In this article, the authors highlight their ongoing efforts to position the Common Core State Standards (CCSS) as a living document that can be read again and again with an eye toward all sorts of literacy teaching and learning in classrooms. They explore how teachers can begin to think and speak of themselves as authors of the CCSS and thus become participants in writing its history. This means that teachers can find spaces of freedom by shifting conversations toward a "permanent questioning" (Rajchman 2) about what the CCSS can mean if read in a certain way. In this article, they share how poststructural theories allow them to ask different questions of the CCSS instead of simply resisting interpretations. They offer examples of how those questions can be put to work in conversations about the CCSS. As described, they believe it is essential for all stakeholders in education to read the CCSS closely to debunk persisting myths and to highlight that the CCSS are not intended to undermine "the crucial decisions about student learning" (Wessling, Lillge, and VanKooten 13) made within schools, classrooms, and communities.