36 Matching Annotations
  1. Feb 2018
    1. between books that tell stories and books that give information, drawing on a wide reading of a range of text types

      To highlight the differences you could compare an encyclopedia on arachnids to a fable about Anansi the African trickster spider character.

  2. Sep 2017
    1. se the illustrations and details in a text to describe its key id

      an example of this would to descirbe the illistrations in" brown bear brown bear what do you see"in kindergarten or even pre school.

    2. ompare and contrast the adventures and experiences of chara

      This is an important skill to be able to do and an example of this would be studetns being able to recongize the adventures of jack and jill and contrast this book to another book.

  3. Mar 2016
    1. 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!"

    2. 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.

    3. 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.

    4. 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.

    5. 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.

  4. Feb 2016
    1. 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.

    2. 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.

    3. 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.

    4. 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.

    5. 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.

    6. 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.

    7. 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.

    8. 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?

    9. 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.

    10. 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

    11. 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.

    12. 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!

    13. 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.

    14. 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!

    15. 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.

    16. 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.

    17. 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.

    18. 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.

    19. 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.

    20. 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.

    21. 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.

    22. 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.

    23. 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.

    24. 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.

    25. 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.

    26. 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.

    27. 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.

    28. 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.