99 Matching Annotations
  1. Sep 2017
    1. adopt and implement the new Common Core State Standards in reading, writing, and math.

      In colleges, interesting.

  2. Mar 2016
    1. Describe how reasons support specific points the author makes in a text

      This standard requires students to be able to describe how reasons support specific points the author makes in a text by determining the key details in text. Also, they students should be able to describe the author's purpose and how it supports comprehension.

    2. Describe the connection between two individuals, events, ideas, or pieces of information in a text

      This standard requires students to be able to know a connection between two parts is a relationship. The students should also be able to identify individuals, events, ideas, and pieces of information from the text. By being able to do this, the students will better understand the text and the author's message.

    3. how the speaker in a poem reflects upon a topic; summarize the text

      This standard requires students to know how to explain the speaker's reflection on a topic and how that impacts the theme. Also, the students should be able to write a summary by using details from the text.

    4. describing how the beginning introduces the story and the ending concludes the action

      This standard requires the students to know how the beginning or introduction usually talks about the important problems the characters have along with information about characters. Also, the students know the conclusion usually talks about how the characters solve their problems.

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

      Students need to be able to work with a group of students and be able to work on activities related to reading. These activities need to have purpose and the students need to be able to understand the activity. For example, you can have students engage in group readings or poems by sharing something learned or something that they enjoyed.

    6. With prompting and support, describe the relationship between illustrations and the text in which they appear (

      This standard requires students to know what an illustration is and how they are different from the words in a text. The skill required of students is making connections between the illustrations they see and the story that is being told. A good book for this standard would be No David! The story in this book is mostly told through pictures while the words on the page say things like "No, David!"

    7. Identify the main purpose of a text, including what the author wants to answer, explain, or describe

      This standard requires students to know how to read and to know the role of the author of a text. The skill required is students having to find a meaning in the text that is not worded on the pages. This standard requires students to think deeply about the text in order to find the author's purpose in writing it. A good text to use for this standard would be Green Eggs and Ham. Students would have to think about how the green eggs and ham could relate to their own lives. The main point of this story is fairly easy to understand, it is that you should try food before you say you don't like it, something many elementary students may be able to relate to.

    8. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in

      This standard requires students to know and remember what happens in two different texts. The skill is that students must compare the two texts and talk about them together rather than individually. Two books that would be good for this standard are Brown Bear, Brown Bear and Polar Bear, Polar Bear. Though these books are different it is fairly easy to see their similarities. While Brown Bear, Brown Bear, focuses on colors and animals, Polar Bear, Polar Bear focuses on sounds and animals.

    9. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

      This standard requires students to have knowledge of the details of a text in order to answer the "where, when, why, what, and how" questions. The skill that is required is that students must think deeply about the text in order to answer questions that are not written in the book. A good book for this would be The Cat in The Hat by Dr. Suess. There are a lot of things going on in this book, and the answer to these questions would be easier to find for young readers. For example, if the question is "why did the cat in the hat show up?" students can see that the kids in the story were complaining about boredom right before he showed up, and thus conclude that the cat and the hat showed up to entertain the kids.

    10. ntify the main topic and retell key details of a te

      In order for students to accomplish this standard they must know what happened in the story and remember specific details. The skill this standard requires is to think about the text as a whole in order to figure out it's main topic. A good book for this would be "brown bear brown bear." Students would have to figure out what is reoccurring in the novel in order to find it's topic. The repeated topics are colors and animals.

  3. Feb 2016
    1. As my classroom library grew, my students began to read and discuss these diverse texts

      When students discuss texts, I think it is a good lesson in itself. Students should have the opportunity to be able to read different texts while in school and most of the texts should relate to the students within the classrooms. It's a good experience when students can talk about different topics and either relate them to themselves or to their classmates. Also, it is a time for students to learn more about about each other and see some similarities and differences between each other.

    2. A second reason we must ensure that all children have mirror books is identity development.

      Knowing your identity and who you are is a very important part of growing up. When children are in grade schools, they should be bale to read books that are about their identity. This also will help students gain self confidence in who they are as a person.

    3. If we want all children to become proficient readers, we must stock classrooms with mirror books for all children.

      I believe that this is a very true statement. Besides students becoming proficient readers, I think that they will also gain self confidence when reading mirror books. All diversities and cultures should have a place on the book shelf in classrooms for students. I think this would help all the students gain self confidence along with bringing up their skill levels.

    4. frames the problem with the metaphor of “mirror” and “window” books. All children need both. Too often children of color and the poor have window books into a mostly white and middle- and-upper-class world.

      Students should be able to have the "mirror" and "window" frame within their classrooms they are in. Students should never feel left out in their education and when the students have no "mirror" and "window" frame then they are being left out. Students of all different colors should be able to read books in their classrooms that they can see themselves in. This could help them even achieve better in reading.

    5. whether they are developmentally appropriate

      I believe that some of the standards do see that they are not developmentally appropriate for some students. If a teacher is behind in a subject area one year and the students move on, they can fall a little behind since the teacher didn't get there. I know they are moving more complex things up in grade levels from when I was in grade school, but I don't think some of the tasks they want students to do are developmentally appropriate at all and I do feel they should be fixed. In a way this is cheating students out of a well developed education that every student deserves.

    6. whether they are developmentally appropriate and whether too much emphasis has been placed on non-fiction at the cost of literature.

      These two, broad opinions about the common core standards truly resonate with me. In regard to whether they are developmentally appropriate or not, I feel that many of the standards require too many complex cognitive processes. The truth is, early childhood students have yet to develop most of these complex processes. It is almost as if the CCSS are attempting to speed natural development of children. I think this point also relates to the next statement, "whether too much emphasis has been placed on non-fiction at the cost of literature." While non-fiction is beneficial to readers, in the sense that it is both instructional and informational, I feel it takes away from the enjoyment in literacy and learning. I am not sure if I can speak on how non-fiction texts tap into the imaginative and creative processes that which fiction texts do. I fear we may be trimming our future generations of their true, expressive, and creative selves.

    1. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

      Grade 4 students must be able to utilize the skills of drawing on the similarities and differences on how stories are narrated in text. Moreover, students must be able to identify the difference between first and third person stories, by analyzing the texts for key-words such as "I" when referring to quotations.

    2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges

      This common core standard for firth grade students could be greatly applied to the book series, The Chronicles of Narnia: the Lion, the Witch, and the Wardrobe. Students will be able to identify themes such as human atonement or redemption, and relate this theme to specific character actions, like how Aslan sacrificed his own life to save that of another character's.

    3. 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 4 students must be able to pull information from both the text and from their existing knowledge to figure out the meaning of new words and phrases.

    4. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

      This common core standard for literacy for third graders reflects their knowledge on not only recounting and recalling several variations of stories, but also using what they know about different cultural practices to identify a central message or moral.

    5. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

      Second graders must have the skill sets of both asking and answering critical questions relating to the story, specifically, who, what, when, where, and why. After identifying the answers to these questions, second graders must also support their conclusions through retrieving information from the texts. The skills used in this common core standard include asking, identifying, and supporting.

    6. demonstrate understanding of their central message or lesson.

      An adequate story to use to convey this reading standard for Literature K-5 would be The Snitches by Dr. Seuss, for the central message is about getting along and respecting one another, despite physical differences. This should be easy for students to understand based on character emotions and major events in the story.

    7. Ask and answer questions about key details in a text

      At this point in reading, first graders should be able to make predictions and inferences, prior to, during, ad after the reading of a text. First graders will be able to do this by using key information as well as context clues from the text, such as descriptive details, punctuations denoting voice inflections, pictures, etc.

    8. With prompting and support, retell familiar stories, including key details

      With the use of scaffolding teachers help kindergarteners further develop both their knowledge in stories kindergarteners have previously heard/read as well as their skills in retelling the key details of the familiar story. Recalling a story's major events, characters, settings, sequential details, etc. require kindergarten students to tap into their prior knowledge and skill sets in accurately retelling a story.

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

      I believe that the Three Little Pigs would be a great text to reach this standard. There are detailed illustrations that could help describe the characters, setting, and events.

    10. Use illustrations and details

      First graders must be able to utilize illustrations and details in a story in order to describe the characters, setting, or events.

    11. characters, setting, or events

      First graders must know the definitions and understand the terms character, setting and event.

    12. Describe characters, settings, and major events in a story, using key details.

      I think that the Three Billy Goats Gruff would be a great text in order for a student to meet this standard.

    13. using key details.

      Grade 1 students must be able to use key details in order to describe the characters, settings and major events.

    14. Grade 1 students must know the definitions of characters, settings and major events.

    15. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text

      This is knowledge because the students have to know what the meaning, tone and beauty of a text means and it is also a skill because then they have to be able to write about it

    16. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

      This is both knowledge and a skill because it is knowledge because the children have to know what summarize means and it is a skill because they have to be able to summarize the story or poem.

    17. Describe characters in a story (e.g., their traits, motivations, or feelings) and

      This is knowledge because they need to know different traits and feelings of people and it is also a skill because they need to remember the trait and be able to write about it.

    18. determine their central message, lesson, or mora

      This would be a skill because they would have to pick out the message and lesson from the story.

    19. ecount stories, including fables and folktales from diverse cultures,

      This would be a knowledge because the students need to know about different cultures and what their traditions are like

    20. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

      this is a skill for children in first grade because they need to be able to pick out words that connect to their 5 senses. A good example of this would be a book called Dog's Colorful Day because it talks about food and colors which pertain to the senses of sight and taste.

    21. Recognize common types of texts (e.g., storybooks, poems).

      This is a skills that kindergarteners need to know. You could give them the story of the three little pigs and hey Dittle Dittle and ask them to tell you which one is the story.

    22. Determine a theme of a story, drama, or poem from details in the text; summarize the text

      Fourth grade students must have knowledge about what a theme is. They must be able to use this knowledge to identify the themes of multiple pieces of literature.

      They must also have the skill to pull out key details of texts in order to summarize story-lines.

    23. Describe how a narrator’s or speaker’s point of view influences how events are described.

      Fifth grade students must know the definition of third-person point of view omniscient, third-person point of view limited, first person point of view, and second person point of view.

      Students must also have the skill set that allows them to understand how these different points of view effect the way a particular text is told.

    24. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

      A third grade students must have the skill to understand that some words have multiple meanings. They must also have the skill to use a dictionary so that they can look up the definitions of words.

      These students also need the knowledge that allows them to understand that things are not always meant literally.

    25. Describe how characters in a story respond to major events and challenges.

      A second grade student must know the definition of characters, challenges, and major events.

      They must have knowledge about reactions and how events play a role in how characters develop throughout a story.

      They must have the skill to identify the actions of characters and what events or challenges occurred in a story.

      A good lesson to go along with this standard would be to read a book and then make a cause and effect chart as a class. This can help students identify the reactions of a character and what caused them to react this way.

    26. Identify who is telling the story at various points in a text

      This would require that students have the knowledge of different points of view in a text and how to identify when the point of view changes.

      A good story to help practice this skill is Me First by Helen Lester. Most of this story is told by the narrator, but there are parts of the story that switch and are told from Pinkerton's and the Sandwitch's point of view. The classroom teacher can have students identify when the story changes point of view and how they knew that this was happening.

    27. With prompting and support, ask and answer questions about key details in a text.

      In younger grades it is very important for teachers to pause periodically while reading a story so that students have an opportunity to ask questions that they may have or make predictions about what they think may happen and what details in the story make them think this. Teachers can help students to come up with predictions by asking them questions about things that have already happened in the story. This helps students to stay engaged in and will also help them to answer questions that the teacher asks after the story is over.

      In order to do this skill students must have knowledge about what key details are. Without this knowledge, students may try to retell the story using details that are not important to the plot.

      A good story to exercise this skill is Goldilocks and the Three Bears because there are three key details that lead to the bears discovering Goldilocks in their bedroom. As the story is being read, the teacher can pause after Goldilocks tries all of their oatmeal and have students predict what might happen next. The teacher can also have students talk about how they would feel if they were the bears and discovered that someone had been in their home.

      After the story is over, the teacher can ask the class to describe the three things that Goldilocks did in the bears' home.

    28. With prompting and support, retell familiar stories, including key details.

      Kindergartners must be able to retell a story that has been read to them in the past that includes key details.

      To help students exercise this skill, teachers can read two books from the same series. For example, "Mrs. Bindergarten Gets Ready for Kindergarten" and "Mrs. Bindergarten and the 100th Day of School." These books would be read at separate times, but after the second book is read, the teacher can ask students what Mrs. Bindergarten did in the first book, and then have them explain what she did in the second book. I believe these books would be useful for this skill because they share the same character which will help to spark the students' memories.

      In order for students to master this skill they must have knowledge of different stories so that they can retell them. They also must have the knowledge of what it means to retell a story.

    29. Describe characters, settings, and major events in a story, using key details.

      1st Grade students must have the knowledge of what makes a character different than a setting. Knowledge of these definitions and parts of a text is crucial to being able to describe what is going on.

      Looking at a Strega Nona book that has many elaborate characters and scenes could be very helpful. Ask students who is the character on this page? What is the setting on this page?

    30. Acknowledge differences in the points of view of characters,

      Like in life, characters In texts have different perspectives and teaching this is crucial! 2nd grade student must be able to look at individual characters and where they are coming from. A good example to use would be the text My Mouth is A Volcano because the teachers view of the boy is different that the classes view of the boy, and the boys perceptions of what he is feeling.

    31. Ask and answer questions

      Kindergarten students must be able to identify that they do not know certain words, and then know to ask for help or ways to get to know words. Having everyone in the class underline 3 words they do not know in a text and then going around and talking about them could be helpful

    32. With prompting and support, r

      Teachers of 1st graders must provide appropriate instruction on how to read different pieces of literature. Exposure to different types of literature such as poetry is important. 1st graders must be able to read texts and know how to approach reading them even if they struggle. And teachers need to know how to prompt them without doing the work for the students. Having a weekly "poem in my pocket" could be helpful if teachers go over it and refer back to it/do activities with it throughout the week.

    33. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

      5th grade students must be able to look at books of the same genre and compare the texts within that genre to each other. It is here they can make connections between how plots of different stories have similar makings within that genre. An activity a fifth grade teacher could do would be to look at the magic tree house series (pick one of the books) and the A to Z Mysteries series (pick one of the books. Although they are different series how they develop the stories (exposition/settings/characters) are very similar. Making a T-chart with the order in which events happen could be very helpful!

    34. read and comprehend

      3rd grade students must be able to read and understand different types of literature appropriate to 3rd graders independently. Having SSR sessions and then journaling about what was read, and then sharing could help greatly in understanding/getting better at reading.

    35. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

      5th grade students must be able to look at a text and what the words imply, especially in figurative language. An awesome example show students figurative language would be any of the books in the Amelia Bedelia series, because she is constantly misreading figurative language and would be a great start/talking point for looking at figurative language, plus they are all great reads!

    36. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

      5th grade students need to know how to look at texts as a whole and how they interconnect. An example could be looking at The Orange Tree Poem (John Shaw Neilson) and look at how it would be hard for the stanzas to make sense without all of them there.

    37. Compare and contrast the treatment of similar themes and topics (e

      4th grade students must be able to compare and contrast different themes in texts because it is what makes them different. Example Question: A good question in all texts would be "what do you think the author wanted to teach us". Here the themes of the texts could be talked about and contrasted by students.

    38. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

      5th grade students must be able to look at a text as a whole in order to fully understand the meaning of it. By looking at the smaller parts that make up a story (such as characters and what makes them different from each other/why they are included) is crucial in reading, not just staring, at literature. Making a venn diagram with two characters and seeing how they are different and how they are connected could greatly help 5th graders see how characters interact and contrast.

    39. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

      A good book to use for this standard would be The Cat in the Hat by Dr. Suess. The Cat in the Hat is a unique and quirky character, students would have fun describing him.

    40. Describe

      Fourth graders must be able to retell the details of a character, setting, or event in their own words using what they remember from the text.

    41. Describe in depth a character, setting, or event in a story or drama,

      Fourth graders must be able to remember the character, setting and events in the story as well as specific details

    42. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song

      A good book to use would be Green eggs and Ham by Dr. Suess because there are a lot of rhyming words in it that create a pleasant rhythm throughout the text.

    43. supply rhythm and meaning in a story, poem, or song

      Second graders must be able to think about why specific words are chosen and what they add to the text.

    44. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)

      Second graders must be able to recognize patterns like rhyme and repeated lines and alliteration.

    45. explain how their actions contribute to the sequence of events

      A good text to use for this standard would be The Lorax by Dr. Suess. One question to ask would be why did the town change so much? The question fits this standard because the characters in the text cut all the trees down, which was a major resource for the town.

    46. explain how their actions contribute to the sequence of events.

      A third grader must be able to identify how the characters' actions affect the plot.

    47. Describe characters in a story (e.g., their traits, motivations, or feelings)

      Third graders must know who the characters are in the story and what unique characteristics they each have.

    48. eferring explicitly to the text

      A good book to use for this would be The Giving Tree by Shel Silverstein. A teacher can ask students what they think the message of this book was, and ask them to use examples in the book. This book has many examples of the main character taking advantage of the tree.

    49. referring explicitly to the text as the basis for the answers

      Third graders must be able to reference specific moments and details in the text.

    50. Ask and answer questions to demonstrate understanding of a text

      Third graders must understand what happened in the text and remember specific examples.

    51. demonstrate understanding of their central message or lesson.

      A good story to use for this standard would be green eggs and ham, because the central message (that you should try things before saying you don't like them) is fairly easy to understand.

    52. Retell

      First graders must be able to retell the story in their own words.

    53. Retell stories, including key details

      First graders must understand and remember what happened in the story.

    54. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

      Second graders must be able to think of a reason why events in the story happened, using their knowledge of characters, setting and plot

    55. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

      Second graders must know the characters, settings and events in the story.

    56. define the role of each

      This would be what the student needs to do. They need to pick out the author and illustrator of the story. a good example of this might be a story by Dr. Suess because a lot of children have read his books

    57. name the author and illustrator of a story

      A kindergarten student needs to be able to identify who wrote the book and who drew the pictures. This would be knowledge.

    58. 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, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

      For this standard, students would have to read a variety of poems, plays and prose to understand the structural differences. Then the students must use the structural knowledge to properly write and speak about poems and plays. A good play for this standard would be Annie and a good collections of poems to understand structure would be from poet Roald Dahl.

    59. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

      Students must read a wide variety of fiction story types, understand the moral, and explain what key details help identify it. I think stories about the greek gods would be fun and exciting for kids, possibly Hercules as a book and movie follow up.

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

      This would require child to read different versions of the same story in order to understand different cultures. Students can make Venn diagrams or use other graphic organizers to compare and contrast

      any of the classic fairy tales, cinderella, little red riding hood and more would help teach this standard.

    61. dentify who is telling the story at various points in a text

      This would require students to learn about point of view during the story. They might not have to understand terms like first person and third person, but they might be able to tell if it is the author or the main character telling the story.

      Diary of a Wimpy Kid series would be helpful to understand point of view because the main character is also the story teller.

    62. With prompting and support,

      The idea of prompting and supporting students is crucial to teaching. For prompting, a teacher might ask the whole class, calling on students raising their hands in the group or walking around to individual students to assess their knowledge.

      For support, a teacher might provide a graphic organizer for a story and events, word banks, helpful hints, fill in the blanks, highlighting key words or verbal support with encouraging language. The obvious support would be reading the story aloud or to an individual student.

    63. 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).

      I think Pezzettino by Leo Lionni would be a good text for this standard because the characters in this book are more abstract and the text is very basic, so it provides students with an opportunity to give a variety of answers.

    64. describe the relationship

      Students need to be able to convey what they are seeing in an illustration and compare it to the text that was read.

    65. illustrations

      A kindergarten student must know the definition of a illustration.

    66. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

      This idea of third grade students being able to explain how illustrations helps the author make his or her points apparent to readers is knowledge. The students should be able to make inferences and create understanding with reasonable explanation and support for their ideas.

    67. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

      Fifth grade students should have the ability to accurately cite and draw on the text they have read.This is a necessary skill that they will need to develop for their further education

    68. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

      A good example of a text that students can make connections between would be Alice in Wonderland in comparison to the Disney movie. There are many elements of the money that come directly from the story itself.

    69. 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

      These two standards show the difference in skill and knowledge that a student should have from the end of kindergarten to the end of first grade. In kindergarten the student should be able to compare and contrast elements of familiar stories with prompting, but by the end of first grade students should be able to do this with all stories by only illustrations, and without any prompting. This is a good example of how the expectations work on the same skill, but become a more difficult task as the students progress through each grade.

    70. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

      This is a skill that first grade students should have. They should be able to tell the difference between fiction and non fiction, and what separates them from one another.

    71. understanding of

      In order to fulfill this, second graders must demonstrate knowledge of characters, setting, and/or plot to be able to show their understanding of it.

    72. Recognize common types of texts (e.g., storybooks, poems).

      Kindergarten students need to be able to recognize the different types of texts that are available. This is a knowledge for kindergartners because it is all about sorting through different material that may be given, and is a simple identifying task.

    73. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

      A fourth grade student should be able to determine the theme or underlying message/moral of a story.

      Theme

      A good example of this would be the book the book Charlotte's Webb. This book would allow students to read carefully in order to pick out the underlying message the author is trying to portray as well as linking back to the third grade standard of being able to refer to certain parts of the text ("chapters" or "sections") in order to determine the theme and back it up with key details from the text.

    74. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

      A third grade student should be able to refer to different parts of a text by using specific vocabulary such as "chapter" or "stanza" to identify key details in the text.

      Parts of a Story

      A good example of this would be chapters books for third graders such as books from the Junie B. Jones series. These allow students to recall details from the text by referring to specific chapters of sections of the book.

    75. Describe how characters in a story respond to major events and challenge

      A second grade student should be able to identify what challenges the main characters goes through in a story and how they get through it.

      Challenges

      A good example of this would be the book David Gets In Trouble. This book shows the challenges David goes through and how he overcomes them in the end of the story.

    76. Identify words and phrases in stories or poems that suggest feelings or appeal to the sens

      A first grade students should be able to, while reading a text, pick out specific words that refer or appeal to the five senses or an emotion.

      Skill

      A good example of a book for this standard would be You Can't Taste a Pickle With Your Ear. This book is a fun way to have students pick out words or phrases that refer to the five senses and have them understand the difference between them all.

    77. t, identify characters, settings, and major events in a stor

      As a kindergarten student, students must be able to tell what the main characters or events in a story are.

      Identify

      I believe a good example of this for students is the book The Tortoise and the Hare because the events in the story are easily identified as well as the main characters.

    78. settings, and major events in a story

      I think the Three Little Pigs would be a good story for this standard because it changes settings and has easily identifiable characters.

    79. dentify

      Students need to be able to pint out characters in stories.

    80. identify characters

      A kindergarten student must know a definition of a character

  4. Oct 2015
    1. edefining high-level, thought-provoking instruction as the norm for all students in all schools.

      close reading becomes the norm, HOT is the goal