Common Core State Standards

K-2: Sharing Text – Literary and Expository

In the CCSS

Session 2

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Kindergarten First Grade Second GradeIntegration of Knowledge and Ideas

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

7 Use illustrations and details in a story to describe its characters, setting, or events.

7 Use information gained from the illustrations and words in a print or digital text to demonstrateunderstanding of its characters, setting, or plot.

8 (Not applicable to literature) 8 (Not applicable to literature) 8 (Not applicable to literature)

9 With prompting and support, compare and contrast the adventures and experiences ofcharacters in familiar stories.

9 Compare and contrast the adventures and experiences of characters in stories.

9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Range of Reading and Level of Text Complexity

10 Actively engage in group reading activities with purpose and understanding.

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

10 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.

In a Nutshell: Illustrations, Compare/Contrast, Text Complexity

Literary Text StandardsCCSS – ELA Standards, p. 11

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Kindergarten First Grade Second GradeIntegration of Knowledge and Ideas

7 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).

7 Use the illustrations and details in a text to describe its key ideas.

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

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

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

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

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

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

9 Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Text Complexity

10 Actively engage in group reading activities with purpose and understanding.

10 With prompting and support, read informational texts appropriately complex for grade 1.

10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

In a Nutshell: Illustrations/Images, Author’s Purpose, Compare/Contrast, Text Complexity

Expository Text StandardsCCSS – ELA Standards, p. 13

IllustrationsHi! Fly Guy! By Tedd Arnold

From CCSS K-1 Text Exemplars for StoriesAddresses CCSS ELA Standard 7

Picture Walk

• Take a picture walk through Hi! Fly Guy! and make predictions about the story.

• How did the illustrations help you before reading the story?

• How did the illustrations help you construct meaning as the story was read to you?

• How did the illustrations help you after the story was read?

Reflection

• How might the increased emphasis on the importance of illustrations in interpreting and comprehending text impact your instruction.

• How will illustrations help meet the goal of increasing text complexity?

• What CCSS number correlates with this activity? Would the standard number differ for literature and informational/expository text?

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Statements, Questions, and Prompts for teaching these

Standards

These “Teacher Talk” statements, questions, and prompts address all CCSS for Literature and Informational text in addition to guiding students’

understanding of texts with increased complexity.

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Teacher Talk: Statements, Questions, and Prompts forVisualizing & Sensory Imaging

Try to imagine the setting. Describe how it looked in your mind.

What pictures came to your mind as you read this page?

As you listen to this story, create a picture in your mind of what you think is happening.

What sounds did you hear as you read?

In my mind’s eye, I imagine _____. How do you think it would look?

What words or phrases did the author use to help you create an image in your mind?

In my head, I can see _____.

Try to picture in your mind someone who would remind you of a character in the story.

I can imagine what it is like to _____.

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Teacher Talk: Statements, Questions, and Prompts for Synthesizing

•Now what are you thinking?

•What is the gist of the story?

•What parts of this text can you use to create a new idea?

•Try to verbalize what is happening within the text.

•I didn’t understand it when the author said _____, but now I understand _____.

•What new ideas or information do you have?

•How else could you _____?

•What do you understand now that you did not understand before?

•What did you think about first?

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Teacher Talk: Statements, Questions, and Prompts for Summarizing

•What was the focus of the reading?

•What does the author say?

•Complete the statement, The text is mainly about…

•What words from the story jump out at you to help you understand the important parts?

•Can you retell the story only using a few sentences?

•What clues are within the text?

•What do you think is the main idea of this story?

•Which details are the most important? Why?

•Which details are the least important? Why?

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Teacher Talk: Statements, Questions, and Prompts for Questioning

What questions do you have about the story after reading it?

Where do you find answers to your questions?

Before you start reading, ask two questions that you would like to find out about the text.

How does asking questions help the reader?

What questions do you hope this story will answer?

While you are reading, try to find the answers to the questions you asked.

What do you understand now because of your questions?

What information do you hope will be in this text?

What questions did you have while you were reading this text?

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Teacher Talk: Statements, Questions, and Prompts for Previewing

•The illustrations help me to…

•What else do you notice from the picture?

•What is the importance of the title?

•Maybe the pictures will provide clues about…

•I noticed that the author…

•I noticed that the pictures are helping to tell the story because…

•Are you familiar with the topic?

•What features help you when previewing the book?

•The title makes me think the book will be about…

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Teacher Talk: Statements, Questions, and Prompts for Activating & Building Background Knowledge

•Read the title or first few pages, and see if you can name a book similar to this one.

•What do you know that will help you understand the information in this book?

•Make a connection to other texts written by the same author or books that may be

related to the same theme.

•Based on what you already know about the topic, what questions come to mind?

•How are the events in the story related to your own experiences?

•What other stories did this one remind you of?

•What personal connection did you make with the text?

• What do you already know about the text?

•What comes to your mind when you hear the word (or phrase) _____?

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Teacher Talk: Statements, Questions, and Prompts for Inferring & Drawing Conclusions

I wonder…

What would happen if _____?

What clues did the author give that led to your conclusion?

What details support your conclusion?

What is the story beneath the story?

What does the author want you to realize?

This statement means _____.

How do you think the character feels?

Why do you think that would happen?

I wonder…

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Teacher Talk: Statements, Questions, and Prompts for Predicting

What do you think the text is going to tell you about? What makes you think so?

Try to imagine what is going on in the story.

Which predictions were confirmed by the text?

Which predictions need to be adjusted or revised?

What will happen next?

Looking at the picture on the cover, what do you think the story will be about?

Which clues from the story did you use to make your prediction?

What makes you think ___ is going to happen? Why?

I wonder if ____; I want to know ____.

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10 Minute Break

Types of Reading Instruction•Modeled Reading•Guided Reading•Shared Reading•Independent Reading

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Whether you are doing modeled, shared, or guided reading, your students will get out of the lesson what you put into it. You must be prepared to teach strategies that help your students become good readers with strong comprehension skills.

The three types of reading above address all CCSS for literature and informational text in addition to guiding students’ understanding of texts with increased complexity.

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Circle Map ActivityWhat comes to mind when you hear the following terms?

• Modeled Reading• Guided Reading• Shared Reading• Independent Reading

Write one statement for each on different post it notesand place them on the appropriate Circle Map.Read what your colleagues have to say.

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ModeledReading

reading to children…interactive reading

developing an interest in, and a love for books

playing with and having fun with language

responding orally to books and authors

connecting to books and authors

comparing and contrasting books, authors, and

illustrators

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During Modeled ReadingThe teacher combines a traditional read aloud with:Explicit Think Aloud demonstrations of

1. targeted comprehension2. decoding strategies3. reading behaviors

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The Role of the Teacher is:

• to model the reading process while integrating the three cueing systems—meaning, structure and visual

• to make thoughtful and purposeful choices for read aloud and strategy instruction

• to actively model reading behaviors as appropriate

• to demonstrate strategies for comprehension and word-solving using a variety of print materials, genres and purposes through intentional think-alouds

• to model reading enjoyment

• to occasionally use books and materials which students can read independently

• to gradually release control of strategy use to the students with the expectation that students will approximate and refine strategy use in supported and independent reading

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The Role of the Student is: • to engage with teacher read aloud and think aloud

• to demonstrate a willingness to approximate and refine strategy use in supported and independent reading

• to understand that reading is a transactional experience between the reader and the text

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SharedReading

teacher reading . . . students can see

the print

using highly engaging and predictable text

kids watching, listening, participating at their

level

sharing what you know . . . thinking

aloud when reading

emphasizing meaning, but

teaching skills and strategies

using a variety of materials:big books, pocket charts,

poems, charts, overheads (or Elmos)

extending literature:

discussion, art music, drama,

writingTeacher and students reading together

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What is Shared Reading?

• Teacher and students reading together• All students can see the text• Different levels of support• Teacher modeling reading behaviors• Opportunities for various instructional

purposes• Discussion about how we understand what is

read

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Values of Shared Reading• Provides opportunity to model fluent and expressive

reading• Provides students with the social support of the

group• Provides appropriate learning experiences in content,

concepts, and skills• Provides access to English language structure for ELL

learners• Supports oral language development of learner with

special needs

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Uses of Shared Reading

• Develop an understanding of phonology and word analysis

• Demonstrate process of reading• Use with individuals, small groups, or whole

class• Model comprehension strategies

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Teacher’s Role in Shared Reading

• Choose appropriate material• Point to the text while reading, either word-

by-word or line-by-line• Read along with the children• Read fluently and expressively• Select explicit skills for direct instruction• Observe responses to guide instruction

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Materials Needed for Shared Reading

• Easel, chart stand or overhead projector• Pointer• Highlighter tape, Wikki Stix, word windows, or

overhead marker• White board or Magna Doodle• Alphabet chart• Name chart• Word wall

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Getting Started • Identify instructional purpose and choose a passage

that supports objective• Arrange seating so that all children can see the text• Introduce the shared reading. Discuss content,

vocabulary, and any skills that may help make the reading more successful

• Teacher and students read the text together • Teacher points to each word or each line,

depending on the level of the reader

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• Reread the text• Have a discussion about the text• Talk about meaning or author’s intent• Make one or two teaching points.• Highlight portions of text that illustrate the skill using

Wikki Stix or highlighter tape• Select shared reading from various genres• Revisit the shared readings• Extend the shared reading to other activities

Getting Started (cont.)

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•What does the title mean? •This reminds me of… •I've heard of this… •The title… •This author is known for…

Discussion Before Shared Reading

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•I predict that this will be about… •I predict that the character will… •I am surprised by…because… •I am confused by… •Why didn't the character…. •I imagine the character to be like… •I've had experiences similar to…•I can make a connection to…

Discussion During Shared Reading

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Teaching Points During Shared Reading

• Alphabetic Principal– Letter recognition– Letter formation– Letter-name correspondence– Letter-sound correspondence– Alphabetic order

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• Concepts About Print (different concepts appropriate for different grade levels)

– Directionality– One-to-one matching– Return sweep– Spacing, indentation, paragraph form, charts, and

text layout– Concept of first and last parts of words, sentences,

and stories– Punctuation, reading the punctuation

Teaching Points During Shared Reading

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Discussion After Shared Reading

• Students read the text independently• They develop an interactive writing• They rewrite the text, using interactive

editing• They use materials in learning centers• They make curricular extensions

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GuidedReading

Instructing small groups with

patterned/predictable books

Matching students with books on their instructional level

Teacher leading discussion of book: Before, during, and after

Helping kids become fluent, strategic readers

Observing students – assessing,

& carefully planning lessons

Increasing levels of difficulty

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Student Behavior During Guided Reading

•Always read the title and the title page

•Emergent readers should use their index finger to point to the words when reading; more fluent readers may use their finger to “sweep” the lines of print

•Lay the book flat on the table

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Guided Reading Groups:•Reread their previous guided reading books independently. Teacher should watch and listen to determine the strategies they are using. (Make sure they are pointing to the words as they read. Guide and remind them to use the strategies listed above. They will try to read faster than the kids around them. Strongly discourage this behavior.)

•When students are finished they should practice their word rings while they wait for the others to finish.

•Collect previous books and ask the children to put their word rings and bags under their chairs so that you have their full attention.

•Take out the new book they will be reading. Use one book to talk about the title, author and illustrator. (If you give each child a book, they may be distracted and not follow along. Using one book all together can eliminate distractions.) Discuss what they think the book will be about by looking at the picture on the cover.

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Guided Reading Group (cont.)•Picture walk: Still using one book, take the children through each page. Talk about the pictures that they see. Allow them to point out words that they know in the sentences. Choose a couple unknown words to sound out together.

•Choral read: Still using one book, point to the words and read the book together. Children should read the word that teacher is pointing to. Model using the reading strategies above as you come to words they don’t know.

•Hand out the new book to each child. Give them an opportunity to whisper read the book. (Read independently, just loud enough for the teacher to hear.) Teacher should watch and listen to guide the children in using strategies when they don’t know words. (Don’t tell them what the words are, guide them in problem solving and using reading strategies.)

•Reread the book independently, while they wait for others to finish.

•Buddy Read: Pair the children up with the person sitting next to them. Take turns reading the book to each other. The child listening should follow along in their own book and assist the child reading when necessary.

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IndependentReading

providing adequate time for practice

conducting books talks to stimulate

interest

providing choice: a variety of genres, lots

of booksproviding

opportunities for responses to literature

SSR/DEAR

reading center

friendly book baskets

library corner

buddy reading

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Choral Reading

• Choral reading broadens experiences with different genres

• Through repeated reading of the text, students become more fluent readers, which allows for increased content comprehension

• Teachers should choose materials that teach content area subject matter or reading content such as phonics, vocabulary and rhyme

• As content comprehension increases, texts selected for choral reading should become more complex.

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Selecting Choral Reading Material• Choose material that students can read• Look for pieces that will put the students’

imaginations to work• Begin with smaller pieces until students are familiar

with choral reading procedures• Select a poem, song lyric or text from a book that

contains words that will come alive when read aloud (Descriptive words, vivid verbs, onomatopoeia, alliteration, and/or rhyming words)

• Use poems to teach, enrich, or reinforce content across the curriculum - phonics, word families, and vocabulary as well as math, science and social studies

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Choral Reading Procedures• Introduce the selection by reading it aloud while

students follow along silently• Have everyone read through the selection in unison

at least one time• Ask different groups of readers to take turns reading

lines, stanzas, or paragraphs• Group readers into boys and girls, brown eyes and

blue eyes, odd number birthdays and even number birthdays, etc.

• Create different groups so that everyone has a chance to read

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Use Choral Reading…

•During pocket chart activities•Big books•Scholastic News and other periodicals•Poetry Cards•Whole Group Reading Activities•Calendar Time•Thematic Poetry

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•How will you use modeled, shared, guided, and independent reading to impact instruction at your school?

•How will each of these types of reading instruction address the CCSS?

•Discuss at your tables.

Reflection

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Session ClosureAre there any questions or clarifications?

Write one or two “A-Ha” moments you had on the “Give One Get One” page. When completed, walk around the room. Give one and get one (share your “A-Ha” moment with a colleague and invite them to share their own). The goal is to fill your boxes before the session end time.

Thank you for your participation today!