10(B) Retell Important Facts in Informational/Expository Text (Readiness)

Reading/Comprehension of Informational Text/Expository Text
K	1	2	3	4	5
10(B) retell important facts in a text, heard or read	14(B) identify important facts or details in text, heard or read	14(B) locate the facts that are clearly stated in a text	13(B) draw conclusions from the facts presented in text and support those assertions with textual evidence	11(B) distinguish fact from opinion in  a text and explain how to verify what is a fact	11(B) determine the facts in text and verify them through established methods
retell important facts in a text heard retell important facts in a text read

Activities:

• CoonectED - Animated Comprehension Lesson-Retell/Summarize 
• Spanish - Lecciones Animadas de Comprension-Resumir
• Make a movie in your head to visualize and retell important facts in the text heard or read
• Use a Flow Map as a visual to retell information in the text
• Use copies of some of the photographs to retell importants facts.  Then some of the students can write about the photographs during writer's workshop.
• BEFORE READING VOCABULARY:  Pick words that describe important facts and photographs to match the word.  To pre-teach/introduce vocabulary, students will read the word and match to the photograph.

Anchor Stations:

• Place this activity in an anchor station. BEFORE READING VOCABULARY:  Pick words that describe important facts and photographs to match the word.  To pre-teach/introduce vocabulary, students will read the word and match to the photograph. 

10(A) Topic and Details in Expository (Readiness)

Reading/Comprehension of Informational Text/Expository Text
K	1	2	3	4	5
10(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations.	14(A) restate the main idea, heard or read.	14(A) identify the mamin idea in a text and distinguish it fromthe topic	13(A) identify the details or facts that suppport the main idea	11(A) summarize the main idea and supporting  details in text in ways that maintain meaning	11(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order
identify the topic in expository text heard referring to the words identify the topic in expository text heard referring to the illustrations Identify the topic in expository text read referring to the words identify the details in expository text hear referring to the words Identify the topic in expository text read referring to the illustrations identify the details in expository text hear referring to the illustrations identify the details in expository text read referring to the words identify the details in expository text read referring to the illustrations

Activities:

• ConnectED - Animated Comprehension Lesson (Main Idea and Details)/Lecciones Animadas de Comprension (Idea principal y detalles)
• RATT - Using Nonfiction Exploration Big Book from book adoption "Treasures",  students will identify the topic and details as the teacher reads.
• During or after reading, as a whole class, teacher will guide students in completing a Tree Map to Classify or a Bubble Map to describe the topic with details.
• Headings- Teacher pre-writes headings on sentence strips.  Then covers the headings on the book with sticky notes. Read the sections under the headings to the class.  The the students have to pick the correct heading by referring to the words and/or illustrations.
• Read, Cover, Retell - turn to your partner and share
• FREEZE - students get up and act out the topic and details of the text

Anchor Stations:

8(B) Describe Characters

Reading/comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction evidence form text to support their understanding.
K	1	2	3	4	5
8(B) describe characters in a story and the reasons for their actions.	9(B) describe characters in a story and the reasons for their actions and feelings	((B) describe main characters in works of fiction, including their traits, motivations, and feelings.	8(B) describe the interaction of characters including their relationships and the changes thye undergo	6(B)describe the interaction of characters including their relationships and the changes thye undergo	6(B) explain the roles and functions of characters in various plots, including their relationships and conflcts
describe characters in a story and their reasons for their actions

Activities:

• Start by defining what a character is:  could be a person or an animal
• Use Kinder list of character traits:  http://www.lauracandler.com/

• Describe themselves using a poster with a circle in the middle to put their head and transfer this process to describing characters in their weekly big book story.

• Gracias The Thanksgiving Turkey by Joy Cowley   
• Students make a paper bag Turkey puppet and write words to descirbe the character.

• Chrysanthemum by: Kevin Henkes

Interactive Read-Alouds by Linday Hoyt: Story Elements - Character Development



• Strega Nona   by Tomie dePaola pg. 119

• T - chart for the two main charaters:  

Strega Nona	Big Anthony
old	helpful
needs help nice magic bossy

• Bubble Map - use a bubble map to describe Strega Nona
• Then show children how you can link several words to create a statement.  The list for Strega Nona has: old, needs help, nice, magic, bossy.   Use two/three of the words to write a sentence:

            Strega Nona is a nice witch who needed help because she was getting old.

• Readers Theather:  Later in the Year
• Three Little Pigs- students make masks to represent their character.  Then they read/talk with experession. (voice, feelings, etc.)

Anchor Activities:





Possible Assessment Questions:

10(D) Predictions Informational Text/Expository (Readiness)

      

Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions
K	1	2	3	4	5
10(D) use titles and illustrations to make predictions about text	14(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text	14(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text	13(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.	11(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.	1(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information
Use titles to make predictions about text. Use illustrations to make predictions about text.

Activities:

ConnectED - English: Animated Comprehension Lesson - Make and Confirm Predictions
                       Spanish: Lecciones Animadas de Comprension - Hacer y confirmar predicciones
RATT -

• Teacher will prompt students to look at the front cover (title and illustration) to make predictions about the text.

• Read heading/subheadings and have students "Think, Pair, Share" what the section will be about.
• Look at photographs and predict what the text will be about.  Are the predictions reasonable?

Anchor Activities:


Possible Assessment Questions:                                                                                                                                                                                                                                                                                                                                                                                                                                                   

2(C) Rhymes

Reading/Beginning Reading Skills/Phonological Awareness
K	1	2	3	4	5
2(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?" (e.g., "Que rima con mesa?"	2(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., - ake, -ant, -ain, and consonant blends (e.g., bl, st, tr)
Orally generate rhymes in response to spoken words

Activities:

• The Body Rhyme Chant (Say PUP, now please stand UP.  Say GO, now touch your TOE.)
• The Name Game:  use a students name and words that rhyme with his/her name

                                         _____, ______ ziggety _______
                                        Wibble, wobble, wibble, wobble ______
                                        Tip top, tippy toe, Texas   ___________
                                       Yea, yea, yippy, yi _______
                                       Happy, happy day to _______

• Do you know two rhyming words: (sung to the tune of "Muffin Man"

                    Do you know two rhyming words,
                    Two rhyming words,
                    Two rhyming words?
                    Oh, do you know two rhyming words?
                   They sound a lot alike.

                   Rag and wag are two rhyming words,
                  Two rhyming words,
                  Two rhyming words,
                  Rag and wag are two rhyming words.
                  They sound a lot alike.

• Oddball Out: Children listen as you say three words.  Explain that two of the three words share a common sound.  Have children identify the word that does not belong.
• Variation - use pictures instead of words.
• Nursery Rhymes -  Interactive Read-Alouds by Linday Hoyt pg. 175 and 176
• Dr. Seuss books
• Interactive Read-Alouds by Linday Hoyt - Rhyme  pg. 169 using Noisy Nora by Rosemary Wells
• The whole book is based on rhyming at it still tells a great story.
• Teacher reads and stops to model and guide students to repeate a sentence with rhymes and say the two words that rhyme.
• Extension:  say other words that rhyme with the two in the story.
• Interactive Read-Alouds by Linday Hoyt - Rhyme  pg. 171
•    "Five Little Ducks" poem - rhymes
• Interactive Read-Alouds by Linday Hoyt - Rhyme  pg. 173 using Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. and Chicka Chicka Boom Boom by Bill Martin, Jr.
• Have children illustrate and label words that are rhyming pairs
• Rhyme House: 
• Teacher will create a house for different rhymes (-op, -ee, -at, ) 
• The house will have a sample picture on the roof as a sample
• Teacher and students place picture cards in the house that it rhymes with
• Display on wall and add pictures/words from RATT or guided reading.

Figure 19 (E): Retell

Figure 19 (E)
K	1	2	3	4	5
Retell or act  out important events in stories	Retell or act out important events in stories in logical order	Retell important events in stories in logical order	Summarize information in text, maintaining meaning and logical order	Summarize information in text, maintaining meaning and logical order	Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts
Retell  important events in stories Act out important events in stories

Activities:

• Retell events using nursery rhymes and felt-board activities
• Use a flow map to introduce order of events and retelling using the concept of PK thru 4th.  You must go to kinder before first grade and so on

Anchor Activities:

• Use a flow map for the students to place the pictures from the nursery rhyme in order on the map
• On Our Way to English big book retelling
• Felt-board nursery rhymes
• photocopies of weekly big book

Possible Assessment Questions: