Reflection: Staircase of Complexity Notable Narratives 2: Continued Practice with Reading Biographical Texts Closely - Section 4: Demonstrate Skills


One of the key shifts of the ELA CCSS is referred to as a the "Staircase of Complexity".  This shift refers to students reading central, grade appropriate texts around which instruction is centered, and, (and here's the part I'd most like to comment on here) teachers being patient, creating more time, support, and space in the curriculum for close reading!  This is something I've really had to think about.  My students are doing more reading I feel now than ever before, and I really do have to take time in our daily plans to allow students to truly dig in deep to a text, and have the time to read closely and discuss their thinking and reading.  One realization that has resulted from this is that I can't always fit "everything" that I might want to into a lesson in a day, and at first, that was really hard for me to accept.  Now though, as I think about the shifts and I can see the growth in my students' depth of skills and understanding, I feel assured that the time we need is valuable time, and other "stuff" might not be as important anyway.

  Reflection: ELA CCSS Key Shifts
  Staircase of Complexity: Reflection: ELA CCSS Key Shifts
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Notable Narratives 2: Continued Practice with Reading Biographical Texts Closely

Unit 5: Biography Unit
Lesson 3 of 8

Objective: read a text closely to determine what the text says explicitly and cite specific textual evidence when speaking to support conclusions drawn from the text.

Big Idea: In this lesson, students will add to their understanding of what makes a person “notable” by reading an additional biographical narrative closely and asking and answering questions about the notable person based on the text.

  Print Lesson
English / Language Arts, biography (Nonfiction Lit), evidence, close reading, biographical text, citing text evidence, Charles Lindbergh
  45 minutes
charles lindbergh image
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