Common Core State Standards
K-2:
Sharing Text – Literary and Expository
In the CCSS
Session 2
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Literary Text Standards
CCSS – ELA Standards, p. 11
Kindergarten
First Grade
Second Grade
Integration of Knowledge and Ideas
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).
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 demonstrate
understanding 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 of
characters 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.
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.
Range of Reading and Level of Text Complexity
10
Actively engage in group reading
activities with purpose and
understanding.
10
In a Nutshell: Illustrations, Compare/Contrast, Text Complexity
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Expository Text Standards
CCSS – ELA Standards, p. 13
Kindergarten
First Grade
Second Grade
Integration 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.
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.
Range of Reading and Level of Text Complexity
10
Actively engage in group reading
activities with purpose and
understanding.
10
In a Nutshell: Illustrations/Images, Author’s Purpose, Compare/Contrast, Text Complexity
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Illustrations
Hi! Fly Guy! By Tedd Arnold
From CCSS K-1 Text Exemplars for Stories
Addresses 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?
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 for
Visualizing & 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 hearSNRPDP
the word (or phrase) _____?
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 ____.SNRPDP
10 Minute Break
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Types of Reading Instruction
•Modeled Reading
•Guided Reading
•Shared Reading
•Independent Reading
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 Activity
What 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 notes
and place them on the appropriate Circle Map.
Read what your colleagues have to say.
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responding
orally to books
and authors
playing with
and having fun
with language
developing an
interest in, and a
love for books
Modeled
Reading
connecting to
books and
authors
reading to children…interactive reading
comparing and contrasting
books, authors, and
illustrators
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During Modeled Reading
The teacher combines a traditional read aloud with:
Explicit Think Aloud demonstrations of
1. targeted comprehension
2. decoding strategies
3. 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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using a variety of materials:
big books, pocket charts,
poems, charts, overheads
(or Elmos)
sharing what you
know . . . thinking
aloud when
reading
teacher reading . . .
students can see
the print
extending
Shared
emphasizing
literature:
meaning, but
Reading
discussion, art
teaching skills and
music, drama,
strategies
writing
using highly
Teacher and
engaging and
students reading
predictable text
together
kids watching, listening,
participating at their
level
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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 wordby-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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Getting Started (cont.)
•
•
•
•
•
•
•
•
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
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Discussion Before Shared Reading
•What does the title mean?
•This reminds me of…
•I've heard of this…
•The title…
•This author is known for…
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Discussion During Shared Reading
•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…
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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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Teaching Points During
Shared Reading
•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
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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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Matching students with books on
their instructional level
Instructing small
groups with
patterned/predict
able books
Guided
Reading
Helping kids become
fluent, strategic readers
Teacher leading
discussion of
book: Before,
during, and after
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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providing choice: a
variety of genres, lots
of books
providing
opportunities for
responses to literature
buddy reading
conducting books
talks to stimulate
interest
Independent
Reading
friendly book baskets
reading center
library corner
SSR/DEAR
providing adequate time for
practice
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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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Reflection
•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.
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Session Closure
Are 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!
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