Reading Element Card Literary Text Grades K-2
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<u>[https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf]</u> | <u>[https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf]</u> | ||
− | |||
− | =='' | + | =='''How to Read the Element Cards'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | + | ||'''Grade 1 students: ''' | |
− | | | + | ||'''Grade 2 students: ''' |
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# '''Suggested Strategies''': Suggested instructional strategies to teach the specific concepts and skills of the CCC | # '''Suggested Strategies''': Suggested instructional strategies to teach the specific concepts and skills of the CCC | ||
# '''Suggested Supports and Scaffolds:''' Suggested supports and scaffolds for students to be able to demonstrate what they know and can do | # '''Suggested Supports and Scaffolds:''' Suggested supports and scaffolds for students to be able to demonstrate what they know and can do | ||
− | <nowiki>*</nowiki>Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty. | + | <nowiki>*</nowiki>Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty. |
− | ==''Using Details to Describe Text''== | + | =='''Using Details to Describe Text'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
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| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Answer a simple question about a story. | Answer a simple question about a story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, answer questions about key details in a story. | With prompting and support, answer questions about key details in a story. | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Answer a simple question about a story. | Answer a simple question about a story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, answer questions about key details in a story. | With prompting and support, answer questions about key details in a story. | ||
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* Students can match identical pictures to the book (e.g., character to character, setting to setting). | * Students can match identical pictures to the book (e.g., character to character, setting to setting). | ||
* '''Concept Sort: '''Key Details''' ''' | * '''Concept Sort: '''Key Details''' ''' | ||
− | + | :* Have students sort key details associated with various stories. Choose two or more familiar stories as the categories and have the students sort/match word cards, picture cards, or objects according to story, placing the words/pictures/objects on or near the cover of the corresponding book. Then, students answer ''who, what, when, where, why, how'' questions about each story verbally or by pointing to the picture or object. | |
− | + | :* Example/Non-Example<nowiki>*</nowiki> of evidence from text that illustrates key details. | |
'''Model to Understand''' | '''Model to Understand''' | ||
* '''Think Aloud: '''The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop and ask questions out loud. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself. | * '''Think Aloud: '''The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop and ask questions out loud. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself. | ||
'''Problem and Solution Map ''' | '''Problem and Solution Map ''' | ||
− | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model what he/she learned about the story by creating a problem and solution map. | |
'''Event Sequence''' | '''Event Sequence''' | ||
− | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and sequence the events in a story by using an event sequencing graphic organizer. | |
'''Key Details''' | '''Key Details''' | ||
− | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and organize the key details in a story by using a story graphic organizer. | |
|- | |- | ||
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<nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts, example/non-example, or time delay. | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts, example/non-example, or time delay. | ||
− | ==''Describing the Central Message / Theme, Analyzing Relationships, & Recognizing Organization and Features of Text''== | + | =='''Describing the Central Message / Theme, Analyzing Relationships, & Recognizing Organization and Features of Text'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
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− | | |'''PI: ''' | + | | |'''PI: '''E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). |
− | E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). | + | |
− | | |'''PI:''' | + | | |'''PI:'''E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). |
− | E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). | + | |
E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. | E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. | ||
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|width = "20%" |'''Essential Understanding:''' | |width = "20%" |'''Essential Understanding:''' | ||
Identify events in a familiar story. | Identify events in a familiar story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the signal words in a selection from a story. | Identify the signal words in a selection from a story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, categorize a set of events in the story by beginning, middle, and end. | With prompting and support, categorize a set of events in the story by beginning, middle, and end. | ||
|width = "20%" |'''Essential Understanding:''' | |width = "20%" |'''Essential Understanding:''' | ||
Identify events in a familiar story. | Identify events in a familiar story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the signal words in a selection from a story. | Identify the signal words in a selection from a story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, categorize a set of events in the story by beginning, middle, and end. | With prompting and support, categorize a set of events in the story by beginning, middle, and end. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Describe beginning, middle, and end of a story. | Describe beginning, middle, and end of a story. | ||
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* '''Storyboards: '''To illustrate the major plot points of the story, the teacher or students could stop periodically and draw a pictorial representation of the action on a comic storyboard. Then, at the completion of the read aloud, the teacher and students can summarize the set of events from the story. | * '''Storyboards: '''To illustrate the major plot points of the story, the teacher or students could stop periodically and draw a pictorial representation of the action on a comic storyboard. Then, at the completion of the read aloud, the teacher and students can summarize the set of events from the story. | ||
'''Use a Graphic Organizer''' | '''Use a Graphic Organizer''' | ||
− | + | :* Have students write, match, or place pictures with written labels in a graphic organizer with labels beginning, middle, end to record the key events from a story. Then students answer questions about the beginning, middle, and end of the story either verbally or by pointing to the correct picture in the graphic organizer. | |
− | + | :* Use an event sequencing graphic organizer with labels such as first, next, after, last to match or sequence pictures and/or sentences representing the key events in a story. Then students answer questions about the story (e.g., What happened first? What happened last?), either verbally or by pointing to the correct picture in the graphic organizer. | |
* '''Sketch, Write, Type, or Choose a Pictorial Representation of the Key Events: '''To help students read closely while analyzing the events in the story, use system of least prompts to have students sketch, write, type, (or choose from picture or word options) the key events while focusing on the following questions: | * '''Sketch, Write, Type, or Choose a Pictorial Representation of the Key Events: '''To help students read closely while analyzing the events in the story, use system of least prompts to have students sketch, write, type, (or choose from picture or word options) the key events while focusing on the following questions: | ||
− | + | :* What happened in the beginning of the story? | |
− | + | :* What happened in the middle of the story? | |
− | + | :* What happened at the end of the story? | |
* '''Chart Paper/Display (key events):''' Keep record of key events as the story is read. | * '''Chart Paper/Display (key events):''' Keep record of key events as the story is read. | ||
− | + | :* Preview the type of information to look for prior to reading story. Practice finding KEY events with a set of short paragraphs or very short stories. | |
− | + | :* Teacher think-aloud of key events and evidence from the story. | |
− | + | :* Record any signal words used in the story. | |
− | + | :* Identify pictures that represent the key events (beginning, middle, and end) of a given story. | |
'''Discuss to Understand''' | '''Discuss to Understand''' | ||
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* '''Think Aloud: '''To model summarization a teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop and summarize what was just read. At the end of the story, the teacher can provide another summary of the entire text to students. | * '''Think Aloud: '''To model summarization a teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop and summarize what was just read. At the end of the story, the teacher can provide another summary of the entire text to students. | ||
'''Event Sequence''' | '''Event Sequence''' | ||
− | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and sequence the events in a story by using an event sequencing graphic organizer (beginning, middle, end). | |
'''Signal Words''' | '''Signal Words''' | ||
− | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to locate signal words in a story by highlighting the words in a story. | |
|- | |- | ||
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|} | |} | ||
<nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay, example/non-example and the use of a system of least prompts. | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay, example/non-example and the use of a system of least prompts. | ||
− | + | ||
− | ==''Describing the Central Message / Theme''== | + | =='''Describing the Central Message / Theme'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
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|- | |- | ||
− | | |'''PI:''' | + | | |'''PI:''' E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. |
− | E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. | + | |
E.HD.d Discussing a favorite text (something learned from reading, connect to experience); sharing own writing with others. | E.HD.d Discussing a favorite text (something learned from reading, connect to experience); sharing own writing with others. | ||
− | | |'''PI:''' | + | | |'''PI:''' E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. |
− | E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. | + | |
E.HD.d Discussing a favorite text (something learned from reading, connect to experience); sharing own writing with others. | E.HD.d Discussing a favorite text (something learned from reading, connect to experience); sharing own writing with others. | ||
− | | |'''PI: ''' | + | | |'''PI: ''' E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. |
− | E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. | + | |
|- | |- | ||
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| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Answer simple questions about a story (i.e. who was in the story? Where does the story take place? What is one thing that happened in the story?). | Answer simple questions about a story (i.e. who was in the story? Where does the story take place? What is one thing that happened in the story?). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Retell a familiar story. | Retell a familiar story. | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Answer simple questions about a story (i.e. who was in the story? Where does the story take place? What is one thing that happened in the story?). | Answer simple questions about a story (i.e. who was in the story? Where does the story take place? What is one thing that happened in the story?). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Determine the most important details from the story. | Determine the most important details from the story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Retell a familiar story. | Retell a familiar story. | ||
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* Provide pictures from the story and model how to look back in the story and match the picture in order retell the story. | * Provide pictures from the story and model how to look back in the story and match the picture in order retell the story. | ||
'''Event Sequence''' | '''Event Sequence''' | ||
− | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and sequence the events in a story by using an event sequencing graphic organizer (beginning, middle, end). | |
'''Signal Words''' | '''Signal Words''' | ||
− | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to locate signal words in a story by highlighting the words in a story. | |
'''Retelling''' | '''Retelling''' | ||
− | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to retell a story by using an event sequencing graphic organizer (beginning, middle, end) and signal words to retell a story's key events. | |
|- | |- | ||
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|- | |- | ||
|} | |} | ||
− | Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. |
− | ==''Analyzing Relationships''== | + | =='''Analyzing Relationships'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
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− | | |'''PI:''' | + | | |'''PI:'''E.RL.d Identifying main characters, key events, a problem, or solution when prompted. |
− | E.RL.d Identifying main characters, key events, a problem, or solution when prompted. | + | |
E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). | E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). | ||
− | | |'''PI:''' | + | | |'''PI:''' E.RL.d Identifying main characters, key events, a problem, or solution when prompted. |
− | + | ||
E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). | E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). | ||
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| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Answer a simple question about a character in the story (i.e. Who was a person/animal in this story?). | Answer a simple question about a character in the story (i.e. Who was a person/animal in this story?). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Answer a simple question about a secondary character in the story (i.e. Who was another person in the story?). | Answer a simple question about a secondary character in the story (i.e. Who was another person in the story?). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, choose from a list the relationship between the characters (i.e. Is this a story about a mom and her child or a dad and a child?). | With prompting and support, choose from a list the relationship between the characters (i.e. Is this a story about a mom and her child or a dad and a child?). | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Answer a simple question about a character in the story (i.e. Who was a person/animal in this story?). | Answer a simple question about a character in the story (i.e. Who was a person/animal in this story?). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Answer specific questions about a character (i.e. What does the character look like?). | Answer specific questions about a character (i.e. What does the character look like?). | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
− | + | Identify and/or describe the characters from a story. | |
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify major events or problems in a story. | Identify major events or problems in a story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Describe feelings of a character during the events or problems in a story. | Describe feelings of a character during the events or problems in a story. | ||
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'''Sort to Understand''' | '''Sort to Understand''' | ||
'''Character Sorts: ''' | '''Character Sorts: ''' | ||
− | + | :* Make a sort that lists character names and character traits. After students have cut out the sort, match the character trait for each character in the story. | |
− | + | :* Have students sort characters who were in the story from characters who were not in the story. | |
− | + | :* Have students sort different character cards into categories based on emotions. | |
− | + | :* Have students sort key details about the characters associated with various stories. Choose two or more familiar stories' main characters as the categories and have the students sort/match word cards, picture cards, or objects relating to the story characters, by placing the words/pictures/objects on or near a picture of the corresponding main character. Then, students answer questions about each character verbally or by pointing to the picture or object. | |
− | + | :* Have students sort the characters associated with various stories. Choose two or more familiar stories as the categories and have the students sort/match word cards, picture cards, or objects representing the characters according to story by placing the words/pictures/objects on or near the cover of the corresponding book. Then, students answer questions about each story's characters verbally or by pointing to the picture or object. | |
− | + | :* Example/Non-Example<nowiki>*</nowiki> of evidence from text that illustrates key details about the main characters. | |
* Use feelings chart and have students identify and sort feelings that relate to story elements. | * Use feelings chart and have students identify and sort feelings that relate to story elements. | ||
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|- | |- | ||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts, example/non-example, or time delay. | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts, example/non-example, or time delay. |
− | ==''Analyzing Relationships''== | + | =='''Analyzing Relationships'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
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| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
With prompting and support, identify the problem of the story. | With prompting and support, identify the problem of the story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, identify the solution to the problem in the story. | With prompting and support, identify the solution to the problem in the story. | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
With prompting and support, identify the problem of the story. | With prompting and support, identify the problem of the story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, identify the solution to the problem in the story. | With prompting and support, identify the solution to the problem in the story. | ||
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<nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay. | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay. | ||
− | ==''Analyzing Relationship's''== | + | =='''Analyzing Relationship's'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
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<nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts. | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts. | ||
− | ==''Recognizing Organization and Features of Text & Using Details to Describe Text''== | + | =='''Recognizing Organization and Features of Text & Using Details to Describe Text'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1-2 students: ''' |
− | | | + | ||'''Grade 4 students: ''' |
|- | |- | ||
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| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Given two types of text (a literary text and informational text), choose which one represents a literary text. | Given two types of text (a literary text and informational text), choose which one represents a literary text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, answer simple questions about the difference between literary texts and informational texts (e.g., Which type of text tells us a story). | With prompting and support, answer simple questions about the difference between literary texts and informational texts (e.g., Which type of text tells us a story). | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
With prompting and support, answer simple questions about the difference between literary texts and informational texts. | With prompting and support, answer simple questions about the difference between literary texts and informational texts. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the purpose of literary texts. | Identify the purpose of literary texts. | ||
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | ||
− | ==''Distinguishing a point of View''== | + | =='''Distinguishing a point of View'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
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|- | |- | ||
|style="background-color:#95B3D7;"|K.RL.c3 With prompting and support identify the author of a familiar story (e.g., Show me the author, Show me who wrote the book). | |style="background-color:#95B3D7;"|K.RL.c3 With prompting and support identify the author of a familiar story (e.g., Show me the author, Show me who wrote the book). | ||
+ | |||
K.RL.c4 With prompting and support define the role of the author. | K.RL.c4 With prompting and support define the role of the author. | ||
+ | |||
K.RL.c5 With prompting and support, identify the illustrator. | K.RL.c5 With prompting and support, identify the illustrator. | ||
+ | |||
K.RL.c6 With prompting and support define the role of the illustrator. | K.RL.c6 With prompting and support define the role of the illustrator. | ||
|| | || | ||
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|- | |- | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
− | + | Identify the cover of the book. | |
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
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|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts. | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts. |
− | ==''Connecting Diverse Media and Formats & Analyzing Across Texts''== | + | =='''Connecting Diverse Media and Formats & Analyzing Across Texts'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
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| |'''PI: ''' | | |'''PI: ''' | ||
− | | |'''PI:''' | + | | |'''PI:''' E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). |
− | E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). | + | |
E.HD.e Practicing self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). | E.HD.e Practicing self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). | ||
− | | |'''PI:''' | + | | |'''PI:''' E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations; connects word meanings). |
− | E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations; connects word meanings). | + | |
E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). | E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). | ||
Line 1,101: | Line 1,094: | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
With prompting and support, answer simple questions about an illustration in the story as it pertains to a character, setting, or event. | With prompting and support, answer simple questions about an illustration in the story as it pertains to a character, setting, or event. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Answer questions about how the two illustrations are similar and how they are different. | Answer questions about how the two illustrations are similar and how they are different. | ||
Line 1,150: | Line 1,143: | ||
|- | |- | ||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay. | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay. |
− | ==''Connecting Diverse Media and Formats''== | + | =='''Connecting Diverse Media and Formats'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
Line 1,170: | Line 1,163: | ||
|- | |- | ||
− | | |'''PI''' | + | | |'''PI''' E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). |
− | E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). | + | |
E.HD.e Practicing self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). | E.HD.e Practicing self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). | ||
Line 1,234: | Line 1,227: | ||
|} | |} | ||
<nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay and the use of a system of least prompts. | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay and the use of a system of least prompts. | ||
− | '''Grades K–2 Reading Element Card – Literary Text | + | |
+ | =='''Grades K–2 Reading Element Card – Literary Text –Analyzing Across Texts'''== | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade K students: ''' |
− | | | + | ||'''Grade 1 students: ''' |
− | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
Line 1,275: | Line 1,269: | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
With prompting and support, answer simple questions about story events. | With prompting and support, answer simple questions about story events. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, answer simple questions that compare the events in two stories (i.e. What type of animal is in both stories?). | With prompting and support, answer simple questions that compare the events in two stories (i.e. What type of animal is in both stories?). | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Identify the character in the story. | Identify the character in the story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify experiences of characters in a story (i.e. Bill is sad because he has no friends. Darren asks Bill to be his friend.). | Identify experiences of characters in a story (i.e. Bill is sad because he has no friends. Darren asks Bill to be his friend.). | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
Identify the same characters in two versions of the same story. | Identify the same characters in two versions of the same story. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, answer simple questions about how the characters are similar. | With prompting and support, answer simple questions about how the characters are similar. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, answer simple questions about how the characters are different. | With prompting and support, answer simple questions about how the characters are different. | ||
Line 1,300: | Line 1,294: | ||
'''Sort to Understand''' | '''Sort to Understand''' | ||
− | * '''Event Sorting: '''Visually represent the events, of two similar stories (e.g. two versions of Cinderella) by making picture cards of the various events. Then, individually, in small groups, or with the whole class sort the picture cards into two different columns. One column should represent Story Version | + | * '''Event Sorting: '''Visually represent the events, of two similar stories (e.g. two versions of Cinderella) by making picture cards of the various events. Then, individually, in small groups, or with the whole class sort the picture cards into two different columns. One column should represent Story Version <nowiki>#</nowiki>1 and the other column should represent Version <nowiki>#</nowiki>2. While the students are sorting, ask them to describe how the events of the stories are similar/different. |
'''Discuss to Understand''' | '''Discuss to Understand''' |
Latest revision as of 15:43, 3 November 2014
BACK TO Element Cards
Teaching Literary Text All of the CCCs in this document relate to teaching literary or narrative text. Page 2 of this document provides a template of an Element Card and a line by line explanation of its components. Each Element Card contains related CCCs within a grade band (i.e., K-2, 3-5, 6-8, 9-12) and suggestions as to how the CCCs may be taught, supported and scaffolded. The suggested strategies are commonly used by general educators and may need to be modified to meet the needs of students with disabilities. Many of the instructional strategies will be strengthened when used in combination with systematic instruction such as a system of least prompts or time delay. An Instructional Resource Guide is provided on the NCSC wiki (https://wiki.ncscpartners.org/index.php/Main_Page ) and contains information on how to use specific systematic instruction strategies when teaching academics. The strategies, supports and scaffolds listed on the Element Cards are suggestions and not intended to be an exhaustive list. Below are some additional resources that may be helpful:
NCSC Curriculum Resource Guides Reading Literary text Vocabulary Acquisition and Use
- Access these guide here: https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides
NCSC Content Modules Author's purpose and Point of View Main Idea, Theme, and Details Summarizing and Inferencing Text Structure Vocabulary Use and Acquisition Narrative Writing
- Access all Content Modules here: https://wiki.ncscpartners.org/index.php/Content_Modules
Websites for additional information http://aim.cast.org http://www.inspiration.com/community/lessons-and-ideas www.edhelper.com http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://learnzillion.com http://www.teacherspayteachers.com https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/writing/LW_Test/LW_TeST_O.htm https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/LL_Over.htm https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf
[edit] How to Read the Element Cards
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS | CCSS | CCSS |
PI | PI | PI |
CCCs | CCCs | CCCs |
Specific K grade CCCs would be listed here. | Specific 1st grade CCCs would be listed here. | Specific 2nd grade CCCs would be listed here. |
Essential Understanding: | Essential Understanding: | Essential Understanding: |
Suggested Instructional Strategies: | ||
Suggested Scaffolds and Supports: |
Explanations for corresponding line numbers
- Strand and Instructional Family: The Instructional Families group the CCCs into easily interpretable visuals that illustrate the areas of curricular emphasis within and across grades by ELA CCSS Anchors and Anchor Standards. https://wiki.ncscpartners.org/index.php/Instructional_Families
- Common Core State Standard (CCSS): A set of national standards that provide a consistent, clear understanding of what students are expected to learn. http://www.corestandards.org/
- Progress Indicators (PI): The PIs come directly from the Learning Progression Framework (LPF) and provide the sequence for instruction within strands. http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf
- Core Content Connectors (CCCs): The CCCs represent the eligible content for instruction and assessment for students who participate in the alternate assessment based upon alternate achievement standards. The CCC cells are color coded to represent the Instructional Family.
- Essential Understandings: The Essential Understandings (EUs) identify the fundamental concepts and skills that students use to address the content described in a reading CCC at a specific grade level. These EUs are in a suggested progression which reflects one potential path to reach the content targets within the CCCs. Since students differ in how they learn and demonstrate their understanding, instructional decisions should be made by the teacher to meet the needs of each student.
- Suggested Strategies: Suggested instructional strategies to teach the specific concepts and skills of the CCC
- Suggested Supports and Scaffolds: Suggested supports and scaffolds for students to be able to demonstrate what they know and can do
*Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty.
[edit] Using Details to Describe Text
Grade K students: | Grade 1 students: | Grade 2 students: | ||||||||||
CCSS: RL.K.1 With prompting and support, ask and answer questions about key details in a text. | CCSS: RL.1.1 Ask and answer questions about key details in a text. | CCSS: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | ||||||||||
PI: E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. | PI: E.RL.d Identifying main characters, key events, a problem, or solution when prompted. | PI: E.RL.d Identifying main characters, key events, a problem, or solution when prompted. | ||||||||||
CCCs | CCCs | CCCs | ||||||||||
K.RL.e2 With prompting and support answer questions about key details in a story. | 1.RL.d1 Answer questions about key details in a story (e.g., who, what, when, where, why).
1.RL.d2 Ask questions about key details in a familiar story. |
2.RL.d1 Answer who, what, where, when, why, and how questions from stories. | ||||||||||
Essential Understanding:
Answer a simple question about a story. |
Essential Understanding:
Answer a simple question about a story. THEN
With prompting and support, answer questions about key details in a story. |
Essential Understanding:
Answer a simple question about a story. THEN
With prompting and support, answer questions about key details in a story. | ||||||||||
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Sort to Understand
Model to Understand
Problem and Solution Map
Event Sequence
Key Details
| ||||||||||||
Scaffolds and Supports
|
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts, example/non-example, or time delay.
[edit] Describing the Central Message / Theme, Analyzing Relationships, & Recognizing Organization and Features of Text
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: RL.K.2 With prompting and support, retell familiar stories, including key details. | CCSS: RL.K.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. | CCSS RL.K.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. |
PI: E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). | PI:E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations).
E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. |
PI: E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations; connects word meanings). |
CCCs | CCCs | CCCs |
K.RL.c1 With prompting and support sequence a set of events in a familiar story.
K.RL.c2 With prompting and support identify the beginning, middle, and ending of a familiar story.
|
1.RL.e3 Retell the sequence of events in a story.
1.RL.c3 Answer questions about the beginning, middle, and end of a story. 1.RL.c4 Use signal words (e.g., first, next, after, before) and text details to describe events of a story. |
2.RL.c3 Describe or select the description of what happened (or key events from) in the beginning of the story.
2.RL.c4 Describe or select the description of what happened (or key events from) in the end of the story. 2.RL.c5 Use signal words (e.g., then, while, because, when, after-before, later) to describe event sequence, actions, and interactions in a story.
|
Essential Understanding:
Identify events in a familiar story.
|
Essential Understanding:
Identify events in a familiar story. THEN
Identify the signal words in a selection from a story. THEN
With prompting and support, categorize a set of events in the story by beginning, middle, and end. |
Essential Understanding:
Identify events in a familiar story. THEN
Identify the signal words in a selection from a story. THEN
With prompting and support, categorize a set of events in the story by beginning, middle, and end. THEN
Describe beginning, middle, and end of a story. |
Suggested Instructional Strategies:
Write to Understand
Use a Graphic Organizer
Discuss to Understand
Sort to Understand
Model to Understand
Event Sequence
Signal Words
| ||
Scaffolds and Supports
|
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay, example/non-example and the use of a system of least prompts.
[edit] Describing the Central Message / Theme
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: RL.K.2 With prompting and support, retell familiar stories, including key details. | CCSS: RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. | CCSS RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. |
PI: E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories.
E.HD.d Discussing a favorite text (something learned from reading, connect to experience); sharing own writing with others. |
PI: E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories.
E.HD.d Discussing a favorite text (something learned from reading, connect to experience); sharing own writing with others. |
PI: E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. |
CCCs | CCCs | CCCs |
K.RL.e1 Retell a familiar story (e.g., What was the story about?).
K.HD.d2 With prompting and support, retell a favorite story, including key details.
|
1.RL.e2 Use details to tell what happened in a story.
1.HD.d4 Retell a favorite text, including key details. 2.HD.d1 Retell a favorite text, including key details. |
2.RL.e1 Use details to recount stories, including fables and folktales from diverse cultures.
3.RL.k1 Use details to recount stories, including fables and folktales from diverse cultures. |
Essential Understanding:
Answer simple questions about a story (i.e. who was in the story? Where does the story take place? What is one thing that happened in the story?).
|
Essential Understanding:
Answer simple questions about a story (i.e. who was in the story? Where does the story take place? What is one thing that happened in the story?). THEN
Retell a familiar story. |
Essential Understanding:
Answer simple questions about a story (i.e. who was in the story? Where does the story take place? What is one thing that happened in the story?). THEN
Determine the most important details from the story. THEN
Retell a familiar story. |
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Sort to Understand
Model to Understand
Event Sequence
Signal Words
Retelling
| ||
Scaffolds and Supports
|
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
[edit] Analyzing Relationships
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: RL.K.3 With prompting and support, identify characters, settings, and major events in a story. | CCSS: RL.1.3 Describe characters, settings, and major events in a story, using key details. | CCSS: RL.2.3 Describe how characters in a story respond to major events and challenges. |
PI:E.RL.d Identifying main characters, key events, a problem, or solution when prompted.
E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). |
PI: E.RL.d Identifying main characters, key events, a problem, or solution when prompted.
E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). |
PI: E.RL.d identifying main characters, key events, a problem, or solution when prompted. |
CCCs | CCCs | CCCs |
K.RL.d1 With prompting and support identify characters in a story.
K.RL.f1 With prompting and support show how characters interacted in a story. |
1.RL.d3 Identify and/or describe the characters from a story.
1.RL.f3 Describe feelings of characters. |
2.RL.d3 Describe or select a description of how characters respond to major events or problems in a story. |
Essential Understanding:
Answer a simple question about a character in the story (i.e. Who was a person/animal in this story?). THEN
Answer a simple question about a secondary character in the story (i.e. Who was another person in the story?). THEN
With prompting and support, choose from a list the relationship between the characters (i.e. Is this a story about a mom and her child or a dad and a child?). |
Essential Understanding:
Answer a simple question about a character in the story (i.e. Who was a person/animal in this story?). THEN
Answer specific questions about a character (i.e. What does the character look like?). |
Essential Understanding:
Identify and/or describe the characters from a story. THEN
Identify major events or problems in a story. THEN
Describe feelings of a character during the events or problems in a story. |
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
Other Strategies
| ||
Scaffolds and Supports
|
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts, example/non-example, or time delay.
[edit] Analyzing Relationships
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: RL.K.3 With prompting and support, identify characters, settings, and major events in a story. | CCSS: RL.1.3 Describe characters, settings, and major events in a story, using key details. | CCSS: RL.2.3 Describe how characters in a story respond to major events and challenges. |
PI: E.RL.d Identifying main characters, key events, a problem, or solution when prompted. | PI:
E.RL.d Identifying main characters, key events, a problem, or solution when prompted. E.RL.e Retelling or paraphrasing sequence of events, central ideas, and details from a range of stories. |
PI: E.RL.d Identifying main characters, key events, a problem, or solution when prompted. |
CCCs | CCCs | CCCs |
K.RL.d2 With prompting and support identify major events (e.g., problem or solution) in a story. | 1.RL.d4 Identify and/or describe a major event (e.g., problem or solution) from a story.
1.RL.e1 Answer questions regarding key events of stories. |
2.RL.d2 Describe or select a description of a major event or problem in a story. |
Essential Understanding:
Given a list of literary elements (a character, a setting, one or two events), choose which item from the list represents events from the story. |
Essential Understanding:
With prompting and support, identify the problem of the story. THEN
With prompting and support, identify the solution to the problem in the story. |
Essential Understanding:
With prompting and support, identify the problem of the story. THEN
With prompting and support, identify the solution to the problem in the story. |
Suggested Instructional Strategies:
Write/Draw to Understand
Discuss to Understand
Sort to Understand
Other Strategies
| ||
Scaffolds and Supports
|
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay.
[edit] Analyzing Relationship's
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: RL.K.3 With prompting and support, identify characters, settings, and major events in a story. | CCSS: RL.1.3 Describe characters, settings, and major events in a story, using key details. | CCSS: |
PI: E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). | PI: E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). | PI: |
CCCs | CCCs | CCCs |
K.RL.f2 With prompting and support identify a setting in a story. | 1.RL.f2 Identify and/or describe a setting in a story. | |
Essential Understanding:
Given a list of literary elements (a character, a setting, events), identify which choice represents the setting. |
Essential Understanding:
Given a list of literary elements (a character, a setting, events), identify which choice represents the setting. |
Essential Understanding: |
Suggested Instructional Strategies:
Write/Draw to Understand
Discuss to Understand
Model to Understand
| ||
Scaffolds and Supports
| ||
Additional Resources
http://www.readworks.org/lessons/grades
Tompkins, G. (2005). Language Arts: Patterns of practice. Upper Saddle River, NJ: Pearson. |
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts.
[edit] Recognizing Organization and Features of Text & Using Details to Describe Text
Grade K students: | Grade 1-2 students: | Grade 4 students: |
CCSS: RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | CCSS: RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
|
CCSS: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
PI: E.RL.g Exploring, interpreting, and comparing literary text genres, text features, story lines, or author's styles. | PI: E.RL.g Exploring, interpreting, and comparing literary text genres, text features, story lines, or author's styles.
PI: E.HD.g Using peer feedback and "mentor texts" to expand writing skills; self-evaluating what worked. |
PI: E.RL.k Identifying central ideas and key details to derive author's purpose, message or theme. |
CCCs | CCCs | CCCs |
K.RL.g1 Recognize common types of text. | 1.RL.g1 Identify the purpose of storybooks and informational text.
1.HD.g1 Read books to examine how certain genres are written. 2.HD.g1 Read books to examine how to write certain genres. |
4.RL.k1 Use details and examples in a text when explaining the author's purpose (e.g., what did the author use to scare you, surprise you?). |
Essential Understanding:
Given two types of text (a literary text and informational text), choose which one represents a literary text. |
Essential Understanding:
Given two types of text (a literary text and informational text), choose which one represents a literary text. THEN
With prompting and support, answer simple questions about the difference between literary texts and informational texts (e.g., Which type of text tells us a story). |
Essential Understanding:
With prompting and support, answer simple questions about the difference between literary texts and informational texts. THEN
Identify the purpose of literary texts. |
Suggested Instructional Strategies:
Discuss to Understand
Stories Informational Books Contain characters Have a setting Have a beginning/middle/end Has people talking to one another Some have animals talking Not real Contain facts Have maps Have diagrams Is about real things Have a glossary Have a Table of Contents
Sort to Understand
Model to Understand
| ||
Scaffolds and Supports
| ||
Additional Resources
Ray, K. (2005). Study driven: A framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
[edit] Distinguishing a point of View
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. | CCSS: | CCSS |
PI: E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). | PI: | PI: |
CCCs | CCCs | CCCs |
K.RL.c3 With prompting and support identify the author of a familiar story (e.g., Show me the author, Show me who wrote the book).
K.RL.c4 With prompting and support define the role of the author. K.RL.c5 With prompting and support, identify the illustrator. K.RL.c6 With prompting and support define the role of the illustrator. |
||
Essential Understanding:
Identify the cover of the book. |
Essential Understanding: | Essential Understanding: |
Suggested Instructional Strategies:
Write/Draw to Understand
Discuss to Understand
Model to Understand
| ||
Scaffolds and Supports
|
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts.
[edit] Connecting Diverse Media and Formats & Analyzing Across Texts
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: | CCSS: RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. | CCSS:
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. |
PI: | PI: E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations).
E.HD.e Practicing self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). |
PI: E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations; connects word meanings).
E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). E.RL.g Exploring, interpreting, and comparing literary text genres, text features, story lines, or author's styles. |
CCCs | CCCs | CCCs |
1.RL.c2 Use illustrations and details in a story to describe its characters, setting, or events.
1.HD.e3 Use text features to aid comprehension. |
2.RL.c1 Use illustrations and details in a story to describe its characters, setting, or events.
2.RL.c2 Use illustrations to answer questions about the characters, key events, the problem or solution in a story. 2.RL.f1 Use information gained from illustrations to describe elements within the setting. 2.RL.f3 Use information gained from illustrations to describe a character's feelings or what a character wanted. 2.RL.f4 Use information gained from illustrations to describe a relationship between characters (e.g., mother/daughter, love/hate). 2.RL.g1 Compare and contrast illustrations or visuals between two versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. 2.HD.e2 Use text features to aid comprehension. |
|
Essential Understanding: | Essential Understanding:
With prompting and support, answer simple questions about an illustration in the story as it pertains to a character, setting, or event. |
Essential Understanding:
With prompting and support, answer simple questions about an illustration in the story as it pertains to a character, setting, or event. THEN
Answer questions about how the two illustrations are similar and how they are different. |
Suggested Instructional Strategies:
Write/Draw to Understand
Discuss to Understand
Sort to Understand
Model to Understand
| ||
Scaffolds and Supports
|
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay.
[edit] Connecting Diverse Media and Formats
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: RL.K.7 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). | CCSS: RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. | CCSS |
PI E.RL.c Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations).
E.HD.e Practicing self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). |
PI: E.RL.c
Recognizing organization and features of literary texts (e.g., follows a story line/chronology of events, interprets illustrations). |
PI: |
CCCs | CCCs | CCCs |
K.RL.c7 With prompting and support identify the relationship between an illustration and the story.
K.HD.e2 With prompting and support, identify illustrations to aid comprehension. |
1.RL.c1 Explain a key illustration in the story. | |
Essential Understanding:
With prompting and support, identify an illustration. |
Essential Understanding:
Answer simple questions about an illustration in the story (i.e. Who is in this illustration? What is he/she doing?). |
Essential Understanding: |
Suggested Instructional Strategies:
Discuss to Understand
Model to Understand
Other Strategies
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Scaffolds and Supports
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay and the use of a system of least prompts.
[edit] Grades K–2 Reading Element Card – Literary Text –Analyzing Across Texts
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS: RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | CCSS: RL.1.9 Compare and contrast the adventures and experiences of characters in stories. | CCSS: RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. |
PI: E.RL.g Exploring, interpreting, and comparing literary text genres, text features, story lines, or author's styles. | PI: E.RL.g Exploring, interpreting, and comparing literary text genres, text features, story lines, or author's styles. | PI: E.RL.g Exploring, interpreting, and comparing literary text genres, text features, story lines, or author's styles. |
CCCs | CCCs | CCCs |
K.RL.g2 With prompting and support, compare and contrast the events (i.e., find something the same and something different) between familiar stories. | 1.RL.g2 Compare and contrast (what is the same and what is different) the experiences of characters in stories. | 2.RLg2 Compare and contrast characters or events between two versions of the same story by different authors or from different cultures. |
Essential Understanding:
With prompting and support, answer simple questions about story events. THEN
With prompting and support, answer simple questions that compare the events in two stories (i.e. What type of animal is in both stories?). |
Essential Understanding:
Identify the character in the story. THEN
Identify experiences of characters in a story (i.e. Bill is sad because he has no friends. Darren asks Bill to be his friend.). |
Essential Understanding:
Identify the same characters in two versions of the same story. THEN
With prompting and support, answer simple questions about how the characters are similar. THEN
With prompting and support, answer simple questions about how the characters are different. |
Suggested Instructional Strategies:
Write/Draw to Understand Use a Graphic Organizer
Sort to Understand
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.