Common Core State Standards

Common Core State Standards

K-2: Sharing Text – Literary and Expository

In the CCSS

Session 1

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Welcome to CCSS Kindergarten: Writing - Informational and Narrative in the CCSS!

• Registration

• Introduction

• Tea Party Ice Breaker

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Who Uses Common Core State Standards?

ALL Nevada classroom teachers in grades K-12

will be expected to learn and implement the

new Common Core State Standards.

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Why New Common Core State Standards?

One of the main goals in the adoption of these standards is to help ensure that all students are

college and career ready in literacy no later than the end of high

school.CCSS – ELA Standards Introduction, p. 3

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It is important to note…

These standards are:• Research and evidence based• Aligned with college and work expectations• Rigorous • Internationally benchmarked

Information from:RPDP 2011 Spring Shop Talk

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•What do you already know about the new Common Core State Standards?

•How do the new Common Core State Standards compare to what we already teach?

CCSS Translation Document

Questions:

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Literary Text Standards - Kindergarten

• With prompting and support, ask, and answer questions about key details in a text.• Communicating personal experiences and re-telling stories; orally recalling details and restating main ideas, with

assistance.• Listening for and identifying setting, sequence of events, a character’s physical and personality traits, and the

main idea, with assistance; listening for, identifying, and/or describing setting.• Move to retelling familiar stories, including key details, (who, what, where, when, why, how) with prompting and

support.• Continue identifying characters, settings, and major events in a story with prompting and support.• Ask and answer questions about unknown words in a text.• Recognize common types of texts (e.g., storybooks, poems).• Identifying the author & illustrator.• With prompting and support describe the relationship between the illustrations and the story in which they

appear.• Move to comparing and contrasting the adventures and experiences of characters in familiar stories, with

prompting and support.• Move to naming the author and illustrator of a story and define the role of each in telling the story, with

prompting and support.• Making connections to self, other text, and/or the world, with assistance; making inferences and drawing

conclusions about characters based on evidence, with assistance.• Actively engage in group reading activities with purpose and understanding.

Use a Tree Map to sort the following Nevada State & Common Core State Standards.

Expository Text Standards- Kindergarten

• Listen to and identify the topic; listen to and describe sequential order. • Listen to and gain information from text using illustrations and titles with assistance. • Listen to, read, and discuss text from different cultures and time periods with assistance.• Listen to and use information to answer specific questions.• Listen to and follow pictorial and written directions to complete tasks with assistance.• Distinguish between statements and questions.• With prompting and support, ask and answer questions about key details in a text.• With prompting and support, identify the main topic and retell key details of a text.• With prompting and support, describe the connection between two individuals, events, ideas, or pieces of

information in a text.• With prompting and support, ask and answer questions about unknown words in a text.• Identify the front cover, back cover, and title page of a book.• Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.• With prompting and support, describe the relationship between illustrations and the text in which they appear

(e.g., what person, place, thing, or idea in the text an illustration depicts.• With prompting and support, identify the reasons an author gives to support points in a text.• With prompting and support, identify basic similarities in and differences between two texts on the same topic

(e.g., illustrations, descriptions, or procedures).• Actively engage in group reading activities with purpose and understanding.


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Literary Text Standards – First GradeUse a Tree Map to sort the following Nevada State &

Common Core State Standards.• Move to asking and answering questions about key details in a text.• Listen for and identify setting and sequence of events, with assistance• Move to retelling familiar stories, including key details, and demonstrating understanding of their central

message or lesson.• Move to describing characters, settings, and major events in a story, using key details.• Using information to answer specific questions, with assistance.• Identifying and describing physical and personality traits; listening for and identifying setting, and sequence

of events, with assistance.• Move toward using illustrations and details in a story to describe its characters, setting, or events.• Move to comparing and contrasting the adventures and experiences of characters in stories.• Making connections to self, other texts, and/or the world, with assistance.• Move to identifying the words and phrases in stories or poems that suggest feeling or appeal to the senses.• Identify examples of sensory words, with assistance.• Explain major differences between books that tell stories and books that give information, drawing on a

wide reading of a range of text types.• Using after reading strategies based on text and purpose to orally recall details and orally restate main idea.• Identifying first-person point of view, with assistance.• With prompting and support, read prose and poetry of appropriate complexity for grade 1.

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Expository Text Standards – First GradeUse a Tree Map to sort the following Nevada State &

Common Core State Standards.• Move to asking and answering questions about key details in a text.• Using information to answer specific questions, with assistance.• Move to asking and answering questions to help determine or clarify the meaning of words and phrases in a text.• Describe the connection between two individual, events, ideas, or pieces of information in a text.• Identifying the purpose of and gaining information from illustrations, graphs, charts, titles, text boxes, diagrams,

headings, and table of contents, with assistance.• Move to using the illustrations and details in a text to describe its key ideas.• Move to identifying basic similarities in and differences between two texts on the same topic (e.g., in illustrations,

descriptions, or procedures).• Move to identifying the main topic and retelling key details of a text.• Making connections to self, other texts, and/or the world, with assistance.• Move to knowing and using various text features (e.g., headings, table of contents, glossaries, electronic menus,

icons) to locate key facts or information in a text.• Identify the topic and describing the sequential order.• Using resources to find and/or confirm meaning of unknown words encountered in text.• Distinguish between information provided by pictures or other illustrations and information provided by the words

in a text.• Identifying the purpose and gaining information from illustrations with assistance.• Identify the reasons an author gives to support points in a text.• With prompting and support, read informational texts appropriately complex for grade 1.

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Literary Text Standards – Second Grade

• Move to describing the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

• Reading and discussing texts from different cultures and time periods.• Move to describing how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a

story, poem, or song.• Identifying the effects of rhythm and rhyme in text; identifying examples of alliteration, with assistance. • Making connections to self, other texts and/or the world.• Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading

dialogue aloud.• Move to using information gained from illustrations and words in print or digital text to demonstrate understanding of its characters,

setting, or plot.• Move to comparing and contrasting two or more versions of the same story (e.g., Cinderella stories) by different authors or from

different cultures.• Identifying setting and sequence of events.• Move to asking and answering such questions as who, what, when, where, why, and how to demonstrate understanding of key details

in text.• Move to describing how characters in a story respond to major events and challenges. • Using information to answer specific questions.• Move to recounting stories, including fables and folktales from diverse cultures, and determining their central message, lesson, or

moral.• By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band

proficiently, with scaffolding as needed at the high end of the range.• Describing a character’s physical and personality traits; identifying setting and sequence of events.• Identifying a lesson learned based on a characters actions, with assistance.


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Expository Text Standards – Second Grade

• By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text .

• Identifying the purpose of and/or gaining information from diagrams.• Making connections to self, other text and/or the world, with assistance.• Move to asking and answering such questions as who, what, when, where, why, and how to demonstrate understanding

of key details in text. • Describe how reasons support specific points the author makes in a text.• Identifying content-specific vocabulary in text, with assistance.• Using information to answer specific questions.• With prompting and support, identify the main topic and retell key details of a text.• Identifying the purpose of and gaining information from glossaries, headings, bold-faced words, and indices.• Move to knowing and using various text features (e.g., captions, bold • print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.• Explaining the topic.• Identify the main purpose of a text, including what the author wants to answer, explain, or describe.• Move to explaining how specific images (e.g., diagram showing how a machine works) contribute to and clarify a text.• Move to comparing and contrasting the most important points presented by two texts on the same topic.• Move to identifying the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.


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Nevada State Standards

Literary Text Standards


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Nevada State Standards Common Core State Standards

Expository Text Standards

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Let’s see how you did…!

Kindergarten Literary Text Standards



Listen to and identify the main idea.

With prompting and support, ask, and answer questions about key details in a text.

With prompting and support, identify characters, settings, and major events in a story.

Ask and answer questions about unknown words in a text.

Recognize common types of texts (e.g., storybooks, poems).

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Actively engage in group reading activities with purpose and understanding.

Move to comparing and contrasting the adventures and experiences of characters in familiar stories, with prompting and support.

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Listen to, read, and discuss text from different cultures and time periods with assistance.

Respond to who, what, when, where, and why questions.

With prompting and support, retell familiar stories, including key details.

With prompting and support, name the author, and illustrator of a story and define the role of each in telling the story.

Listen for and identify setting, beginning, middle, and end of familiar stories with assistance.

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Move to asking and answering questions about key details in a text.

Move to retelling familiar stories, including key details, and demonstrating understanding of their central message or lesson.

Move toward using illustrations and details in a story to describe its characters, setting, or events.

Move to describing characters, settings, and major events in a story, using key details.

Move to comparing and contrasting the adventures and experiences of characters in stories.

Making connections to self, other text, and/or the world, with assistance.

Move to identifying who is telling the story at various points in a text.

Listening for and identifying setting and sequence of events, with assistance.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Identifying and describing physical and personality traits: listening for and identifying setting, and sequence of events, with assistance.

Identify examples of sensory words, with assistance.

Using after reading strategies based on text and purpose to orally recall details and orally restate main idea.

Identifying first-person point of view, with assistance.

Move to identifying words and phrases in stories or poems that suggest feelings or appeal to the senses.

Using information to answer specific questions, with assistance.

With prompting and support, read prose and poetry of appropriate complexity for grade 1.

First Grade Literary Text Standards

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Second Grade Literary Text Standards


Using information to answer specific questions.

Identifying a lesson learned based on a characters actions, with assistance.

Reading and discussing texts from different cultures and time periods.

Identifying the effects of rhythm and rhyme in text; identifying examples of alliteration, with assistance.

Identifying setting and sequence of events.

Move to asking and answering such questions as who, what, when, where, why, and how to demonstrate understanding of key details in text.

Move to recounting stories, including fables and folktales from diverse cultures, and determining their central message, lesson, or moral.

Move to describing how characters in a story respond to major events and challenges.

Move to describing how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Move to describing the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Making connections to self, other texts and/or the world.

Describing a character’s physical and personality traits; identifying setting and sequence of events.

Move to using information gained from illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.

Move to comparing and contrasting two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

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Kindergarten Expository Text Standards



Listen to and identify the topic; listen to and describe sequential order.

With prompting and support, ask, and answer questions about key details in a text.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

With prompting and support, ask and answer questions about unknown words in a text.

Identify the front cover, back cover, and title page of a book.

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

With prompting and support, identify the reasons an author gives to support points in a text.

Listen to, read, and discuss text from different cultures and time periods with assistance.

Listen to and use information to answer specific questions.

With prompting and support, identify the main topic and retell key details of a text.

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Listen to and gain information from text using illustrations and titles with assistance.

Listen to and follow pictorial and written directions to complete tasks with assistance.

Distinguish between statements and questions.

Actively engage in group reading activities with purpose and understanding.

First Grade Expository Text Standards

Nevada State Standards Common Core State StandardsMove to asking and answering questions about key details in a text.

Move to asking and answering questions to help determine or clarify the meaning of words and phrases in a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Move to using the illustrations and details in a text to describe its key ideas.

Move to identifying basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

Using information to answer specific questions, with assistance.

Move to identifying the main topic and retelling key details of a text.

Identifying the purpose of and gaining information from illustrations, graphs, charts, titles, text boxes, diagrams, headings, and table of contents, with assistance.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Making connections to self, other texts, and/or the world, with assistance.

Using resources to find and/or confirm meaning of unknown words encountered in text.

Identifying the purpose of and gaining information from illustrations, with assistance.

Move to knowing and using various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Identify the topic and describing the sequential order.

Identify the reasons an author gives to support points in a text.

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Second Grade Expository Text Standards



Explaining the topic.

Move to asking and answering such questions as who, what, when, where, why, and how to demonstrate understanding of key details in text.

Move to identifying the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text .

Move to knowing and using various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Move to explaining how specific images (e.g., diagram showing how a machine works) contribute to and clarify a text.

Move to comparing and contrasting the most important points presented by two texts on the same topic.

Describe how reasons support specific points the author makes in a text.

Identifying content-specific vocabulary in text, with assistance.

Identifying the purpose of and gaining information from glossaries, headings, bold-faced words, and indices.

With prompting and support, identify the main topic and retell key details of a text.

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Using information to answer specific questions.

Identifying the purpose of and/or gaining information from diagrams.

Making connections to self, other text and/or the world, with assistance.

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Reflection

As a classroom teacher, you will be implementing the Common Core State Standards at your school…

How will the translation document help you with the implementation of the Common Core State Standards?

Discuss your ideas with a teacher in your grade level.

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Kindergarten First Grade Second GradeKey Ideas and Details

1 With prompting and support, ask and answer questions about key details in a text.

1 Ask and answer questions about key details in a text.

1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2 With prompting and support, retell familiar stories, including key details.

2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

3 With prompting and support, identify characters, settings, and major events in a story.

3 Describe characters, settings, and major events in a story, using key details.

3 Describe how characters in a story respond to major events and challenges.

Literary Text Standards CCSS – ELA Standards, p. 11

In a Nutshell: Key Details, Retelling, Story Elements

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Expository Text StandardsCCSS – ELA Standards, p. 13

Kindergarten First Grade Second GradeKey Ideas and Details

1 With prompting and support, ask and answer questions about key details in a text.

1 Ask and answer questions about key details in a text.

1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2 With prompting and support, identify the main topic and retell key details of a text.

2 Identify the main topic and retell key details of a text.

2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

In a Nutshell: Key Details, Main Idea, Connecting Information

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Text ExemplarsThe Common Core State Standards provide a

list of literary and expository texts that are recommended for use for teaching the new

standards.CCSS Notebook Appendix B pp. 4-15

The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list.

CCSS – ELA Standards, Appendix B, p. 2 (emphasis added)

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Text Exemplars

• Go through the following lists and highlight which texts you have in your classroom library.

• How can you collaborate with your grade level and within your school to build a library of these texts.

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K-1 Text Exemplars Poetry

Anonymous. “As I Was Going to St. Ives.”Rossetti, Christina. “Mix a Pancake.”Fyleman, Rose. “Singing-Time.”Milne, A. A. “Halfway Down.”Chute, Marchette. “Drinking Fountain.”Hughes, Langston. “Poem.”Ciardi, John. “Wouldn’t You?”Wright, Richard. “Laughing Boy.”Greenfield, Eloise. “By Myself.”Giovanni, Nikki. “Covers.”Merriam, Eve. “It Fell in the City.”Lopez, Alonzo. “Celebration.”Agee, Jon. “Two Tree Toads.”

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2-3 Text ExemplarsPoetry

Dickinson, Emily. “Autumn.”Rossetti, Christina. “Who Has Seen the Wind?”Millay, Edna St. Vincent. “Afternoon on a Hill.”Frost, Robert. “Stopping by Woods on a Snowy Evening.”Field, Rachel. “Something Told the Wild Geese.”Hughes, Langston. “Grandpa’s Stories.”Jarrell, Randall. “A Bar is Born.”Giovanni, Nikki. “Knoxviille, Tennessee.”Merriam, Eve. “Weather.”Soto, Gary. “Eating While Reading.”

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K-1 Text ExemplarsRead-Aloud Stories

Baum, L. Frank. The Wonderful Wizard of Oz.Wilder, Laura Ingalls. Little House in the Big Woods.Atwater, Richard and Florence. Mr. Popper’s Penguins.Jansson, Tove. Finn Family Moomintroll.Haley, Gail E. A Story, A Story.Bang, Molly. The Paper Crane.Young, Ed. Lon Po Po: A Red-Riding Hood Story from China.Garza, Carmen Lomas. Family Pictures.Mora, Pat. Tomas and the Library Lady.Henkes, Kevin. Kitten’s First Full Moon.

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2-3 Text Exemplars

Read-Aloud Stories

Kipling, Rudyard. “How the Camel Got His Hump."Thurber, James. The Thirteen Clocks.White, E.B. Charlotte’s WebbSelden, George. The Cricket in Times SquareBabbit, Natalie. The Search for DeliciousCurtis, Christopher Paul. Bud, Not BuddySay, Allen. The Sign Painter

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K-1 Text Exemplars

Read-Aloud Poetry

Anonymous. “The Fox’s Foray.”Langstaff, John. “Over in the Meadow.”Lear, Edward. “The Owl and the Pussycat.”Hughes, Langston. “April Rain Song.”Moss, Lloyd. Zin! Zin! Zin! A Violin.

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2-3 Text Exemplars

Read-Aloud Poetry

Lear, Edward. “The Jumblies.”Browning, Robert. The Pied Piper of HamelinJohnson, Georgia Douglas. “Your World.”Eliot, T.S. “The Song of the Jellicles.”Fleischman, Paul. “Fireflies.”

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K-1 Text Exemplars

Informational Texts Bulla, Clyde Robert. A Tree is a Plant.Aliki. My Five Senses.Hurd, Edith Thatcher. Starfish.Aliki. A Weed is a Flower: The Life of George Washington Carver.Crews, Donald. Truck.Hoban, Tana. I Read Signs.Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream.“Garden Helpers.” National Geographic Young Explorers.“Wind Power.” National Geographic Young Explorers.

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2-3 Text Exemplars Informational Texts

Aliki, A Medieval FeastGibbons, Gail. From Seed to PlantMilton, Joyce. Bats: Creatures of the NightBeeler, Selby. Throw Your Tooth on the Roof: Tooth Traditions Around the WorldLeonard, Heather. Art Around the WorldRuffin, Frances E. Martin Luther King and the March on WashingtonSt. George, Judith. So You Want to Be President? Einspruch, Andrew. CrittercamKudlinski, Kathleen V. Boy, We Were Wrong About DinosaursDavies, Nicola. Bat Loves the NightFloca, Brian. Moonshot: The Flight of Apollo 11Thompson, Sarah L. Where Do Polar Bears Live?

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K-1 Text Exemplars

Read-Aloud Informational Texts Provensen, Alice and Martin. The Year at Maple Hill Farm.Gibbons, Gail. Fire! Fire!Dorros, Arthur. Follow the Water from Brook to Ocean.Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water, Everywhere.Llewellyn, Claire. Earthworms.Jenkins, Steve and Robin Page. What Do You Do With a Tail Like This?Pfeffer, Wendy. From Seed to Pumpkin.Thomson, Sarah L. Amazing Whales!Hodgkins, Fran and True Kelley. How People Learned to Fly.

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2-3 Text Exemplars

Read-Aloud Informational Texts Freedman, Russell. Lincoln: A PhotobiographyColes, Robert. The Story of Ruby BridgesWick, Walter. A Drop of Water: A Book of Science and WonderSmith, David J. If the World Were a Village: A Book about the World’s PeopleAliki, Ah, MusicMark, Jan. The Museum Book: A Guide to Strange and Wonderful CollectionsD’Aluisio, Faith. What the World EatsArnosky, Jim. Wild Tracks! A Guide to Nature’s FootprintsDeedy, Carmen Agra. 14 Cows for America

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Comprehension

Comprehension is the reason for reading.

If readers can read the words but do not understand what they are reading, they are not really reading.

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•Text comprehension can be improved by instruction that helps readers use specific comprehension strategies such as:

• Direct explanation• Modeling• Guided practice• Application

•Multiple-strategy instruction teaches students how to use strategies flexibly as they are needed.

•Cooperative learning allows students to work together to understand the content-area texts, helping each other learn and applying the comprehension strategies.

•These are strategies that you likely have used or are currently using. Let’s simply reframe them using the CCSS.

Teaching Comprehension Strategies

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Make and Take Candy Jar Questions

DOK 2DOK 1 DOK 3

You have also been provided with a packet of comprehension activities that you can make for your classroom.

CCSS addressed by this strategy: ELA, Literature #s 1-4 (5), 6, (7), and 9; Informational 1-4, (5), 6-9 (ELA Standards, pp. 11 and 13)

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How will you use Candy Jar Questions and other comprehension strategies in the packet to address the increased rigor of the CCSS in your classroom?

Will you make any modifications?

Discuss with a teacher in your group.

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10 Minute Break

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Kindergarten First Grade Second GradeCraft and Structure

4 Ask and answer questions about unknown words in a text.

4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

5 Recognize common types of texts (e.g., storybooks, poems).

5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

6 Identify who is telling the story at various points in a text.

6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Literary Text Standards CCSS – ELA Standards, p. 11

In a Nutshell: Word Meanings, Text Structure, Author’s and Illustrator’s Roles

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Kindergarten First Grade Second Grade

Craft and Structure

4 With prompting and support, ask and answer questions about unknown words in a text.

4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

5 Identify the front cover, back cover, and title page of a book.

5 Know and use various text features (e.g.,5. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Expository Text Standards

In a Nutshell: Word Meanings, Text Features, Author’s and Illustrator’s Roles

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Reading StrategiesAs teachers, we know that there are strategies that good readers use to aid in comprehension:

• Make Predictions

• Visualize

• Ask and Answer Questions

• Retell and Summarize

• Connect the Text to Life Experiences, Other Texts, or Prior Knowledge

• Word-Attack Strategies

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Reading Strategies FoldableCreate a six-tab foldable with the six comprehension strategies on the “door,” and a brief explanation inside.

Your students can make this same foldable to demonstrate comprehension of a text. They will label the six doors:

• My predictions• I visualize• My questions• Beginning, middle, end of text• My connections• New words I learned

CCSS addressed by this strategy: ELA, Literature and Informational, #s 1-4(ELA Standards, pp. 11 and 13)

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•Use Picture Clues

•Sound Out the Word

•Look for Chunks in the Word

•Reread the Sentence

•Keep Reading

•Use Prior Knowledge

Word-Attack Strategies

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Help the reader identify a picture or photograph and/or its parts.

Help the reader understand exactly what something looks like.

Help the reader better understand a picture or photograph.

Help the reader understand the size of one thing by comparing it to the size ofsomething familiar.

Help the reader understand something by looking at it from the inside.

Help the reader understand where things are in the world.

Help the reader by signaling, “Look at me! I’m important!”

Help the reader see details in something small.

Help the reader identify key topics in the book in the order they are presented.

An alphabetical list of almost everything covered in the text, with page numbers.

Helps the reader define words contained in the text.

What Are Text Features and What Do They Do?Labels

Photographs

Captions

Comparisons

Cutaways

Maps

Types of Print

Close-ups

Tables of Contents

Index

Glossary

CCSS addressed by this strategy: ELA, Literature and Informational, #s 1-4(ELA Standards, pp. 11 and 13)

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Promoting Poetry in the Classroom Begin with poems kids enjoy and gradually bridge those experiences to poems children

would not choose.

Read aloud and savor poetry on a regular basis.

Linger over the language of poetry to appreciate word choice.

Include lots of poetry in the classroom library to encourage wide reading of the genre.

Encourage children to select favorite poems and share orally during poetry break.

Provide opportunities for choral reading of poetry for individual, partner, book-buddy, small-group, or whole class performances.

Build a repertoire of poems so children can compare, discuss, respond, relate, recall, and develop personal tastes in poetry.

The Reading Teacher, vol. 59, No.6 March 2006

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Alliteration, Rhyme, or Rhythm?Rain before seven;Clear by eleven.

Rhyme

Rabbits run rapid in the rain. Alliteration

Punky pink puppies picked up popcorn from people. Alliteration

Boomshakalakalaka Boomshakalakalaka Boomshakalakalaka BOOM! Rhythm

Isn’t it neat that we like to eat sweet and yummy magical treats? Rhyme

CCSS addressed by this strategy: ELA, Literature, 4(ELA Standards, pp. 11 and 14)

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These words evoke sensory images.Readers and listeners access theirown memories of how trees look.

They also need to interpret thepoet’s figurative language inpersonifying the trees in the

second stanza.

Sensory Images in PoetryWho Has Seen the Wind?

by Christina Rossetti

Who has seen the wind?Neither I nor you:

But when the leaves hang trembling, The wind is passing through.

Who has seen the wind? Neither you nor I:

But when the trees bow down their heads, The wind is passing by.

CCSS addressed by this strategy: ELA, Literature, 4(ELA Standards, p. 11)

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Activity-Intonation FunSay the words in quotation marks in the following contexts.

“What have you done?”To someone who claims to have fixed your television only that now it’s worse that before.

To someone who is scolding you for not doing anything when you suspect the same about them.

To someone who has just done something very bad and which has serious consequences.

“How are you?”To someone you haven’t seen in 20 years.

To someone who has recently lost a family member.

To someone who didn’t sleep in their own bed last night.

CCSS addressed by this strategy: ELA, Literature, 4(ELA Standards, pp. 11 )

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Guess the EmotionScared Sweet ExcitedAngry Happy Sad

Surprised Silly BraveNervous Bored Confused

1. Emotion cards and sentence strips are placed face down on the table.2. Student chooses an emotion card and a sentence strip.3. They read the sentence in the emotion they chose.4. Others try to guess the emotion.5. If the emotion card does not fit the sentence, the student may draw another

card.

CCSS addressed by this strategy: ELA, Literature, 4(ELA Standards, p. 11)

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Session One ClosureAre there any questions or clarifications?With someone at your table, share one

“Ah-Ha!” moment you had.

Common Core State Standards

Documents

expository text standards

notethese standards

text literary

common core state standardsk

expository text tree

tree map sorting activity

tea party activity

ccss session