Exploring Informational Text in Transitional Kindergarten and Kindergarten Presented by Megan Thole Academic Support Teacher Fairfield Suisun Unified School.

Slides:



Advertisements
Similar presentations
Common Core Standards (What this means in computer class)
Advertisements

Digging Deeper Into the K-5 ELA Standards College and Career Ready Standards Implementation Team Quarterly – Session 2.
Listening Comprehension Instruction
The New English Curriculum
1 © 2013 UNIVERSITY OF PITTSBURGH 1 Using the content-focused Coaching® Model to Support Early childhood Literacy and Language Development How to Teach.
Common Core State Standards in Mathematics: ECE-5
Jump to first page Information Management Process Information adapted from Prince William County Information Management Manual.
Beginning Oral Language and Vocabulary Development
Stages of Second Language Acquisition
Non-Fiction Text Structures and Before, During, and After Reading Strategies.
Kindergarten Unit On Maps and Globes
Working Through Informational Text for Deeper Understanding Presented by Megan Thole Academic Support Teacher Fairfield Suisun Unified School District.
Information modified by Daphne Irby from a PowerPoint developed by James Brock (Arkansas) - ADE Career Education.
SWITCHING TO COMMON CORE. What is Common Core? Common Core is a new set of standards our country is adapting PARCC is designing- *Partnership for Assessment.
A UGUST 2012 Elementary Literacy Standards. New Standards for Literacy Key Intended Learnings– Teachers will… Examine capacities of college and career.
Transitional Kindergarten Standards, Curriculum, And Special Education.
Guided Reading Guided reading enables students to practice strategies with the teacher’s support, and leads to independent silent reading.
Enhancing Student Mathematical Thinking through Conversation LISET GONZALEZ ACOSTA MANDY BREITENSTEIN.
Literacy Test Reading Selections
Easy-to-Understand Tables RIT Standards Key Ideas and Details #1 KindergartenGrade 1Grade 2 With prompting and support, ask and answer questions about.
ELA Common Core Shifts. Shift 1 Balancing Informational & Literary Text.
ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Common Core State Standards Professional Learning Module Series.
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Common Core State Standards Professional Learning Module Series.
LITERACY SUCCESS 11 Part B A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE It is recommended that you view the Literacy Success 10 PowerPoint before viewing.
Crafting and Presenting Engaging Non-Fiction Text Using digital tools to enhance an inquiry approach to teaching non- fiction reading and writing.
English Language Arts/Literacy Louisiana Textbook Adoption Publisher’s Orientation March 1, 2012.
Grade 8 – Writing Standards Text Types and Purposes (1b) Write arguments to support claims with clear reasons and relevant evidence. Support claim(s) with.
MATH COMMUNICATIONS Created for the Georgia – Alabama District By: Diane M. Cease-Harper, Ed.D 2014.
First Grade Reading Workshop
Reading Strategies To Improve Comprehension Empowering Gifted Children.
Text Features Information for this presentation is taken from the following source: Reader’s Handbook, A Student Guide to Reading and Learning by Great.
English Language Arts/Literacy Six Instructional Shifts FOCUS ON SHIFT ONE.
The Common Core and Technology in Elementary Education Adapted from the presentation at Putnam/Northern Westchester BOCES January 23, 2012 By: Linda Brandon.
Anchor Standards ELA Standards marked with this symbol represent Kansas’s 15%
Connecting Texts to Common Core ELA Standards and Practices.
Better Learning Through Structured Teaching Douglas Fisher www
Pacing Guides Grade 1 - Quarter 1 Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing.
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction 2014 ELA/ELD Framework A Focus on Making Meaning.
Literacy Strategies for Non-Fiction Texts
Integrating Language Development in the Content Areas Kris Nicholls, Ph.D. Director, CABE Professional Development Services.
Grade 2: Comprehension and Collaboration SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
ELACC7W1 Write arguments to support claims with clear reasons and relevant evidence.
Class 9 Guided Reading Plus
Melissa Horn Katie Laver Jody Shaughnessy. Proficient readers use a number of different cognitive strategies in the process of interacting with texts.
Colby Smart, E-Learning Specialist Humboldt County Office of Education
1 ST GRADE Prior Knowledge. Using this PowerPoint The purpose of this PowerPoint is for students to be able to access engaging online activities to help.
Text Features: What You Should Know About Texts. Human beings have important elements in their bodies such as a heart, lungs, blood vessels, and a brain.
Describe Relationship between illustrations and the text in which they appear With prompting K Explain How specific images contribute to and clarify a.
After School Workshops 17 Feb, 3, 17, 31 Mar, 26 May, 14, 9, 23 June, 28July, 11, 25 Aug. Presenter Sandra Pizaro Learning More about Teaching Students.
New ELA Guidelines Shifts in ELA Common Core  Rise in Nonfiction Texts.  Content Area Literacy Close and careful reading of text  Increase Complexity.
By: Harvey Silver R. Thomas Dewing Matthew Perini.
ELA - 3 Common Core Vs Kansas Standards. DOMAIN Standards For Literature (RL)
LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District March 4, 2016 District Purpose The mission of the Aiken County.
Instructional Practice Guide: Coaching Tool Making the Shifts in Classroom Instruction Ignite 2015 San Diego, CA February 20, 2015 Sandra
Teacher(s): Time: The Course Organizer Student: Course Dates: This Course: Pre-K/ Kindergarten Language Arts Course Questions: is about Course Measures.
Presented by Megan Thole Academic Support Teacher
Pre-Kindergarten Scope & Sequence Unit 8: Spring is in the Air
Shifts in ELA/Literacy
Reading Comprehension Strategies for ELLs
Georgia Standards of Excellence
Curriculum planning: Literature.
Kindergarten Scope & Sequence Unit 10: School’s Out!
Exploring the Interactive Read-Aloud
Prior Knowledge 1st grade.
Grade 2.
Common Core Standards Kindergarten
Grade 1.
Using the 7 Step Lesson Plan to Enhance Student Learning
Common Core Vs Kansas Standards
Presentation transcript:

Exploring Informational Text in Transitional Kindergarten and Kindergarten Presented by Megan Thole Academic Support Teacher Fairfield Suisun Unified School District

Kindergarten Common Core Standards Addressed Reading Informational Text 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, identify the main topic and retell key details of a text. 10. Actively engage in group reading activities with purpose and understanding.

Speaking and Listening 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small groups. 2. Confirm understanding of a text read about or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Language 1. Demonstrate command of the conventions od standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions od standard English capitalization, punctuation, and spelling when writing. 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content.

Writing 3. Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and supply some information about the topic.

Foundations in Language and Literacy Listening and Speaking 2.0 Vocabulary 2.1 Understand and use an increasing variety and specificity of accepted words for objects, actions, and attributes encountered in both real and symbolic texts.

Reading 4.0 Comprehension and Analysis of Age Appropriate Text 4.1 Demonstrate knowledge of details in a familiar story, including characters, events, and ordering of events through answering questions (particularly summarizing, predicting, and inferencing), retelling, reenacting, and creating artwork.

4.2 Use information from informational text in a variety of ways, including describing, relating, categorizing, or comparing and contrasting.

Shifts in English Language Arts/Literacy with Common Core Build knowledge through content rich nonfiction Reading, writing and speaking grounded in evidence from text both literary and informational Regular practice with complex text and its academic language

The Common Core requires a balance when reading literature and informational text.

Reading for Meaning Previewing and predicting before reading Actively searching for relevant information during reading Reflecting on learning after reading

Classroom Norms: Established choreography for think/pair/share Teaching space with chart paper, markers, stand, and big book Student materials: paper, pencil, writing surface, sticky notes Some practice with discussion starters and sentence frames

“Research shows that students in discussion- rich classrooms experience real academic and social benefits; deeper comprehension, greater empathy and respect for their peers, and an increased ability to handle rigorous content.” Silver, Dewing, and Perini, The Core Six

Discussion Starters I learned… I think… I didn’t know that… I think the author… I find it interesting that… What would happen if… This is confusing because… I think this means…. The information here reminds me of…. This is like…

Vocabulary is Key Vocabulary is the foundation for improved literacy. Vocabulary fuels learning. Academic Vocabulary is at the center of the Common Core Standards.

Before Reading Students will… predict what vocabulary, facts, features you might encounter to help you understand the text. preview photographs/pictures and text structures. draw their attention to features of informational text. connect content to previous experiences.

Examples for this lesson that support vocabulary… Students think about words they expect to see when they begin to read. It is important that they tell why they expect their word to appear. Students list words as a group and the teacher may implant other terms necessary for comprehension.

If applicable, teacher highlights and focuses on one or two terms selected for vocabulary. Students should have multiple opportunities to say, read, and write these words if they are to become part of their language bank. “I think we will read the word ____ because ______.”

Think/Pair/Share/Write Students think about facts they already know about the topic in the text. They share their ideas with a partner. Students write their ideas. (For this lesson, the students used sticky notes)

RAN chart to organize our ideas and facts (Reading and Analyzing Nonfiction Text)

During Reading Text features are “called out” for relevance and as a tool to gather information. As the reading progresses, students confirm or clarify their misconceptions of facts about the topic. Teacher facilitates “pause and ponder” moments and facilitates discussion with structured academic talk.

The teacher demonstrates using physical response to support comprehension for all learners.

Nonfiction text features that communicate information visually Photographs Illustrations Diagrams Charts Graphs Tables Flowcharts Storyboards Maps Keys/Legends Timelines

This text had “fun fact” text boxes that provided more information in addition to what was provided in the main body of text. There was a focus on the importance of reading these features to gather more information.

Nonfiction text features that draw attention to important ideas and concepts Title/headings Subheadings Arrows Boldface Captions Table of Contents Glossary Index Text Boxes Bullets

After Reading Students revisit key vocabulary and using evidence from text, describe importance of key words for comprehension. Students finalize their confirmations or misconceptions about content.

In this lesson, there were no preconceived misconceptions about apples. Therefore, that box on the organizer was empty. The notes the students wrote in the beginning of the lesson are moved to appropriate categories on our RAN chart.

If students knew facts about apples, that were not represented in the text, these ideas were placed under “Wonderings” “New Learning” information is completed with facts collected during the reading of the text.

Writing Students are asked to write to inform using the facts they learned from the text. Criteria for writing, such as capitalization, spacing, and punctuation are expected. Students are encouraged to use illustrations, or other text features in their writing.

Citations Hoyt, Linda. Solutions for reading Comprehension: Strategic Interventions for Striving Learners. Portsmouth, NH: Heinemann, Print. “Search.” Achievethecore.org. N.p., N.d. Web. 04 June Silver, Harvey F., R. Thomas. Dewing. Matthew J. Perini, and Heidi Hayes. Jacobs.The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Alexandria, VA: ASCD, Print. Stead, Tony., Hoyt, Linda. A Guide to Teaching Nonfiction Writing, Explorations in Nonfiction Writing. Portsmouth, HN: Heinemann, Print.