoln
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in
Liberty, and dedicated to the proposition that all men are created equal.
Most important thing: ____________________________________________________
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated,
can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that
field,
as a final resting place for those who here gave their lives that that nation might live. It is altogether
fitting and proper that we should do this.
Most important thing: ____________________________________________________
But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men,
living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will
little note, nor long remember what we say here, but it can never forget what they did here. It is for us the
living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly
advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored
dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here
highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of
freedom—and that government of the people, by the people, for the people, shall not perish from the earth.
Most important thing: ____________________________________________________
Summary of Key Idea: __________________________________________________
Page 11
Page 12
Close Reading Cycle + Text Dependent Questions Template (9-10)
Teacher:
Grade:
Text (worthy of a close read):
Focus chunk/portion for close read:
Date:
FIRST READ: Key Ideas and Details
(photocopy or mark selection)
First Read—Purpose:
Text Dependent Question(s):
Creating Text Dependent Question(s): Use CCSS that will require
students to use the author’s words, and prompt them to use text evidence.
CCSS 9-10 Reading Standards
RH.1 Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
RH.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the
course of the text.
RH.3 Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
RH.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social studies
RH.5 Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
RH.6 Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and emphasize
in their respective accounts.
RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text
RH.8 Assess the extent to which the reasoning and evidence in a text support the
author’s claims.
RH.9 Compare and contrast treatments of the same topic in several primary and
secondary sources.
Second Read Text Dependent Question(s)
1. Teacher sets purpose by providing students with the reason for reading the selection (without
activating prior knowledge or pre-reading).
You can introduce each step individually or
2. Students read to gain an understanding of the text:
a.
b.
c.
d.
e.
f.
g.
together based on your students.
Use “bellwork” to focus on a specific step.
Number the paragraphs.
Circle key terms, names of people, names of places, and dates.
Highlight or box unfamiliar words, define using context clues, and replace with a synonym.
Underline an author’s claims, points, and relevant information.
Ask and answer “how” and “why” questions to create a deeper meaning of the text.
Jot down the one most important thing the author is saying (or doing) in each section (paragraph).
At the end of the text, write your final impression.
3. Students Think-Write-Pair-Share to check for understanding (Use to focus close reading.)
4. Teacher provides students with what they will share. (Use to check for understanding.)
SECOND READ: Craft & Structure
1. Students reread the text focusing on the text dependent question(s). (Which reading mode will
increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)
2. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid in
citing text based evidence?)
3. Discuss in small and whole group.
4. Teacher provides students with what they will share. (Use to check for understanding.)
THIRD READ: Integration of Knowledge and Ideas
1. Students reread the text focusing on the text dependent question(s). (Which reading mode will
increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)
2. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid in
citing text based evidence?)
Third Read Text Dependent Question(s)
3. Discuss in small and whole group.
4. Write a SMACCS (summarize the main idea, analyze it, comment on it and develop a
concluding sentence) paragraph responding to text dependent question (to check for
understanding).
Page 13
Close Reading Cycle Template (11-12)
Teacher:
Grade:
Text (worthy of a close read):
Focus chunk/portion for close read:
Date:
FIRST READ: Key Ideas and Details
(photocopy or mark selection)
First Read—Purpose:
Text Dependent Question(s):
Creating Text Dependent Question(s): Use CCSS that will require students to use the
author’s words, and prompt them to use text evidence.
CCSS 11-12 Reading Standards
RH.1 Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole.
RH.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key
details and ideas.
RH.3 Evaluate various explanations for actions or events and determine which explanation
best accords with textual evidence, acknowledging where the text leaves matters
uncertain.
RH.4 Determine the meaning of words and phrases as they are used in a text, including
analyzing how an author uses and refines the meaning of a key term over the course
of a text.
RH.5 Analyze in detail how a complex primary source is structured, including how key
sentences, paragraphs, and larger portions of text contribute to the whole.
RH.6 Evaluate authors’ differing points of view on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
RH.7 Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging
them with other information.
RH.9 Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among sources.
Second Read Text Dependent Question(s)
5. Teacher sets purpose by providing students with the reason for reading the selection
(without activating prior knowledge or pre-reading).
6. Students read to gain an understanding of the text:
a.
b.
c.
d.
e.
f.
g.
Number the paragraphs.
Circle key terms, names of people, names of places, and dates.
Highlight or box unfamiliar words, define using context clues, and replace with a synonym.
Underline an author’s claims, points, and relevant information
Ask and answer “how” and “why” questions to create a deeper meaning of the text.
Jot down the one most important thing the author is saying (or doing) in each section (paragraph).
At the end of the text, write your final impression.
7. Students Think-Write-Pair-Share to check for understanding (Use to focus close reading.)
8. Teacher provides students with what they will share. (Use to check for understanding.)
SECOND READ: Craft & Structure
5. Students reread the text focusing on the text dependent question(s). (Which reading mode will
increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)
6. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will
aid in citing text based evidence?)
7. Discuss in small and whole group.
8. Teacher provides students with what they will share. (Use to check for understanding.)
THIRD READ: Integration of Knowledge and Ideas
5. Students reread the text focusing on the text dependent question(s). (Which reading mode will
increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)
6. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will
aid in citing text based evidence?)
7. Discuss in small and whole group.
Third Read Text Dependent Question(s)
8. Write a SMACCS (summarize the main idea, analyze it, comment on it and develop a
concluding sentence) paragraph responding to text dependent question (to check for
understanding).
Page 14
Text Dependent Questions
Text Dependent Questions are a critical element in
the Common Core State Standards. They require
students to dig deeply into the text to answer them.
In fact, a text dependent question cannot be
answered without using the text; background
knowledge and prior knowledge should not be
included or considered.
To craft effective text dependent questions, you
must read and understand the text thoroughly. As
you plan a lesson, begin with the end in mind: what
do you want students to know and be able to do as
a result of the lesson? This may be a written or oral
response.
Close Reading Routine
Ask text dependent questions as part of a close reading routine. After an
initial reading, encourage students to go back to the text to find details in the
text to support their answers. Reread the text several times over several days.
Questions Stems
The question stems on the following pages are samples of the types of
questions that require students to revisit and use information in a text. There
are sample questions for each Social Studies CCSS RH Standard (Key Ideas
and Details, Craft and Structure, Integration of Knowledge and Ideas).These
focuses on the depth and breadth of the texts that students read and is
addressed continuously through reading instruction.
Revisiting the Text
Effective Text Dependent Questions require students to go back to the text in
order to answer them.
Text Dependent Question Tips for Students...


•
•
•
First Read—focus on most important elements
of a text Key Ideas and Details)
Second Read—focus on how the text works
(Craft and Structure)
Third Read—focus on what the text means
to the reader and how it connects to other
experiences (Integration of Knowledge and Ideas)






Use textual evidence to support your ideas.
Use words and phrases from the text to prove your answer.
Include specific evidence from the text to support your ideas.
Include words/phrases from the text to support your opinions.
Use specific words and details from the text to support your ideas.
Inferences should be supported by text.
What in the text helped you to know?
What words/phrases did the author use that led you to your answer?
Quote Accurately
Social Studies Common Core State Standards requires students to be able to
quote accurately and appropriately. That is, they have to select the right
information to support their answer. In addition, students should be able to
use proper punctuation to quote an original text.
Page 15
Close Reading Cycle - EXAMPLE of Gettysburg Address
Teacher:
Social Studies
Text (worthy of a close read):
“The Gettysburg Address” by Abraham Lincoln
Focus chunk/portion for close read:
(photocopy or mark selection)
Grade: High School
FIRST READ: Key Ideas and Details
Date: August 2013
1. Teacher sets purpose by providing students with the reason for reading the selection
(without activating prior knowledge or pre-reading).
Paragraph three (national identity and personal devotion)
First Read—Purpose: Students are told the reason for the reading.
This
is one of the most significant speeches in the historical canon. It is also
regarded as one of the most eloquent yet sophisticated speech ever given.
Creating Text Dependent Question(s): Use CCSS that will require
students to use the author’s words, and prompt them to use text evidence.
CCSS 9-10 Reading Standards
RH.1 Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
RH.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the
course of the text.
RH.3 Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
RH.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social studies
RH.5 Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
RH.6 Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and emphasize in
their respective accounts.
RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text
RH.8 Assess the extent to which the reasoning and evidence in a text support the
author’s claims.
RH.9 Compare and contrast treatments of the same topic in several primary and
secondary sources.
Second Read Text Dependent Question(s)
2. Students read to gain an understanding of the text:
a.
b.
c.
d.
e.
f.
g.
Number the paragraphs.
Circle key terms, names of people, names of places, and dates.
Highlight or box unfamiliar words, define using context clues, and replace with a synonym.
Underline an author’s claims, points, and relevant information.
Ask and answer “how” and “why” questions to create a deeper meaning of the text.
Jot down the one most important thing the author is saying (or doing) in each section (paragraph).
At the end of the text, write your final impression.
3. Students Think-Write-Pair-Share to check for understanding (Use to focus close reading.)
4. Teacher provides students with what they will share. (Use to check for understanding.)
SECOND READ: Craft & Structure
1. Students reread the text focusing on the text dependent question(s). (Which reading mode will
increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)
2. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid
in citing text based evidence?)
3. Discuss in small and whole group.
4. Teacher provides students with what they will share. (Use to check for understanding.)
THIRD READ: Integration of Knowledge and Ideas
How does the meaning of the word “dedicate” change in the
speech, and what does this reveal about Gettysburg?
 Why does Lincoln take readers on a “journey”, and how does
that impact the purpose of the speech
1. Students reread the text focusing on the text dependent question(s). (Which reading mode will
Third Read Text Dependent Question(s)
3. Discuss in small and whole group.

How does Lincoln support his claims? Identify the
reason/evidence he provided.
 Compare and contrast the Nicolay and Bliss versions of the
address.

increase comprehension: independent, paired, small group, choral, read aloud, or think aloud?)
2. Students will mark the text using pencils, sticky notes, or highlighters. (Which portion(s) will aid
in citing text based evidence?)
4. Write a SMACCS (summarize the main idea, analyze it, comment on it and develop a
concluding sentence) paragraph responding to text dependent question (to check for
understanding).
Page 16
Social Studies AZ/Common Core State Standards
(9th-10th grades) Text Dependent Question Examples
Key Ideas and Details
1. Cite specific textual evidence to
2. Determine the central ideas or
support analysis of primary and
secondary sources, attending to such
features as the date and origin of the
information. (9-10.RH.1)
3. Analyze in detail a series of events
information of a primary or secondary
source; provide an accurate summary
of how key events or ideas develop
over the course of the text.(9-10.RH.2)
described in a text; determine whether
earlier events caused later ones or
simply preceded them.
(910.RH.3)
ELA: Read closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific textual
evidence when reading or writing to
support conclusions drawn from the text.
ELA: Determine central ideas or themes of a
text and analyze their development;
summarize the key ideas and supporting
details.
ELA: Analyze how and why individuals, events,
and ideas develop and interact over the
course of the text.
 What are the key ideas in this text?
 What can you infer from the title,
headings and anecdotes in this
text?
 What evidence supports __?
 Provide the date and/or origin of
information that provides
evidence for __.
 What was the most important
event in this text?
 Who, what, where, when and how
questions.
 What key details help support the
main idea of __?
 What key details and/or examples
support the main idea of __ ?
 What have you learned from this
text?
 Summarize the key ideas.
 Provide an accurate account of the
key events.
 Provide an accurate account of the
key ideas that have developed in
this text.
 What do you gather from reading
the beginning of the text?
 What message was the author
trying to share?
 What could the main character
have learned that I could also
learn?
 What was the moral or lesson in
the text?
 Summarize the text.
 What is the cause and effect in the
text?
 What is the main idea of this text?
 What re two or more main ideas in
this text?
 What key supporting details did
the author cite?
 Identify which events caused later
events.
 Identify what causes produced the
event __.
 Identify characters, major events,
major cause and effects.
 Compare and contrast (___).
 Explain how __ and __ interact in
this text.
 Describe how (name of character)
respond to (major event and/or
challenge).
 Describe how a major cause(s)
produced effect(s).
 What does the author provide that
helps the reader learn about ___?
 What events did the author
include to show the reader __?
 Describe the connection between
__.
 Describe the cause(s) for this
event __.
 Explain relationships or
interactions between two or more
(individuals, events, ideas,
concepts) in this text based on
specific information in it.
 Explain the procedure describe in
the text.
Add your own….

Add your own….

Add your own….

Page 17
Social Studies AZ/Common Core State Standards
(9th-10th grades) Text Dependent Question Examples
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text,
including vocabulary describing
political, social, or economic aspects
of history/social studies. (9-10.RH.4)
ELA: Interpret words and phrases as they are
used in the text, including determining
technical, connotative, and figurative
meanings.
 What does (word or phrase) from
the text mean or infer?
 What does (word or phrase)
represent in this text?
 How does (word or phrase)
change in meaning in this text?
 Explain the meaning of (content
specific word).
 Which (word or phrase) helps to
describe a social, civic, historic,
economic or political aspect.
5. Analyze how a text uses structure to
6. Compare the point of view of two or
emphasize key points or advance an
explanation or analysis. (9-10.RH.5)
more authors for how they treat the
same or similar topics, including
which details they include and
emphasize in their respective
accounts. (9-10.RH.6)
ELA: Analyze the structure of texts, including
how specific sentences, paragraphs and
larger portions of the text relate to each
other and the whole.
 What kind of text is this? (Primary,
secondary,
 How does the author use the text
structure to emphasize key point?
 How does the author use the text
structure to advance an
explanation?
 How does the author use the text
structure to analyze __?
 What was the (problem, solution)?
 What was the (cause, effect)?
Add your own….

Add your own….

ELA: Assess how point of view or purpose
shapes the content and style of a text. .
 From what point of view is this
text written or told?
 Who wrote this text?
 Through whose eyes did you see
this reading?
 Read (two or more accounts of the
same even/topic). Analyze the
information the authors present.
 What similarities and/or
differences are there in (titles of
two text on similar topics)?
 How does the author feel about
the (topic)?
 How did the graphics help you
understand the text about __?
 Distinguish between information
provided by pictures, diagrams,
tables, graphs and words in the
text.
 How does your own point of view
compare to the author of __?
Add your own….

Page 18
Social Studies AZ/Common Core State Standards
(9th-10th grades) Text Dependent Question Examples
Integration of Knowledge and Ideas
7. Integrate quantitative or technical
analysis (e.g., charts, research data)
with qualitative analysis in print or
digital text. (9-10.RH.7)
ELA: Integrate and evaluate content presented
in diverse formats and media, including
visually and quantitatively, as well as
words.
 Describe the quantitative data
used in this text.
 How does the author use specific
quantitative data to support ___.
 Describe the qualitative data used
in this text.
 How does the author use specific
qualitative data to support ___.
 Which diagrams, tables, graphs,
illustrations and text are used to
describe ___.
8. Assess the extent to which the
the same topic in several primary
and secondary sources. (9-10.RH.9)
ELA: Delineate and evaluate the argument and
specific claims in a text, including the
validity of the reasoning as well as the
relevance and sufficiency of the
evidence.
ELA: Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches
the author take.
 Identify the reasons and/or
evidence the author provides to
support the claim.
 Explain how the author uses
reasons and/or evidence to
support the main idea of __.
 Identify which reasons and/or
evidence support which points.
 What is the author’s point of view
on the topic __? What in the text
makes you say this?
 Explain cause and effect
relationships in this text / these
text.
 Identify similarities and
differences between two text on
the same topic.
 Compare that evidence each text
provides to support the topic __.
 Compare the text to: a piece of art,
or music, or webpage, or other
media.
 How does this text selection
connect to (other text we have
read, other content areas, etc.)
 How is __ in paragraphs __ and __
like the same idea in paragraphs __
and __.
Add your own….

9. Compare and contrast treatments of
reasoning and evidence in a text
support the author’s claims. (9-10.RH.8)
Add your own….

Add your own….

Page 19
Social Studies AZ/Common Core State Standards
(11th -12th grades) Text Dependent Question Examples
Key Ideas and Details
1. Cite specific textual evidence to
2. Determine the central ideas or
support analysis of primary and
secondary sources, connecting
insights gained from specific details to
an understanding of the text as a
whole. (11-12.RH.1)
3. Evaluate various explanations for
information of a primary or
secondary source; provide an
accurate summary that makes clear
the relationships among the key
details and ideas. (11-12.RH.2)
actions or events and determine
which explanation best accords with
textual evidence, acknowledging
where the text leaves matters
uncertain. (11-12.RH.3)
ELA: Read closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific textual
evidence when reading or writing to
support conclusions drawn from the text.
ELA: Determine central ideas or themes of a
text and analyze their development;
summarize the key ideas and supporting
details.
ELA: Analyze how and why individuals, events,
and ideas develop and interact over the
course of the text.
 What are the key ideas in this text?
 What can you infer from the title,
headings and anecdotes in this
text?
 What evidence supports __?
 Provide the date and/or origin of
information that provides
evidence for __.
 What specific textual evidence
supports___?
 What textual evidence can you
provide that supports your
insights on __?
 Who, what, where, when and how
questions.
 What specific details provide
insight to the overarching concept
___?
 What key details and/or examples
support the main idea of __ ?
 What have you learned from this
text?
 Determine the central ideas
presented in this text.
 Summarize the central ideas this
author states.
 Summarize the central idea citing
a relationship among the authors
key ideas and details.
 Provide an accurate account of the
key ideas that have developed in
this text.
 What message was the author
trying to share?
 What could the main character
have learned that I could also
learn?
 What was the moral or lesson
should be gained from reading this
text?
 What is the cause and effect in the
text?
 What is the main idea of this text?
 What re two or more main ideas in
this text?
 What key supporting details did
the author cite?
 Compare and contrast (___).
 Evaluate how __ and __ interact in
this text.
 Assess how (name of character)
respond to (major event and/or
challenge).
 Evaluate various explanations of
causes of an event to determine
the best textual evidence.
 Evaluate various explanations of
effects of major events to
determine the best textual
evidence.
 What does the author provide that
helps the reader learn about ___?
 Explain the connection between
various explanations to determine
where the text leaves matters
uncertain.
Add your own….

Add your own….

Add your own….

Page 20
Social Studies AZ/Common Core State Standards
(11th -12th grades) Text Dependent Question Examples
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text,
including analyzing how an author
uses and refines the meaning of a key
term over the course of a text (e.g.,
how Madison defines faction in
Federalist No. 10). (11-12.RH.4)
ELA: Interpret words and phrases as they are
used in the text, including determining
technical, connotative, and figurative
meanings.
 What does (word or phrase) from
the text mean or infer?
 What does (word or phrase)
represent in this text?
 Explain how the meaning of
(content specific word) changes
within the confines of this text.
 Which (word or phrase) helps to
describe a social, civic, historic,
economic or political aspect?
5. Analyze in detail how a complex
primary source is structured, including
how key sentences, paragraphs, and
larger portions of the text contribute
to the whole. (11-12.RH.5)
ELA: Analyze the structure of texts, including
how specific sentences, paragraphs and
larger portions of the text relate to each
other and the whole.
 What kind of text is this? (Primary,
secondary,
 How does the author use the text
structure to emphasize key point?
 How does the author use the text
structure to advance an
explanation?
 How does the author use the text
structure to analyze __?
 Which key sentences, paragraphs
and/or larger portions of text
contribute to your knowledge base
of __?
Add your own….

6. Evaluate authors’ differing points of
view on the same historical event or
issue by assessing the authors’ claims,
reasoning, and evidence. (11-12.RH.6)
ELA: Assess how point of view or purpose
shapes the content and style of a text. .
 From what point of view is this
text written or told?
 Through whose eyes did you see
this reading?
 Read (two or more accounts of the
same even/topic). Evaluate the
information the authors present.
 Evaluate the similarities and/or
differences in (titles of two text on
similar topics)?
 Evaluate how does two or more
author feel about the (topic)?
 Assess how two or more authors
use information provided by
pictures, diagrams, tables, graphs
and words in the text.
Add your own….

Add your own….

Page 21
Social Studies AZ/Common Core State Standards
(11th -12th grades) Text Dependent Question Examples
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple
sources of information presented in
diverse formats and media (e.g.,
visually, quantitatively, as well as in
words) in order to address a question
or solve a problem.
(11-12.RH.7)
ELA: Integrate and evaluate content presented
in diverse formats and media, including
visually and quantitatively, as well as
words.
 How does the author use specific
quantitative data to support ___.
 Evaluate the quantitative data
used in this text.
 Evaluate the qualitative data used
in this text.
 Compare the quantitative data of
two or more texts in order to
address this question __.
 Compare the quantitative data of
two or more text in order to solve
this problem __.
8. Evaluate an author’s premises, claims,
ELA: Delineate and evaluate the argument and
specific claims in a text, including the
validity of the reasoning as well as the
relevance and sufficiency of the
evidence.
 Evaluate how the author uses
reasons and/or evidence to
support their premise, claim
and/or evidence.
 Evaluate the author’s premises,
claims, and/or evidence by
verifying or challenging it with
information from additional text
sources.
Add your own….

9. Integrate information from diverse
and evidence by corroborating or
challenging them with other
information. (11-12.RH.8)
sources, both primary and
secondary, into a coherent
understanding of an idea or event,
noting discrepancies among sources.
(11-12.RH.9)
ELA: Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches
the author take.
 Develop a coherent statement of
an idea or event through
integrating information from
multiple sources.
 Compare that evidence from
diverse sources to support __.
 Assimilate the text of diverse
resources to provide a
comprehensible understanding
and/or explanation of ___.
Add your own….

Add your own….

Page 22
Close Reading + Text Dependent Cycle Template
Teacher:
Course:
Date:
Title of Text (worthy of a close read)
Focus chunk/portion for close read:
First Read - Purpose
Period:
Location of Text:
(Photocopy or Mark reading selection)
Create Text Dependent Question(s)
Select high cognitive level questions that will require students to use the author’s words.
Question should prompt to use evidence.
CCSS 9-10 Reading Standards
RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and
origin of the information.
RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded
them.
RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or
economic aspects of history/social studies
RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they
include and emphasize in their respective accounts.
RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text
RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
First Read – Text Dependent Question(s) – Key Ideas and Details
Second Read – Text Dependent Question(s) – Craft and Structure
Third Read – Text Dependent Question(s) – Integration of Knowledge and Ideas
Page 23
Close Reading + Text Dependent Cycle Template
Teacher:
Course:
Date:
Title of Text (worthy of a close read)
Focus chunk/portion for close read:
First Read - Purpose
Period:
Location of Text:
(Photocopy or Mark reading selection)
Create Text Dependent Question(s)
Select high cognitive level questions that will require students to use the author’s words.
Question should prompt to use evidence.
CCSS 11-12 Reading Standards
RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole.
RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning
of a key term over the course of a text.
RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text
contribute to the whole.
RH.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and
evidence.
RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as
in words) in order to address a question or solve a problem.
RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
First Read – Text Dependent Question(s) – Key Ideas and Details
Second Read – Text Dependent Question(s) – Craft and Structure
Third Read – Text Dependent Question(s) – Integration of Knowledge and Ideas
Page 24
Write All About It!
Once students have gone through the three cycles of the close reading process, they can share, extend, or
transform their newly acquired knowledge. However, for novice writers, this task is challenging and often
frustrating. One method to make this easier is the SMACCS paragraph, which summarizes the main idea of a
text, analyzes the details, and comments with a reaction, and concludes with a sentence offering a final thought).
The SMACCS paragraph provides a structure that allows students to demonstrate their comprehension and
inferential understanding of texts.
SMACCS Paragraph Hints
SM—Summarizing the Main Idea—introduces the text and summarizes the main idea. Make certain to include the title
and author of the text.
Starter: In the _(text)_, _(title)__, _(author)__ final impression.
Example: In the article, “For the Love of the Game” on TeenInk.com, the author, John, a high school basketball
player, is in the midst of a ferocious battle that may lead him to the championship.
A—Analyzing the Details—offers detailed evidence (facts, specific details, examples) to prove the main idea from the text.
Because they are the author’s ideas, they must be cited. Typically, 2-3 in a paragraph.
Starter: The article claims (states, shows, urges, says, etc.)
Example 1: As the “battle begins,” John faces his “adversary” and does everything in his power to “snag the tip
and toss the ball” to his teammate.
Example 2: During this clash, Jon has several flashbacks that remind him of the ways his father coached and
drilled him in the art of basketball.
C—Commentary—explains the evidence in your words. Analyze (break it down and look at it closely) and interpret (find
the meaning and point out the importance) of the evidence. This is your reaction. Share your ideas, feelings, and
opinions. Typically, 2-3 in a paragraph. Tip: It helps to begin with:
This shows
 Notice how  This is important because
 In addition
This also shows  Therefore  For example
 Furthermore
Example 1: This shows that he is an aggressive player who does everything in his power to win.
Example 2: This is important because ever since he was a child, beginning with “rolling a small rubber
basketball,” his father has been training him to become a soldier on the court.
Starter:


CS—Concluding Sentence—sums up the paragraph. It closes the thoughts and gives insight to the next paragraph. It can
begin with "As a result."
Starter: As a result,
Example: It was not a surprise that as the buzzer sounded, the ball swished through the net, and Jon’s squad was
victorious.
SMACCS Paragraph Example
Perseverance in Battle
In the essay, “For the Love of the Game” in TeenInk.com, the author, John, a high school basketball player, is in
the midst of a ferocious battle that may lead him to the championship. As the “battle begins,” John faces his “adversary”
and does everything in his power to “snag the tip and toss the ball” to his teammate. This shows that he is an aggressive
who does everything in his power to win. During this clash, Jon has several flashbacks that remind him of the ways his
father coached and drilled him in the art of basketball. This is important because ever since he was a child, beginning with
“rolling a small rubber basketball,” his father has been training him to become a soldier on the court. It was not a surprise
that as the buzzer sounded, the ball swished through the net, and Jon’s squad was victorious.
Page 26
Name:
Date:
Period:
SMACCS Graphic Organizer
Summarize the Main Idea (title, author, and main idea)
Analyze Detail #1
(proof that supports the main idea)
Commentary #1
(my idea about what it means)
Analyze Detail #2
(more proof that supports the main idea)
Commentary #2
(another idea about what it means)
Concluding Sentence
(Wrap up the paragraph)
Page 27
Name:
Date:
Period:
SMACCS Outline
SM:_________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________.
A:__________________________________________________________
____________________________________________________________
____________________________________________________________.
C:__________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________.
A:__________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________.
C:__________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________.
A:__________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________.
C:__________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________.
CS:_________________________________________________________
____________________________________________________________
____________________________________________________________.
Page 28
Teacher:
Example
Course:
USH 1 – Unit 1
Date:
Title of Text (worthy of a close read)
Period:
Location of Text:
Common Sense by Thomas Paine (February 14, 1776)
Focus chunk/portion for close read:
First Read - Purpose
(Photocopy or Mark reading selection)
Understand the motivations and reasoning for declaring independence from Great Britain.
Create Text Dependent Question(s)
Select high cognitive level questions that will require students to use the author’s words.
Question should prompt to use evidence.
CCSS 11-12 Reading Standards
RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain.
RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key
term over the course of a text.
RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text contribute to
the whole.
RH.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies
among sources.
First Read – Text Dependent Question(s) – Key Ideas and Details
11-12.RH.1. – What can you infer from the title of this text?
11-12.RH.2. – Summarize the central idea before Common Sense.
11-12.RH.3. – Compare and contrast Paine’s claims about governmental versus societal rule.
Second Read – Text Dependent Question(s) – Craft and Structure
11-12.RH.4. – What do the words “patron” and “punisher” infer in the text?
11-12.RH.5. - How does Paine use the text structure to advance his argument?
11-12.RH.6 – Evaluate how Paine feels about government. Cite evidence to support your claim.
Third Read – Text Dependent Question(s) – Integration of Knowledge and Ideas
11-12.RH.8. – Evaluate how Paine uses reason to support his claim.
11-12.RH.8. – Evaluate Paine’s claims by verifying or challenging the text with information from additional
text sources.
11-12.RH.9 – Develop a coherent statement of Paine’s idea about government by integrating information
from multiple sources.
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Text Dependent Question Tips for Students...
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Use textual evidence to support your ideas.
Use words and phrases from the text to prove your answer.
Include specific evidence from the text to support your ideas.
Include words/phrases from the text to support your opinions.
Use specific words and details from the text to support your ideas.
Inferences should be supported by text.
What in the text helped you to know?
What words/phrases did the author use that led you to your answer?
How this Literacy Resource Guide Was Developed….
During the summer of 2013, Social Studies teachers worked collaboratively to learn more about the
Common Core Reading Standards with four objectives in mind:
1. Examine into Common Core’s reading standards for Social Studies; 9-10 and 11-12
2. Pinpoint “text” that all students should read before graduating from PUHSD.
3. Identify “reading comprehension strategies” to accompany these “required” readings.
4. Develop examples of reading strategies for “required” readings.
Information on the summer workshops was sent to each social studies teacher. Every Social Studies
teacher that was employed by PUHSD during the 2012-2013 school year had the opportunity to be
involved in this endeavor: To have their voiced heard and be part of this process we’ve just begun.
If you were not a part of this, please apply for future Social Studies workshops. We love to have all
social studies teachers involved as we learn, practice and grow as teachers, colleagues and leaders.
If you have any questions regarding the contents of this literacy resource guide, please contact any
member listed below.
Please contact Dawn Spiak if have suggestions for Common Core reading and writing strategies.
Teachers
Campus
Teachers
Campus
Cathy Ballman
South
Mary McDowell
North
Blankenship, Patricia
Fairfax
Barry Nitschke
Maryvale
Stacy Brown
North
Delaynie Potts
Franklin
Anthony Dolata
Hayden
Mitch Ruttenberg
Browne
Casey Espinoza
North
Andrea Sargent
South
Kim Funk
Hayden
Dawn Spiak
CES
Donna Germuska
Metro
Kristen Van Der Linden South
Jim Goggin
Chavez
Richard Vial
North
Janet Gould
Central
Suzanne Vogt
Browne
Katie Hansen
North
Richard Winger
North
Amy Kiefling
Camelback
Rachelle Zeitlin
SDEA
Richard Levine
Metro
Mark Maskalenko
South
Scott Lindsey
North
This could have been You!
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