Reading - Writing
&
Common Core Standards
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phostmeyer@charter.net
Education Expo
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Sept 2011
K
COMMON CORE STANDARDS
READING INFORMATIONAL TEXT
1
CC.K.R.I.1
Key Ideas and
Details: With
prompting and
support, ask and
answer questions
about key details
in a text.
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CC.1.R.I.1
Key Ideas and
Details: Ask and
answer questions
about key details
in a text.
2
CC.2.R.I.1
Key Ideas and
Details: Ask and
answer such
questions as who,
what, where, when,
why, and how to
demonstrate
understanding of
key details in a
text.
Grade 3
COMMON CORE STANDARDS
READING INFORMATIONAL TEXT
Grade 4
CC.3.R.L.1
Key Ideas and
Details:
Ask and answer
questions to
demonstrate
understanding of a
text, referring
explicitly to the
text as the basis for
the answers.
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CC.4.R.L.1
Key Ideas and
Details:
Refer to details
and examples in a
text when
explaining what the
text says explicitly
and when drawing
inferences from
the text.
Grade 5
CC.5.R.L.1
Key Ideas and
Details:
Quote accurately
from a text when
explaining what the
text says explicitly
and when drawing
inferences from
the text.
Grade 6
COMMON CORE STANDARDS
READING INFORMATIONAL TEXT
Grade 7
CC.6.R.I.1
Key Ideas and
Details:
Cite textual
evidence to
support analysis
of what the text says
explicitly as well as
inferences drawn
from the text.
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CC.7.R.I.1
Key Ideas and
Details:
Cite several pieces
of textual evidence
to support
analysis of what
the text says
explicitly as well as
inferences drawn
from the text.
Grade 8
CC.8.R.I.1
Key Ideas and
Details:
Cite the textual
evidence that most
strongly supports
an analysis of what
the text says
explicitly as well as
inferences drawn
from the text.
COMMON CORE STANDARDS – READING INFORMATIONAL TEXT
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
CC.3.R.I.1
CC.4.R.I.1
Key Ideas and Key Ideas
Details:
and Details:
Ask and
Refer to
answer
details and
questions to
examples in a
demonstrate
text when
understanding explaining
of a text,
what the text
referring
says
explicitly to
explicitly and
the text as the
when
basis for the
drawing
answers.
inferences
from the text.
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CC.5.R.I.1
Key Ideas
and Details:
Quote
accurately
from a text
when
explaining
what the text
says explicitly
and when
drawing
inferences
from the text.
CC.6.R.I.1
Key Ideas
and Details:
Cite textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from
the text.
CC.7.R.I.1
Key Ideas
and Details:
Cite several
pieces of
textual
evidence to
support
analysis of
what the text
says
explicitly as
well as
inferences
drawn from
the text.
CC.8.R.I.1
Key Ideas
and Details:
Cite the
textual
evidence that
most strongly
supports an
analysis of
what the text
says
explicitly as
well as
inferences
drawn from
the text.
Instructional Vocabulary
•
•
•
•
•
•
•
Ask and Answer
Determine Key Details
Refer Explicitly
Draw Inferences
Provide Examples
Quote Accurately
Cite Support
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8
•
Toys
•
Rocking horse
= Concept
= Key Details
•
Food
•
Pizza
•
Store
•
Target
The topic is BATS
protection
roost
insects
mosquitoes, flies, beetles
adaptations
winged hands
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I like bats. They are good
hunters. They can find insects in
the dark.
insects
k
CCKW2
Use a combination of
drawing, dictating,
and writing to
compose informative
/ explanatory texts in
which they name
what they are writing
about and supply
some information
about the topic.
1
CC1W2
Write informative /
explanatory texts in
which they introduce
a topic, supply some
facts about the topic
and provide a sense of
closure.
2
CC2W2
Write informative /
explanatory texts in
which they introduce
a topic, use facts and
definitions to develop
points, and provide a
concluding statement
or section.
Who
Bats
What
Hang upside down
Where
In caves
When
When they sleep
Why
So that they can fly away quickly
13
Why
Who
What
Where
When
So that they can fly away quickly
Bats
Hang upside down
In caves
When they sleep
14
? Floodlight / Flashlight ?
• Bats have some interesting ways of
protecting themselves from predators.
• Bats stay in roosts with very tiny openings
so that predators cannot enter.
• Bats like to dine on insects.
• A little brown bat can catch and eat 150
mosquitoes in 15 minutes.
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Sometimes when people explore caves,
they kill bats by accident. If you went
into a cave where bats were hibernating,
you would wake them up. Then they
would fly to another part of the cave.
Each time that happens, the bats use up
about a month’s supply of fat. If they
use up too much stored food, they will
starve before spring, when they can
hunt again.
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Mother bats have several ways to protect their young.
To provide warmth and food, many mother bats carry
their young with them at all times because newborn
bats cannot fly. The baby bat clings to its mother’s fur
using the claws on its thumbs and feet. If the mother
bat does not carry her young with her, she must find a
different way to keep her baby safe. When mother
bats leave in search of food, they will leave their
babies clustered together in a nursery roost. The baby
bats stay warm in this cluster. In addition, the narrow
opening of the roost assures that most predators
cannot enter.
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Bats are awesome. Bats have lots of really cool adaptations that
make them special. Lots of people are afraid of bats but they really
are our friends. we should make sure to help keep bats safe. If we
destroy bat homes, we put bats in danger. Our world will be a sad
place to live if bats become extinct. So let’s all work together to keep
our friends the bats safe.
CC3W2b: Develop a topic with facts, definitions, and details.
CC8W2b: Develop the topic with relevant, well-chosen facts, definitions,
concrete details, quotations, or other information and examples.
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Bats are awesome.
Bats have lots of really cool adaptations that make them
special.
Lots of people are afraid of bats but they really are our
friends.
we should make sure to help keep bats safe. If we destroy
bat homes, we put bats in danger.
Our world will be a sad place to live if bats become extinct.
So let’s all work together to keep our friends the bats safe.
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If we understand that reading is
not just “receiving a message,”
but actively building meaning
upon prior knowledge using
staged, strategic thinking, then
we will teach differently.
Daniels, H. & Zemelmen, S. 2004. Subject Matter: Every Teacher’s Guide to
Content-area Reading. Portsmouth, NH:Heinemann. p. 31.
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Instructional Vocabulary
•
•
•
•
•
•
•
Ask and Answer
Determine Key Details
Refer Explicitly
Draw Inferences
Provide Examples
Quote Accurately
Cite Support
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Do a whole class reading on a piece of
text. Stop and ask students to pose a
Right There question on the text. Another
student answers the question.
Who can
ask a
RIGHT
THERE
question
about this
passage?
Right There – Request Activity
1. Students write 5 Right There questions
and 1 Think and Search
2. Gather in small groups
3. A student asks a question and another
student provides the answer
4. The group determines if answers are
correct
5. Continue moving around the circle asking
and answering questions
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WHO
WHAT
WHEN
WHERE
WHY
HOW
Bats by Adrienne Mason Illustrated by Nancy Gray Ogle
Subject
Purpose
Audience
Details
Explain
Summary
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phostmeyer@charter.net
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