The Common Core State Standards for English Language Arts (ELA) represent a shift in the way we approach reading instruction, particularly with regard to content-area reading in history, social studies, and science. Students are expected to read primary and secondary sources closely, analyze text, determine central ideas, and distinguish among fact, fiction, and reasoned judgments in these texts. Given these shifts, all students—both those with and those without disabilities—could benefit from explicit instruction in strategies for reading and making meaning of nonfiction texts. As students move through middle and high school, they must acquire a different set of skills and strategies to understand dense primary source documents.