Although Pearson acknowledges he’s had reservations about the implementation of the CCSS, he takes the time to outline specifically what he likes about the standards. You can see the list in the image below and by viewing the video presentation beginning at minute 5:54. He notes that part of the value of teaching with complex texts is that all students will end up with skills and strategies to navigate “Waterloo” texts.
At minute 10:29, Pearson demonstrates what it means to comprehend. He pauses on how words in a text “compel” us to access background knowledge; that unfamiliarity with ideas and words in a text make links to prior knowledge more challenging; and that we make “plausible” links to things we associate with a word or idea.
At minute 27:51, Pearson outlines his concerns about how close reading is being misused and misinterpreted—specifically that text-dependent questions will be reduced to literal recall questions. He also adds his concern that literal recall questions will be seen as a “prerequisite” for inferential and critical comprehension. Finally, he emphasizes the importance of readers attaching text to schema.
Pearson does an historical overview of close reading at minute 34:40 and at minute 40:00 maps elements of close reading onto the standards themselves. At minute 40:30 Pearson shares his definition of close reading and explains the two questions we should be routinely asking of text: What do you think you know and what in the text makes you think so?
You can view the presentation here.