Common Core State Standards
K-2:
Sharing Text – Literary and Expository
In the CCSS
Session 1
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Welcome to CCSS Kindergarten:
Writing - Informational and Narrative
in the CCSS!
• Registration
• Introduction
• Tea Party Ice Breaker
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Who Uses Common Core State Standards?
ALL Nevada classroom teachers in
grades K-12
will be expected to learn and
implement the
new Common Core State
Standards.
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Why New Common Core State Standards?
One of the main goals in the
adoption of these standards is to
help ensure that all students are
college and career ready in
literacy no later than the end of
high school.
CCSS – ELA Standards Introduction, p. 3
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It is important to note…
These standards are:
• Research and evidence based
• Aligned with college and work expectations
• Rigorous
• Internationally benchmarked
Information from:
RPDP 2011 Spring Shop Talk
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Questions:
•What do you already know about the new Common
Core State Standards?
•How do the new Common Core State Standards
compare to what we already teach?
CCSS Translation Document
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Literary Text Standards - Kindergarten
Use a Tree Map to sort the following Nevada State &
Common Core State Standards.
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With prompting and support, ask, and answer questions about key details in a text.
Communicating personal experiences and re-telling stories; orally recalling details and restating main
ideas, with assistance.
Listening for and identifying setting, sequence of events, a character’s physical and personality traits,
and the main idea, with assistance; listening for, identifying, and/or describing setting.
Move to retelling familiar stories, including key details, (who, what, where, when, why, how) with
prompting and support.
Continue identifying characters, settings, and major events in a story with prompting and support.
Ask and answer questions about unknown words in a text.
Recognize common types of texts (e.g., storybooks, poems).
Identifying the author & illustrator.
With prompting and support describe the relationship between the illustrations and the story in
which they appear.
Move to comparing and contrasting the adventures and experiences of characters in familiar stories,
with prompting and support.
Move to naming the author and illustrator of a story and define the role of each in telling the story,
with prompting and support.
Making connections to self, other text, and/or the world, with assistance; making inferences and
drawing conclusions about characters based on evidence, with assistance.
Actively engage in group reading activities with purpose and understanding.
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Expository Text Standards- Kindergarten
Use a Tree Map to sort the following
Nevada State & Common Core State Standards.
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Listen to and identify the topic; listen to and describe sequential order.
Listen to and gain information from text using illustrations and titles with assistance.
Listen to, read, and discuss text from different cultures and time periods with assistance.
Listen to and use information to answer specific questions.
Listen to and follow pictorial and written directions to complete tasks with assistance.
Distinguish between statements and questions.
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, identify the main topic and retell key details of a text.
With prompting and support, describe the connection between two individuals, events, ideas, or
pieces of information in a text.
With prompting and support, ask and answer questions about unknown words in a text.
Identify the front cover, back cover, and title page of a book.
Name the author and illustrator of a text and define the role of each in presenting the ideas or
information in a text.
With prompting and support, describe the relationship between illustrations and the text in which
they appear (e.g., what person, place, thing, or idea in the text an illustration depicts.
With prompting and support, identify the reasons an author gives to support points in a text.
With prompting and support, identify basic similarities in and differences between two texts on the
same topic (e.g., illustrations, descriptions, or procedures).
Actively engage in group reading activities with purpose and understanding.
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Literary Text Standards – First Grade
Use a Tree Map to sort the following Nevada State &
Common Core State Standards.
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Move to asking and answering questions about key details in a text.
Listen for and identify setting and sequence of events, with assistance
Move to retelling familiar stories, including key details, and demonstrating understanding of their
central message or lesson.
Move to describing characters, settings, and major events in a story, using key details.
Using information to answer specific questions, with assistance.
Identifying and describing physical and personality traits; listening for and identifying setting, and
sequence of events, with assistance.
Move toward using illustrations and details in a story to describe its characters, setting, or events.
Move to comparing and contrasting the adventures and experiences of characters in stories.
Making connections to self, other texts, and/or the world, with assistance.
Move to identifying the words and phrases in stories or poems that suggest feeling or appeal to the
senses.
Identify examples of sensory words, with assistance.
Explain major differences between books that tell stories and books that give information, drawing
on a wide reading of a range of text types.
Using after reading strategies based on text and purpose to orally recall details and orally restate
main idea.
Identifying first-person point of view, with assistance.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
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Expository Text Standards – First Grade
Use a Tree Map to sort the following Nevada State &
Common Core State Standards.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Move to asking and answering questions about key details in a text.
Using information to answer specific questions, with assistance.
Move to asking and answering questions to help determine or clarify the meaning of words and
phrases in a text.
Describe the connection between two individual, events, ideas, or pieces of information in a text.
Identifying the purpose of and gaining information from illustrations, graphs, charts, titles, text
boxes, diagrams, headings, and table of contents, with assistance.
Move to using the illustrations and details in a text to describe its key ideas.
Move to identifying basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Move to identifying the main topic and retelling key details of a text.
Making connections to self, other texts, and/or the world, with assistance.
Move to knowing and using various text features (e.g., headings, table of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
Identify the topic and describing the sequential order.
Using resources to find and/or confirm meaning of unknown words encountered in text.
Distinguish between information provided by pictures or other illustrations and information
provided by the words in a text.
Identifying the purpose and gaining information from illustrations with assistance.
Identify the reasons an author gives to support points in a text.
With prompting and support, read informational texts appropriately complex for grade 1.
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Literary Text Standards – Second Grade
Use a Tree Map to sort the following
Nevada State & Common Core State Standards.
•
•
•
•
•
•
•
•
•
•
•
•
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•
•
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Move to describing the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.
Reading and discussing texts from different cultures and time periods.
Move to describing how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song.
Identifying the effects of rhythm and rhyme in text; identifying examples of alliteration, with assistance.
Making connections to self, other texts and/or the world.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each
character when reading dialogue aloud.
Move to using information gained from illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
Move to comparing and contrasting two or more versions of the same story (e.g., Cinderella stories) by different
authors or from different cultures.
Identifying setting and sequence of events.
Move to asking and answering such questions as who, what, when, where, why, and how to demonstrate
understanding of key details in text.
Move to describing how characters in a story respond to major events and challenges.
Using information to answer specific questions.
Move to recounting stories, including fables and folktales from diverse cultures, and determining their central
message, lesson, or moral.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Describing a character’s physical and personality traits; identifying setting and sequence of events.
Identifying a lesson learned based on a characters actions, with assistance.
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Expository Text Standards – Second Grade
Use a Tree Map to sort the following
Nevada State & Common Core State Standards.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text .
Identifying the purpose of and/or gaining information from diagrams.
Making connections to self, other text and/or the world, with assistance.
Move to asking and answering such questions as who, what, when, where, why, and how to demonstrate
understanding of key details in text.
Describe how reasons support specific points the author makes in a text.
Identifying content-specific vocabulary in text, with assistance.
Using information to answer specific questions.
With prompting and support, identify the main topic and retell key details of a text.
Identifying the purpose of and gaining information from glossaries, headings, bold-faced words, and indices.
Move to knowing and using various text features (e.g., captions, bold
print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text
efficiently.
Explaining the topic.
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Move to explaining how specific images (e.g., diagram showing how a machine works) contribute to and clarify a
text.
Move to comparing and contrasting the most important points presented by two texts on the same topic.
Move to identifying the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the
text.
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Literary Text Standards
Common Core State Standards
Nevada State Standards
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Expository Text Standards
Common Core State Standards
Nevada State Standards
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Let’s see how
you did…!
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Kindergarten Literary Text Standards
Nevada State Standards
Common Core State
Standards
Listen for and identify setting, beginning,
middle, and end of familiar stories with
assistance.
With prompting and support, ask, and answer
questions about key details in a text.
With prompting and support, retell familiar
stories, including key details.
Listen to and identify the main idea.
With prompting and support, identify
characters, settings, and major events in a
story.
Listen to, read, and discuss text from
different cultures and time periods with
assistance.
Ask and answer questions about unknown
words in a text.
Recognize common types of texts (e.g.,
storybooks, poems).
Respond to who, what, when, where, and
why questions.
With prompting and support, name the author,
and illustrator of a story and define the role of
each in telling the story.
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).
Move to comparing and contrasting the
adventures and experiences of characters in
familiar stories, with prompting and support.
Actively engage in group reading activities with
purpose and understanding.
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First Grade Literary Text Standards
Nevada State Standards
Common Core State Standards
Making connections to self, other
text, and/or the world, with
assistance.
Move to asking and answering questions about
key details in a text.
Move to retelling familiar stories, including key
details, and demonstrating understanding of
their central message or lesson.
Listening for and identifying setting
and sequence of events, with
assistance.
Move toward using illustrations and details in a
story to describe its characters, setting, or
events.
Using information to answer specific
questions, with assistance.
Move to describing characters, settings, and
major events in a story, using key details.
Identifying and describing physical
and personality traits: listening for
and identifying setting, and sequence
of events, with assistance.
Move to comparing and contrasting the
adventures and experiences of characters in
stories.
Move to identifying who is telling the story at
various points in a text.
Identify examples of sensory words,
with assistance.
Move to identifying words and phrases in stories
or poems that suggest feelings or appeal to the
senses.
Using after reading strategies based
on text and purpose to orally recall
details and orally restate main idea.
Explain major differences between books that tell
stories and books that give information, drawing
on a wide reading of a range of text types.
Identifying first-person point of view,
with assistance.
With prompting and support, read prose and
poetry of appropriate complexity for grade 1.
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Second Grade Literary Text Standards
Nevada State Standards
Common Core State Standards
Move to asking and answering such questions as who,
what, when, where, why, and how to demonstrate
understanding of key details in text.
Using information to answer specific
questions.
Move to recounting stories, including fables and folktales
from diverse cultures, and determining their central
message, lesson, or moral.
Reading and discussing texts from
different cultures and time periods.
Move to describing how characters in a story respond to
major events and challenges.
Identifying a lesson learned based on
a characters actions, with assistance.
Move to describing how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song.
Identifying the effects of rhythm and
rhyme in text; identifying examples
of alliteration, with assistance.
Move to describing the overall structure of a story,
including describing how the beginning introduces the story
and the ending concludes the action.
Identifying setting and sequence of
events.
Acknowledge differences in the points of view of
characters, including by speaking in a different voice for
each character when reading dialogue aloud.
Describing a character’s physical and
personality traits; identifying setting
and sequence of events.
Move to using information gained from illustrations and
words in print or digital text to demonstrate understanding
of its characters, setting, or plot.
Making connections to self, other
texts and/or the world.
Move to comparing and contrasting two or more versions
of the same story (e.g., Cinderella stories) by different
authors or from different cultures.
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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.
Kindergarten Expository Text Standards
Common Core State
Standards
Nevada State Standards
Listen to and gain information from text
using illustrations and titles with
assistance.
With prompting and support, ask, and answer
questions about key details in a text.
With prompting and support, identify the main topic
and retell key details of a text.
Listen to and identify the topic; listen to
and describe sequential order.
With prompting and support, describe the connection
between two individuals, events, ideas, or pieces of
information in a text.
Listen to, read, and discuss text from
different cultures and time periods with
assistance.
With prompting and support, ask and answer
questions about unknown words in a text.
Identify the front cover, back cover, and title page of
a book.
Listen to and use information to answer
specific questions.
Name the author and illustrator of a text and define
the role of each in presenting the ideas or
information in a text.
Listen to and follow pictorial and written
directions to complete tasks with
assistance.
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).
Distinguish between statements and
questions.
With prompting and support, identify the reasons an
author gives to support points in a text.
With prompting and support, identify basic
similarities in and differences between two texts on
the same topic (e.g., in illustrations, descriptions, or
procedures).
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Actively engage in group reading activities with
purpose and understanding.
First Grade Expository Text Standards
Nevada State Standards
Common Core State Standards
Move to asking and answering questions about key
details in a text.
Using information to answer specific
questions, with assistance.
Move to asking and answering questions to help
determine or clarify the meaning of words and
phrases in a text.
Identifying the purpose of and
gaining information from
illustrations, graphs, charts, titles,
text boxes, diagrams, headings, and
table of contents, with assistance.
Describe the connection between two individuals,
events, ideas, or pieces of information in a text.
Move to using the illustrations and details in a text
to describe its key ideas.
Identify the topic and describing the
sequential order.
Move to identifying basic similarities in and
differences between two texts on the same topic
(e.g., in illustrations, descriptions, or procedures)
Making connections to self, other
texts, and/or the world, with
assistance.
Move to identifying the main topic and retelling
key details of a text.
Using resources to find and/or
confirm meaning of unknown words
encountered in text.
Move to knowing and using various text features
(e.g., headings, table of contents, glossaries,
electronic menus, icons) to locate key facts or
information in a text.
Identifying the purpose of and
gaining information from
illustrations, with assistance.
Distinguish between information provided by
pictures or other illustrations and information
provided by the words in a text.
Identify the reasons an author gives to support
points in a text.
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With prompting and support, read informational
texts appropriately complex for grade 1.
Second Grade Expository Text Standards
Common Core State
Standards
Nevada State Standards
Using information to answer specific
questions.
Move to asking and answering such questions as who, what,
when, where, why, and how to demonstrate understanding of
key details in text.
With prompting and support, identify the main topic and retell
key details of a text.
Explaining the topic.
Move to identifying the main topic of a multi-paragraph text as
well as the focus of specific paragraphs within the text.
Identifying content-specific vocabulary in
text, with assistance.
Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in
a text .
Identifying the purpose of and gaining
information from glossaries, headings,
bold-faced words, and indices.
Move to knowing and using various text features (e.g., captions,
bold print, subheadings, glossaries, indexes, electronic menus,
icons) to locate key facts or information in a text efficiently.
Identifying the purpose of and/or gaining
information from diagrams.
Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
Making connections to self, other text
and/or the world, with assistance.
Move to explaining how specific images (e.g., diagram showing
how a machine works) contribute to and clarify a text.
Describe how reasons support specific points the author makes
in a text.
Move to comparing and contrasting the most important points
presented by two texts on the same topic.
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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.
Reflection
As a classroom teacher, you will be implementing the
Common Core State Standards at your school…
How will the translation document help you with the
implementation of the Common Core State Standards?
Discuss your ideas with a teacher in your grade level.
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Literary Text Standards
CCSS – ELA Standards, p. 11
Kindergarten
First Grade
Second Grade
Key Ideas and Details
1
With prompting and support, ask and
answer questions about key details in
a text.
1
Ask and answer questions about key
details in a text.
1
Ask and answer such questions as
who, what, where, when, why, and
how to demonstrate understanding of
key details in a text.
2
With prompting and support, retell
familiar stories, including key details.
2
Retell stories, including key details,
and demonstrate understanding of
their central message or lesson.
2
Recount stories, including fables and
folktales from diverse cultures, and
determine their central message,
lesson, or moral.
3
With prompting and support, identify
characters, settings, and major events
in a story.
3
Describe characters, settings, and
major events in a story, using key
details.
3
Describe how characters in a story
respond to major events and
challenges.
In a Nutshell: Key Details, Retelling, Story Elements
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Expository Text Standards
CCSS – ELA Standards, p. 13
Kindergarten
First Grade
Second Grade
Key Ideas and Details
1
With prompting and support, ask and
answer questions about key details in
a text.
1
Ask and answer questions about key
details in a text.
1
Ask and answer such questions as
who, what, where, when, why, and
how to demonstrate understanding of
key details in a text.
2
With prompting and support, identify
the main topic and retell key details of
a text.
2
Identify the main topic and retell key
details of a text.
2
Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
3
With prompting and support, describe
the connection between two
individuals, events, ideas, or pieces of
information in a text.
3
Describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
3
Describe the connection between a
series of historical events, scientific
ideas or concepts, or steps in
technical procedures in a text.
In a Nutshell: Key Details, Main Idea, Connecting Information
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Text Exemplars
The Common Core State Standards provide a
list of literary and expository texts that are
recommended for use for teaching the new
standards.
CCSS Notebook Appendix B pp. 4-15
The following text samples primarily serve to exemplify the level of complexity and quality
that the Standards require all students in a given grade band to engage with. Additionally,
they are suggestive of the breadth of texts that students should encounter in the text
types required by the Standards. The choices should serve as useful guideposts in helping
educators select texts of similar complexity, quality, and range for their own classrooms.
They expressly do not represent a partial or complete reading list.
CCSS – ELA Standards, Appendix B, p. 2 (emphasis added)
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Text Exemplars
• Go through the following lists and highlight which
texts you have in your classroom library.
• How can you collaborate with your grade level and
within your school to build a library of these texts.
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K-1 Text Exemplars
Poetry
Anonymous. “As I Was Going to St. Ives.”
Rossetti, Christina. “Mix a Pancake.”
Fyleman, Rose. “Singing-Time.”
Milne, A. A. “Halfway Down.”
Chute, Marchette. “Drinking Fountain.”
Hughes, Langston. “Poem.”
Ciardi, John. “Wouldn’t You?”
Wright, Richard. “Laughing Boy.”
Greenfield, Eloise. “By Myself.”
Giovanni, Nikki. “Covers.”
Merriam, Eve. “It Fell in the City.”
Lopez, Alonzo. “Celebration.”
Agee, Jon. “Two Tree Toads.”
.
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2-3 Text Exemplars
Poetry
Dickinson, Emily. “Autumn.”
Rossetti, Christina. “Who Has Seen the Wind?”
Millay, Edna St. Vincent. “Afternoon on a Hill.”
Frost, Robert. “Stopping by Woods on a Snowy
Evening.”
Field, Rachel. “Something Told the Wild Geese.”
Hughes, Langston. “Grandpa’s Stories.”
Jarrell, Randall. “A Bar is Born.”
Giovanni, Nikki. “Knoxviille, Tennessee.”
Merriam, Eve. “Weather.”
Soto, Gary. “Eating While Reading.”
.
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K-1 Text Exemplars
Read-Aloud Stories
Baum, L. Frank. The Wonderful Wizard of Oz.
Wilder, Laura Ingalls. Little House in the Big Woods.
Atwater, Richard and Florence. Mr. Popper’s Penguins.
Jansson, Tove. Finn Family Moomintroll.
Haley, Gail E. A Story, A Story.
Bang, Molly. The Paper Crane.
Young, Ed. Lon Po Po: A Red-Riding Hood Story from China.
Garza, Carmen Lomas. Family Pictures.
Mora, Pat. Tomas and the Library Lady.
Henkes, Kevin. Kitten’s First Full Moon.
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2-3 Text Exemplars
Read-Aloud Stories
Kipling, Rudyard. “How the Camel Got His Hump."
Thurber, James. The Thirteen Clocks.
White, E.B. Charlotte’s Webb
Selden, George. The Cricket in Times Square
Babbit, Natalie. The Search for Delicious
Curtis, Christopher Paul. Bud, Not Buddy
Say, Allen. The Sign Painter
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K-1 Text Exemplars
Read-Aloud Poetry
Anonymous. “The Fox’s Foray.”
Langstaff, John. “Over in the Meadow.”
Lear, Edward. “The Owl and the Pussycat.”
Hughes, Langston. “April Rain Song.”
Moss, Lloyd. Zin! Zin! Zin! A Violin.
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2-3 Text Exemplars
Read-Aloud Poetry
Lear, Edward. “The Jumblies.”
Browning, Robert. The Pied Piper of Hamelin
Johnson, Georgia Douglas. “Your World.”
Eliot, T.S. “The Song of the Jellicles.”
Fleischman, Paul. “Fireflies.”
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K-1 Text Exemplars
Informational Texts
Bulla, Clyde Robert. A Tree is a Plant.
Aliki. My Five Senses.
Hurd, Edith Thatcher. Starfish.
Aliki. A Weed is a Flower: The Life of George Washington
Carver.
Crews, Donald. Truck.
Hoban, Tana. I Read Signs.
Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream.
“Garden Helpers.” National Geographic Young Explorers.
“Wind Power.” National Geographic Young Explorers.
ç
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2-3 Text Exemplars
Informational Texts
Aliki, A Medieval Feast
Gibbons, Gail. From Seed to Plant
Milton, Joyce. Bats: Creatures of the Night
Beeler, Selby. Throw Your Tooth on the Roof: Tooth Traditions
Around the World
Leonard, Heather. Art Around the World
Ruffin, Frances E. Martin Luther King and the March on
Washington
St. George, Judith. So You Want to Be President?
Einspruch, Andrew. Crittercam
Kudlinski, Kathleen V. Boy, We Were Wrong About Dinosaurs
Davies, Nicola. Bat Loves the Night
Floca, Brian. Moonshot: The Flight of Apollo 11
Thompson, Sarah L. Where Do Polar Bears Live?
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K-1 Text Exemplars
Read-Aloud Informational Texts
Provensen, Alice and Martin. The Year at Maple Hill Farm.
Gibbons, Gail. Fire! Fire!
Dorros, Arthur. Follow the Water from Brook to Ocean.
Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water,
Everywhere.
Llewellyn, Claire. Earthworms.
Jenkins, Steve and Robin Page. What Do You Do With a Tail Like
This?
Pfeffer, Wendy. From Seed to Pumpkin.
Thomson, Sarah L. Amazing Whales!
Hodgkins, Fran and True Kelley. How People Learned to Fly.
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2-3 Text Exemplars
Read-Aloud Informational Texts
Freedman, Russell. Lincoln: A Photobiography
Coles, Robert. The Story of Ruby Bridges
Wick, Walter. A Drop of Water: A Book of Science and Wonder
Smith, David J. If the World Were a Village: A Book about the
World’s People
Aliki, Ah, Music
Mark, Jan. The Museum Book: A Guide to Strange and
Wonderful Collections
D’Aluisio, Faith. What the World Eats
Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints
Deedy, Carmen Agra. 14 Cows for America
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Comprehension
Comprehension is the reason for
reading.
If readers can read the words but do
not understand what they are reading,
they are not really reading.
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Teaching Comprehension Strategies
•Text comprehension can be improved by instruction that helps
readers use specific comprehension strategies such as:
•Direct explanation
•Modeling
•Guided practice
•Application
•Multiple-strategy instruction teaches students how to use
strategies flexibly as they are needed.
•Cooperative learning allows students to work together to
understand the content-area texts, helping each other learn and
applying the comprehension strategies.
•These are strategies that you likely have used or are currently
using. Let’s simply reframe them using the CCSS.
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Make and Take
Candy Jar Questions
DOK 1
DOK 2
DOK 3
You have also been provided with a packet of comprehension
activities that you can make for your classroom.
CCSS addressed by this strategy: ELA, Literature #s 1-4 (5), 6, (7), and 9; Informational 14, (5), 6-9
(ELA Standards, pp. 11 and 13)
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How will you use Candy Jar Questions and other
comprehension strategies in the packet to
address the increased rigor of the CCSS in your
classroom?
Will you make any modifications?
Discuss with a teacher in your group.
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10 Minute Break
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Literary Text Standards
CCSS – ELA Standards, p. 11
Kindergarten
First Grade
Second Grade
Craft and Structure
4
Ask and answer questions about
unknown words in a text.
4
Identify words and phrases in stories
or poems that suggest feelings or
appeal to the senses.
4
Describe how words and phrases
(e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or
song.
5
Recognize common types of texts (e.g.,
storybooks, poems).
5
Explain major differences between
books that tell stories and books that
give information, drawing on a wide
reading of a range of text types.
5
Describe the overall structure of a
story, including describing how the
beginning introduces the story and
the ending concludes the action.
6
With prompting and support, name
the author and illustrator of a story
and define the role of each in telling
the story.
6
Identify who is telling the story at
various points in a text.
6
Acknowledge differences in the points
of view of characters, including by
speaking in a different voice for each
character when reading dialogue
aloud.
In a Nutshell: Word Meanings, Text Structure, Author’s and Illustrator’s Roles
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Expository Text Standards
Kindergarten
First Grade
Second Grade
Craft and Structure
4
With prompting and support, ask and
answer questions about unknown
words in a text.
4
Ask and answer questions to help
determine or clarify the meaning of
words and phrases in a text.
4
Determine the meaning of words and
phrases in a text relevant to a grade 2
topic or subject area.
5
Identify the front cover, back cover,
and title page of a book.
5
Know and use various text features
(e.g.,5. headings, tables of contents,
glossaries, electronic menus, icons) to
locate key facts or information in a
text.
5
Know and use various text features
(e.g., captions, bold print,
subheadings, glossaries, indexes,
electronic menus, icons) to locate key
facts or information in a text
efficiently.
6
Name the author and illustrator of a
text and define the role of each in
presenting the ideas or information in
a text.
6
Distinguish between information
provided by pictures or other
illustrations and information provided
by the words in a text.
6
Identify the main purpose of a text,
including what the author wants to
answer, explain, or describe.
In a Nutshell: Word Meanings, Text Features, Author’s and Illustrator’s Roles
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Reading Strategies
As teachers, we know that there are strategies that
good readers use to aid in comprehension:
•Make Predictions
•Visualize
•Ask and Answer Questions
•Retell and Summarize
•Connect the Text to Life Experiences, Other Texts,
or Prior Knowledge
•Word-Attack Strategies
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Reading Strategies Foldable
Create a six-tab foldable with the six comprehension strategies
on the “door,” and a brief explanation inside.
Your students can make this same foldable to demonstrate
comprehension of a text. They will label the six doors:
•My predictions
•I visualize
•My questions
•Beginning, middle, end of text
•My connections
•New words I learned
CCSS addressed by this strategy: ELA, Literature and Informational, #s 1-4
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(ELA Standards, pp. 11 and 13)
Word-Attack Strategies
•Use Picture Clues
•Sound Out the Word
•Look for Chunks in the Word
•Reread the Sentence
•Keep Reading
•Use Prior Knowledge
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What Are Text Features and What Do They Do?
Labels
Photographs
Captions
Comparisons
Cutaways
Help the reader identify a picture or photograph and/or its parts.
Help the reader understand exactly what something looks like.
Help the reader better understand a picture or photograph.
Help the reader understand the size of one thing by comparing it to the size of
something familiar.
Help the reader understand something by looking at it from the inside.
Maps
Help the reader understand where things are in the world.
Types of Print
Help the reader by signaling, “Look at me! I’m important!”
Close-ups
Tables of Contents
Index
Glossary
Help the reader see details in something small.
Help the reader identify key topics in the book in the order they are presented.
An alphabetical list of almost everything covered in the text, with page numbers.
Helps the reader define words contained in the text.
CCSS addressed by this strategy: ELA, SNRPDP
Literature and Informational, #s 1-4
(ELA Standards, pp. 11 and 13)
Promoting Poetry in the Classroom

Begin with poems kids enjoy and gradually bridge those experiences to poems children
would not choose.

Read aloud and savor poetry on a regular basis.

Linger over the language of poetry to appreciate word choice.

Include lots of poetry in the classroom library to encourage wide reading of the genre.

Encourage children to select favorite poems and share orally during poetry break.

Provide opportunities for choral reading of poetry for individual, partner, book-buddy,
small-group, or whole class performances.

Build a repertoire of poems so children can compare, discuss, respond, relate, recall,
and develop personal tastes in poetry.
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The Reading Teacher, vol. 59, No.6 March 2006
Alliteration, Rhyme, or Rhythm?
Rain before seven;
Clear by eleven.
Rhyme
Rabbits run rapid in the rain.
Alliteration
Punky pink puppies picked up popcorn from people.
Alliteration
Boomshakalakalaka Boomshakalakalaka Boomshakalakalaka BOOM!
Rhythm
Isn’t it neat that we like to eat sweet and yummy magical treats?
Rhyme
CCSS addressed by this strategy: ELA, Literature, 4
(ELA Standards, pp. 11 and 14)
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Sensory Images in Poetry
Who Has Seen the Wind?
These words evoke sensory images.
Readers and listeners access their
own memories of how trees look.
They also need to interpret the
poet’s figurative language in
personifying the trees in the
second stanza.
by Christina Rossetti
Who has seen the wind?
Neither I nor you:
But when the leaves hang trembling,
The wind is passing through.
CCSS addressed by this strategy: ELA, Literature, 4
Who has seen the wind?
(ELA Standards, p. 11)
Neither you nor I:
But when the trees bow down their heads,
The wind is passing by.
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Activity-Intonation Fun
Say the words in quotation marks in the following contexts.
“What have you done?”
To someone who claims to have fixed your television only that now it’s worse that
before.
To someone who is scolding you for not doing anything when you suspect the same
about them.
To someone who has just done something very bad and which has serious
consequences.
“How are you?”
To someone you haven’t seen in 20 years.
To someone who has recently lost a family member.
To someone who didn’t sleep in their own bed last night.
CCSS addressed by this strategy: ELA, Literature, 4
(ELA Standards, pp. 11 )
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Guess the Emotion
Scared
Angry
Surprised
Nervous
1.
2.
3.
4.
5.
Sweet
Happy
Silly
Bored
Excited
Sad
Brave
Confused
Emotion cards and sentence strips are placed face down on the table.
Student chooses an emotion card and a sentence strip.
They read the sentence in the emotion they chose.
Others try to guess the emotion.
If the emotion card does not fit the sentence, the student may draw another
card.
CCSS addressed by this strategy: ELA, Literature, 4
(ELA Standards, p. 11)
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Session One Closure
Are there any questions or clarifications?
With someone at your table, share one
“Ah-Ha!” moment you had.
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