More Than The Core
More Than The Core
USF Stavros Center
Common Core Use of challenging texts Founda8onal Skills Comprehension (guided close-‐reading) Vocabulary (academic & discipline-‐specific) Wri8ng (info, argument, narra8ve; print & digital; ci8ng from mul8ple “texts”). • Disciplinary Literacy • Diverse Learners • • • • •
Which of the following ques8ons require students to read the text closely? 1. If you were present at the signing of the Declara8on of Independence, what would you do? 2. What are the reasons listed in the preamble for suppor8ng their argument to separate from Great Britain?
“Read like a detec8ve, write like a reporter.”
Thinking Like an Economist
Ques.ons to Ask for Reading Like an Economist 1.
2. 3.
4.
5.
6.
People Choose: What does the character want? What produc8ve resources (human, natural, capital) are limited? What is scarce? We have to make a decision; what are the alterna8ves? What alterna8ve can we choose that provides the most benefits with the least cost in decision-‐ making? All Choices Involve Costs: The opportunity cost is the next best alterna8ve you give up when you make a choice. What was the opportunity cost of the decision? People Respond to Incen.ves: What are the possible incen8ves (ac8ons, awards, or rewards)? How do the incen8ves determine choices? Do the incen8ves change? What is the result of the change in incen8ves? Economic Systems Influence Individual Choices and Incen.ves: What is the economic system? What are the wriWen or unwriWen “rules” of alloca8ng scarce resources? What is produced? How is it produced? For whom is it produced? Voluntary Trade Creates Wealth: How do people specialize in the produc8on of goods and/or services? How do people gain from specializa8on? Is there any trade or money exchange in the story? Is this missing? What are the benefits of trade or monetary exchange? The Consequences of Choices Lie in the Future: At the end of the story, review the decision-‐making matrix. What were the costs and benefits of the decision made? What were the unintended consequences?
Text-‐dependent Ques8ons 7: Mul.media 8: Arguments 9: Other texts 1: Implicit ideas, based on evidence. 1 6: genre, 6 POV, perspec8ves, cri8cal literacies 4: words & meanings 4 & 5 5: text structure 1: Evidence 2: Who, what, when, etc. 3: develop/interac8ons 1: Overall view/purpose 2: Main Idea/retell
Opinions, Arguments, Intertextual Connec8ons
Inferences Author’s Purpose Vocab & Text Structure Key Details General Understandings
Anchor Standard 1: Reading for Literature: Key Ideas and Details Close Reading for explicit details and logical inferences based on purpose for reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wri8ng or speaking to support conclusions drawn from the text. • Grade K -‐ With promp8ng and support, ask and answer ques8ons about key details in a text. • Grade 1 -‐ Ask and answer ques8ons about key details in a text. • Grade 2 -‐ Ask and answer such ques8ons as who, what, where, when, why, and how to demonstrate understanding of key details in a text. • Grade 3 -‐ Ask and answer ques8ons to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • Grade 4 -‐ Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • Grade 5 -‐ Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Anchor Standard 1: Reading for Literature: Key Ideas and Details Close Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wri8ng or speaking to support conclusions drawn from the text.
• Close Reading – What is your purpose? – 1st Reading (text) – 2nd Reading (ques8on-‐ driven by social studies standard + evidence searching)
• Curious George – First Reading: Read Aloud to level the playing field and build a context. Find “problem” based on economics benchmark. – Second Reading: Choose specific economics concepts or benchmarks. Ask text-‐ dependent ques8ons that help answer the ques8on
Inferences The 8tle of the book is Curious George Goes to a Chocolate Factory. How do we know he is curious? (from text/images). I wonder how his curiosity will get him in trouble in the factory. (set purpose)
Anchor Standard 2: Key Ideas and Details Main Idea and Suppor8ng Details, Retell/Summarize • Grade K -‐ With promp8ng and support, iden8fy the main topic and retell key details of a text. • Grade 1 -‐ Iden8fy the main topic and retell key details of a text. • Grade 2 -‐ Iden8fy the main topic of a mul8-‐paragraph text as well as the focus of specific paragraphs within the text. • Grade 3 -‐ Determine the main idea of a text; recount the key details and explain how they support the main idea. • Grade 4 -‐ Determine the main idea of a text and explain how it is supported by key details; summarize the text. • Grade 5 -‐ Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Key Details (2)Main Idea • Main Idea • Find suppor8ng details that support main ideas • Answers who, what, when, where, why, how much, or how many. • Retell • Summarize
Anchor Standard 3: Reading Standards for Literature: Key Ideas and Details-‐Interac.on Standard
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• Grade K: With promp8ng and support, iden8fy characters, segngs, and major events in a story. • Grade 1: Describe characters, segngs, and major events in a story, using key details. • Grade 2: Describe how characters in a story respond to major events and challenges. • Grade 3: Describe characters in a story (e.g., their traits, mo8va8ons, or feelings) and explain how their ac8ons contribute to the sequence of events. • Grade 4: Describe in depth a character, segng, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or ac8ons). • Grade 5: Compare and contrast two or more characters, segngs, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Interac.on (3)
p. 7 “These were the machines that made the chocolates with the swirls on top! The chocolates came out of the machines on long belts. But how did they get their swirls? George was curious” (p. 13)
p. 8 Ques8ons: George does something that makes the machine go faster. Let’s inves8gate the text (words). Do the words tell us what happened? Let’s inves8gate the pictures. How does the picture tell us what happened?
Anchor Standard 4: Reading Standards for Literature: CraY and Structure-‐Interpreta.on (Vocab/Word) Standard
Interpret words and phrases as they are used in a text, including determining technical, connota8ve, & figura8ve meanings, and analyze how specific word choices shape meaning or tone.
Grade K: Ask and answer ques8ons about unknown words in a text. Grade 1: Iden8fy words and phrases in stories or poems that suggest feelings or appeal to the senses. Grade 2: Describe how words and phrases (e.g., regular beats, allitera8on, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Grade 3: Determine the meaning of words and phrases as they are used in a text, dis8nguishing literal from nonliteral language. Grade 4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Grade 5: Determine the meaning of words and phrases as they are used in a text, including figura8ve language such as metaphors and similes.
Vocabulary (4) How does the author help us understand what curious means?
Anchor Standard 5: Reading Standards for Literature: CraY and Structure-‐Recognize Text Features • • •
Analyze the structure of texts, including how specific sentences, paragraphs, and larger por8ons of the text (e.g., a sec8on, chapter, scene, or stanza) relate to each other and the whole.
Grade K: Recognize common types of texts (e.g., storybooks, poems). Grade 1: Explain major differences between books that tell stories and books that give informa8on, drawing on a wide reading of a range of text types. Grade 2: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the ac8on.
• • • • • • • • • • • •
Grade 3 Refer to parts of stories, dramas, and poems when wri8ng or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sec8ons. Grade 4 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, segngs, descrip8ons, dialogue, stage direc8ons) when wri8ng or speaking about a text. Grade 5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a par8cular story, drama, or poem.
Text Features (5) What does the cover tell us? Let’s look at the 8tle page. What does it tell us? Let’s look at the back cover. Let’s look inside (8tles, cap8ons, labels, etc.)
Title Plot Theme Cap8on Speech or thought bubbles Chapter Illustra8ons Words, phrases, sentences, paragraphs, chapters
Anchor Standard 6: Reading Standards for Literature: CraY and Structure: POV/Purpose Standard Assess how point of view or author’s purpose shapes content & style of a text.
Grade K: With promp8ng and support, name the author and illustrator of a story and define the role of each in telling the story. Grade 1: Iden8fy who is telling the story at various points in a text. Grade 2: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Grade 3: Dis8nguish their own point of view from that of the narrator or those of the characters. Grade 4: Compare and contrast the point of view from which different stories are narrated, including the difference between first-‐ and third-‐person narra8ons. Grade 5: Describe how a narrator’s or speaker’s point of view influences how events are described.
POV (6) A narrator tells the story, because he uses the words George, he and his. If it was George telling the story, he would say I and my.
Author’s Purpose (6) Who is the author? Who is the illustrator? Who tells the story—the narrator or George? What are the clues in the story that tell you who is speaking?
Anchor Standard 7: Reading Standards for Literature: Integra.on of Knowledge & Ideas: Mul.media Integrate and evaluate content presented in diverse formats and media, including visually and quan8ta8vely, as well as in words.
Grade K: With promp8ng and support, describe the rela8onship between illustra8ons and the story in which they appear (e.g., what moment in a story an illustra8on depicts). Grade 1: Use illustra8ons and details in a story to describe its characters, segng, or events. Grade 2: Use informa8on gained from the illustra8ons and words in a print or digital text to demonstrate understanding of its characters, segng, or plot. Grade 3: Explain how specific aspects of a text’s illustra8ons contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or segng). Grade 4: Make connec8ons between the text of a story or drama and a visual or oral presenta8on of the text, iden8fying where each version reflects specific descrip8ons and direc8ons in the text. Grade 5: Analyze how visual and mul8media elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, mul8media presenta8on of fic8on, folktale, myth, poem).
Mul.media (7) Text + illustra8ons
Text to other texts • Movies • Photos • Oral Histories • Graphs • Charts • Etc.
Anchor Standard 9: Reading Standards for Literature: Integra.on of Knowledge & Ideas-‐ Mul.-‐text Strand Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Grade K: With promp8ng and support, compare and contrast the adventures and experiences of characters in familiar stories. Grade 1: Compare and contrast the adventures and experiences of characters in stories. Grade 2: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures Grade 3: Compare and contrast the themes, segngs, and plots of stories wriWen by the same author about the same or similar characters (e.g., in books from a series). Grade 4: Compare and contrast the treatment of similar themes and topics (e.g., opposi8on of good and evil) and paWerns of events (e.g., the quest) in stories, myths, and tradi8onal literature from different cultures. Grade 5: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Opinions and Intertextual Connec.ons Original Text
Informa?onal
Look back in the text and pictures. How do you think they got the designs on the chocolate?
Compare other texts–movie, informa8onal book, and interview–to see how they put designs on chocolate.
Anchor Standard 10: Reading Standards for Literature: Integra.on of Knowledge & Ideas-‐Complexity Standard Read and comprehend complex literary and informa8onal texts independently and proficiently..
• • •
•
•
•
Grade K: Ac8vely engage in group reading ac8vi8es with purpose and understanding. Grade 1: With promp8ng and support, read prose and poetry of appropriate complexity for grade 1. Grade 2: 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. Grade 3: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Grade 4 ; By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 5: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Founda8onal Skills & Language Standards Learning to Read and Use Language 1. Founda8onal: K-‐5 (missing in content area lessons) 2. Language K-‐12: vocabulary, edi8ng, word choice, academic vocabulary & discipline-‐ specific vocabulary (missing in content area lessons)
Speaking and Listening Comprehension and Collabora8on 1. Prepare for and par8cipate effec8vely in a range of conversa8ons and collabora8ons with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate informa8on presented in diverse media and formats, including visually, quan8ta8vely, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Speaking and Listening Presenta8on of Knowledge and Ideas 4. Present informa8on, findings, and suppor8ng evidence such that listeners can follow the line of reasoning and the organiza8on, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express informa8on and enhance understanding of presenta8ons. 6. Adapt speech to a variety of contexts and communica8ve tasks, demonstra8ng command of formal English when indicated or appropriate
Wri8ng: Text Types and Purposes 1. Write arguments to support claims in an analysis of substan8ve topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informa?ve/explanatory texts to examine and convey complex ideas and informa8on clearly and accurately through the effec8ve selec8on, organiza8on, and analysis of content. 3. Write narra?ves to develop real or imagined experiences or events using effec8ve technique, well-‐ chosen details, and well-‐structured event sequences.
Produc8on and Distribu8on of Wri8ng 4. Produce clear and coherent wri8ng in which the development, organiza8on, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen wri8ng as needed by planning, revising, edi8ng, rewri8ng, or trying a new approach. 6. Use technology, including the Internet, to produce and publish wri8ng and to interact and collaborate with others
Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused ques?ons, demonstra8ng understanding of the subject under inves8ga8on. 8. Gather relevant informa?on from mul?ple print and digital sources, assess the credibility and accuracy of each source, and integrate the informa8on while avoiding plagiarism. 9. Draw evidence from literary or informa?onal texts to support analysis, reflec8on, and research.
Range of Wri8ng 10. Write rou8nely over extended 8me frames (8me for research, reflec8on, and revision) and shorter 8me frames (a single signg or a day or two) for a range of tasks, purposes, and audiences.
USF Stavros Center
Common Core Use of challenging texts Founda8onal Skills Comprehension (guided close-‐reading) Vocabulary (academic & discipline-‐specific) Wri8ng (info, argument, narra8ve; print & digital; ci8ng from mul8ple “texts”). • Disciplinary Literacy • Diverse Learners • • • • •
Which of the following ques8ons require students to read the text closely? 1. If you were present at the signing of the Declara8on of Independence, what would you do? 2. What are the reasons listed in the preamble for suppor8ng their argument to separate from Great Britain?
“Read like a detec8ve, write like a reporter.”
Thinking Like an Economist
Ques.ons to Ask for Reading Like an Economist 1.
2. 3.
4.
5.
6.
People Choose: What does the character want? What produc8ve resources (human, natural, capital) are limited? What is scarce? We have to make a decision; what are the alterna8ves? What alterna8ve can we choose that provides the most benefits with the least cost in decision-‐ making? All Choices Involve Costs: The opportunity cost is the next best alterna8ve you give up when you make a choice. What was the opportunity cost of the decision? People Respond to Incen.ves: What are the possible incen8ves (ac8ons, awards, or rewards)? How do the incen8ves determine choices? Do the incen8ves change? What is the result of the change in incen8ves? Economic Systems Influence Individual Choices and Incen.ves: What is the economic system? What are the wriWen or unwriWen “rules” of alloca8ng scarce resources? What is produced? How is it produced? For whom is it produced? Voluntary Trade Creates Wealth: How do people specialize in the produc8on of goods and/or services? How do people gain from specializa8on? Is there any trade or money exchange in the story? Is this missing? What are the benefits of trade or monetary exchange? The Consequences of Choices Lie in the Future: At the end of the story, review the decision-‐making matrix. What were the costs and benefits of the decision made? What were the unintended consequences?
Text-‐dependent Ques8ons 7: Mul.media 8: Arguments 9: Other texts 1: Implicit ideas, based on evidence. 1 6: genre, 6 POV, perspec8ves, cri8cal literacies 4: words & meanings 4 & 5 5: text structure 1: Evidence 2: Who, what, when, etc. 3: develop/interac8ons 1: Overall view/purpose 2: Main Idea/retell
Opinions, Arguments, Intertextual Connec8ons
Inferences Author’s Purpose Vocab & Text Structure Key Details General Understandings
Anchor Standard 1: Reading for Literature: Key Ideas and Details Close Reading for explicit details and logical inferences based on purpose for reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wri8ng or speaking to support conclusions drawn from the text. • Grade K -‐ With promp8ng and support, ask and answer ques8ons about key details in a text. • Grade 1 -‐ Ask and answer ques8ons about key details in a text. • Grade 2 -‐ Ask and answer such ques8ons as who, what, where, when, why, and how to demonstrate understanding of key details in a text. • Grade 3 -‐ Ask and answer ques8ons to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • Grade 4 -‐ Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • Grade 5 -‐ Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Anchor Standard 1: Reading for Literature: Key Ideas and Details Close Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wri8ng or speaking to support conclusions drawn from the text.
• Close Reading – What is your purpose? – 1st Reading (text) – 2nd Reading (ques8on-‐ driven by social studies standard + evidence searching)
• Curious George – First Reading: Read Aloud to level the playing field and build a context. Find “problem” based on economics benchmark. – Second Reading: Choose specific economics concepts or benchmarks. Ask text-‐ dependent ques8ons that help answer the ques8on
Inferences The 8tle of the book is Curious George Goes to a Chocolate Factory. How do we know he is curious? (from text/images). I wonder how his curiosity will get him in trouble in the factory. (set purpose)
Anchor Standard 2: Key Ideas and Details Main Idea and Suppor8ng Details, Retell/Summarize • Grade K -‐ With promp8ng and support, iden8fy the main topic and retell key details of a text. • Grade 1 -‐ Iden8fy the main topic and retell key details of a text. • Grade 2 -‐ Iden8fy the main topic of a mul8-‐paragraph text as well as the focus of specific paragraphs within the text. • Grade 3 -‐ Determine the main idea of a text; recount the key details and explain how they support the main idea. • Grade 4 -‐ Determine the main idea of a text and explain how it is supported by key details; summarize the text. • Grade 5 -‐ Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Key Details (2)Main Idea • Main Idea • Find suppor8ng details that support main ideas • Answers who, what, when, where, why, how much, or how many. • Retell • Summarize
Anchor Standard 3: Reading Standards for Literature: Key Ideas and Details-‐Interac.on Standard
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• Grade K: With promp8ng and support, iden8fy characters, segngs, and major events in a story. • Grade 1: Describe characters, segngs, and major events in a story, using key details. • Grade 2: Describe how characters in a story respond to major events and challenges. • Grade 3: Describe characters in a story (e.g., their traits, mo8va8ons, or feelings) and explain how their ac8ons contribute to the sequence of events. • Grade 4: Describe in depth a character, segng, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or ac8ons). • Grade 5: Compare and contrast two or more characters, segngs, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Interac.on (3)
p. 7 “These were the machines that made the chocolates with the swirls on top! The chocolates came out of the machines on long belts. But how did they get their swirls? George was curious” (p. 13)
p. 8 Ques8ons: George does something that makes the machine go faster. Let’s inves8gate the text (words). Do the words tell us what happened? Let’s inves8gate the pictures. How does the picture tell us what happened?
Anchor Standard 4: Reading Standards for Literature: CraY and Structure-‐Interpreta.on (Vocab/Word) Standard
Interpret words and phrases as they are used in a text, including determining technical, connota8ve, & figura8ve meanings, and analyze how specific word choices shape meaning or tone.
Grade K: Ask and answer ques8ons about unknown words in a text. Grade 1: Iden8fy words and phrases in stories or poems that suggest feelings or appeal to the senses. Grade 2: Describe how words and phrases (e.g., regular beats, allitera8on, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Grade 3: Determine the meaning of words and phrases as they are used in a text, dis8nguishing literal from nonliteral language. Grade 4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Grade 5: Determine the meaning of words and phrases as they are used in a text, including figura8ve language such as metaphors and similes.
Vocabulary (4) How does the author help us understand what curious means?
Anchor Standard 5: Reading Standards for Literature: CraY and Structure-‐Recognize Text Features • • •
Analyze the structure of texts, including how specific sentences, paragraphs, and larger por8ons of the text (e.g., a sec8on, chapter, scene, or stanza) relate to each other and the whole.
Grade K: Recognize common types of texts (e.g., storybooks, poems). Grade 1: Explain major differences between books that tell stories and books that give informa8on, drawing on a wide reading of a range of text types. Grade 2: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the ac8on.
• • • • • • • • • • • •
Grade 3 Refer to parts of stories, dramas, and poems when wri8ng or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sec8ons. Grade 4 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, segngs, descrip8ons, dialogue, stage direc8ons) when wri8ng or speaking about a text. Grade 5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a par8cular story, drama, or poem.
Text Features (5) What does the cover tell us? Let’s look at the 8tle page. What does it tell us? Let’s look at the back cover. Let’s look inside (8tles, cap8ons, labels, etc.)
Title Plot Theme Cap8on Speech or thought bubbles Chapter Illustra8ons Words, phrases, sentences, paragraphs, chapters
Anchor Standard 6: Reading Standards for Literature: CraY and Structure: POV/Purpose Standard Assess how point of view or author’s purpose shapes content & style of a text.
Grade K: With promp8ng and support, name the author and illustrator of a story and define the role of each in telling the story. Grade 1: Iden8fy who is telling the story at various points in a text. Grade 2: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Grade 3: Dis8nguish their own point of view from that of the narrator or those of the characters. Grade 4: Compare and contrast the point of view from which different stories are narrated, including the difference between first-‐ and third-‐person narra8ons. Grade 5: Describe how a narrator’s or speaker’s point of view influences how events are described.
POV (6) A narrator tells the story, because he uses the words George, he and his. If it was George telling the story, he would say I and my.
Author’s Purpose (6) Who is the author? Who is the illustrator? Who tells the story—the narrator or George? What are the clues in the story that tell you who is speaking?
Anchor Standard 7: Reading Standards for Literature: Integra.on of Knowledge & Ideas: Mul.media Integrate and evaluate content presented in diverse formats and media, including visually and quan8ta8vely, as well as in words.
Grade K: With promp8ng and support, describe the rela8onship between illustra8ons and the story in which they appear (e.g., what moment in a story an illustra8on depicts). Grade 1: Use illustra8ons and details in a story to describe its characters, segng, or events. Grade 2: Use informa8on gained from the illustra8ons and words in a print or digital text to demonstrate understanding of its characters, segng, or plot. Grade 3: Explain how specific aspects of a text’s illustra8ons contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or segng). Grade 4: Make connec8ons between the text of a story or drama and a visual or oral presenta8on of the text, iden8fying where each version reflects specific descrip8ons and direc8ons in the text. Grade 5: Analyze how visual and mul8media elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, mul8media presenta8on of fic8on, folktale, myth, poem).
Mul.media (7) Text + illustra8ons
Text to other texts • Movies • Photos • Oral Histories • Graphs • Charts • Etc.
Anchor Standard 9: Reading Standards for Literature: Integra.on of Knowledge & Ideas-‐ Mul.-‐text Strand Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Grade K: With promp8ng and support, compare and contrast the adventures and experiences of characters in familiar stories. Grade 1: Compare and contrast the adventures and experiences of characters in stories. Grade 2: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures Grade 3: Compare and contrast the themes, segngs, and plots of stories wriWen by the same author about the same or similar characters (e.g., in books from a series). Grade 4: Compare and contrast the treatment of similar themes and topics (e.g., opposi8on of good and evil) and paWerns of events (e.g., the quest) in stories, myths, and tradi8onal literature from different cultures. Grade 5: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Opinions and Intertextual Connec.ons Original Text
Informa?onal
Look back in the text and pictures. How do you think they got the designs on the chocolate?
Compare other texts–movie, informa8onal book, and interview–to see how they put designs on chocolate.
Anchor Standard 10: Reading Standards for Literature: Integra.on of Knowledge & Ideas-‐Complexity Standard Read and comprehend complex literary and informa8onal texts independently and proficiently..
• • •
•
•
•
Grade K: Ac8vely engage in group reading ac8vi8es with purpose and understanding. Grade 1: With promp8ng and support, read prose and poetry of appropriate complexity for grade 1. Grade 2: 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. Grade 3: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Grade 4 ; By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 5: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Founda8onal Skills & Language Standards Learning to Read and Use Language 1. Founda8onal: K-‐5 (missing in content area lessons) 2. Language K-‐12: vocabulary, edi8ng, word choice, academic vocabulary & discipline-‐ specific vocabulary (missing in content area lessons)
Speaking and Listening Comprehension and Collabora8on 1. Prepare for and par8cipate effec8vely in a range of conversa8ons and collabora8ons with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate informa8on presented in diverse media and formats, including visually, quan8ta8vely, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Speaking and Listening Presenta8on of Knowledge and Ideas 4. Present informa8on, findings, and suppor8ng evidence such that listeners can follow the line of reasoning and the organiza8on, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express informa8on and enhance understanding of presenta8ons. 6. Adapt speech to a variety of contexts and communica8ve tasks, demonstra8ng command of formal English when indicated or appropriate
Wri8ng: Text Types and Purposes 1. Write arguments to support claims in an analysis of substan8ve topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informa?ve/explanatory texts to examine and convey complex ideas and informa8on clearly and accurately through the effec8ve selec8on, organiza8on, and analysis of content. 3. Write narra?ves to develop real or imagined experiences or events using effec8ve technique, well-‐ chosen details, and well-‐structured event sequences.
Produc8on and Distribu8on of Wri8ng 4. Produce clear and coherent wri8ng in which the development, organiza8on, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen wri8ng as needed by planning, revising, edi8ng, rewri8ng, or trying a new approach. 6. Use technology, including the Internet, to produce and publish wri8ng and to interact and collaborate with others
Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused ques?ons, demonstra8ng understanding of the subject under inves8ga8on. 8. Gather relevant informa?on from mul?ple print and digital sources, assess the credibility and accuracy of each source, and integrate the informa8on while avoiding plagiarism. 9. Draw evidence from literary or informa?onal texts to support analysis, reflec8on, and research.
Range of Wri8ng 10. Write rou8nely over extended 8me frames (8me for research, reflec8on, and revision) and shorter 8me frames (a single signg or a day or two) for a range of tasks, purposes, and audiences.
