1. Common Core State Standards
K-2:
Sharing Text – Literary and Expository
In the CCSS
Session 2
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2. Literary Text Standards
CCSS – ELA Standards, p. 11
Kindergarten
First Grade
Second Grade
Integration of Knowledge and Ideas 7
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).
Use illustrations and details in a story to describe its characters, setting, or events.
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot. 8
(Not applicable to literature) 9
With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
Compare and contrast the adventures and experiences of characters in stories.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity 10
Actively engage in group reading activities with purpose and understanding.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
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.
In a Nutshell: Illustrations, Compare/Contrast, Text Complexity
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3. Expository Text Standards
CCSS – ELA Standards, p. 13
Kindergarten
First Grade
Second Grade
Integration of Knowledge and Ideas 7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
Use the illustrations and details in a text to describe its key ideas.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 8
With prompting and support, identify the reasons an author gives to support points in a text.
Identify the reasons an author gives to support points in a text.
Describe how reasons support specific points the author makes in a text. 9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations ,descriptions, or procedures).
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity 10
Actively engage in group reading activities with purpose and understanding.
With prompting and support, read informational texts appropriately complex for grade 1.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
In a Nutshell: Illustrations/Images, Author’s Purpose, Compare/Contrast, Text Complexity
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4. Hi! Fly Guy! By Tedd Arnold
Illustrations
Hi! Fly Guy! By Tedd Arnold
From CCSS K-1 Text Exemplars for Stories
Addresses CCSS ELA Standard 7

5. Picture Walk
Take a picture walk through Hi! Fly Guy! and make predictions about the story.
How did the illustrations help you before reading the story?
How did the illustrations help you construct meaning as the story was read to you?
How did the illustrations help you after the story was read?
Tell participants to try to make predictions based on illustrations; not on prior knowledge of the book!
After predictions have been made, read the story aloud to the class. After reading, ask, “How did the illustrations help construct meaning to the story?

6. Reflection
How might the increased emphasis on the importance of illustrations in interpreting and comprehending text impact your instruction.
How will illustrations help meet the goal of increasing text complexity?
What CCSS number correlates with this activity? Would the standard number differ for literature and informational/expository text?

7. Statements, Questions, and Prompts for teaching these Standards
Pass out participant copies for the following 8 slides. Participants will cut them out and put them on a ring for increasing effectiveness during modeled, shared, and guided reading.
These “Teacher Talk” statements, questions, and prompts address all CCSS for Literature and Informational text in addition to guiding students’
understanding of texts with increased complexity.
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8. Teacher Talk: Statements, Questions, and Prompts for
Visualizing & Sensory Imaging
Try to imagine the setting. Describe how it looked in your mind.
What pictures came to your mind as you read this page?
As you listen to this story, create a picture in your mind of what you think is happening.
What sounds did you hear as you read?
In my mind’s eye, I imagine _____. How do you think it would look?
What words or phrases did the author use to help you create an image in your mind?
In my head, I can see _____.
Try to picture in your mind someone who would remind you of a character in the story.
I can imagine what it is like to _____.
Click the mouse 9 times to show the
Statements, Questions, and Prompts for Visualizing & Sensory Imaging.
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9. Teacher Talk: Statements, Questions, and Prompts for Synthesizing
Now what are you thinking?
What is the gist of the story?
What parts of this text can you use to create a new idea?
Try to verbalize what is happening within the text.
I didn’t understand it when the author said _____, but now I understand _____.
What new ideas or information do you have?
How else could you _____?
What do you understand now that you did not understand before?
What did you think about first?
Click the mouse 9 times to have the
Statements, Questions, and Prompts for Synthesizing appear.
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10. Teacher Talk: Statements, Questions, and Prompts for Summarizing
What was the focus of the reading?
What does the author say?
Complete the statement, The text is mainly about…
What words from the story jump out at you to help you understand the important parts?
Can you retell the story only using a few sentences?
What clues are within the text?
What do you think is the main idea of this story?
Which details are the most important? Why?
Which details are the least important? Why?
Click the mouse 9 times to have the
Statements, Questions, and Prompts for Summarizing appear.
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11. Teacher Talk: Statements, Questions, and Prompts for Questioning
What questions do you have about the story after reading it?
Where do you find answers to your questions?
Before you start reading, ask two questions that you would like to find out about the text. 
How does asking questions help the reader?
What questions do you hope this story will answer?
While you are reading, try to find the answers to the questions you asked.
What do you understand now because of your questions?
 What information do you hope will be in this text?
What questions did you have while you were reading this text?
Click the mouse 9 times to have the
Statements, Questions, and Prompts for Questioning appear.
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12. Teacher Talk: Statements, Questions, and Prompts for Previewing
The illustrations help me to…
What else do you notice from the picture?
What is the importance of the title?
Maybe the pictures will provide clues about…
I noticed that the author…
I noticed that the pictures are helping to tell the story because…
Are you familiar with the topic?
What features help you when previewing the book?
The title makes me think the book will be about…
Click the mouse 9 times to have the
Statements, Questions, and Prompts for Previewing appear.
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13. Teacher Talk: Statements, Questions, and Prompts for Activating & Building Background Knowledge
Read the title or first few pages, and see if you can name a book similar to this one.
What do you know that will help you understand the information in this book?
Make a connection to other texts written by the same author or books that may be related to the same theme.
Based on what you already know about the topic, what questions come to mind?
How are the events in the story related to your own experiences?
What other stories did this one remind you of?
What personal connection did you make with the text?
 What do you already know about the text?
What comes to your mind when you hear the word (or phrase) _____?
Click the mouse 9 times to have the
Statements, Questions, and Prompts for Activating & Building Background Knowledge appear.
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14. Teacher Talk: Statements, Questions, and Prompts for Inferring & Drawing Conclusions
I wonder…
What would happen if _____?
What clues did the author give that led to your conclusion?
What details support your conclusion?
What is the story beneath the story?
What does the author want you to realize?
This statement means _____.
How do you think the character feels?
Why do you think that would happen?
Click the mouse 12 times to have the
Statements, Questions, and Prompts for Inferring & Drawing Conclusions appear.
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15. Teacher Talk: Statements, Questions, and Prompts for Predicting
What do you think the text is going to tell you about? What makes you think so?
Try to imagine what is going on in the story.
Which predictions were confirmed by the text?
Which predictions need to be adjusted or revised?
What will happen next?
Looking at the picture on the cover, what do you think the story will be about?
Which clues from the story did you use to make your prediction?
What makes you think ___ is going to happen? Why?
I wonder if ____; I want to know ____.
Click the mouse 9 times and the
Statements, Questions, and Prompts for Predicting will appear.
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16. 10 Minute Break
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17. Types of Reading Instruction
Modeled Reading
Guided Reading
Shared Reading
Independent Reading

18. Whether you are doing modeled, shared, or guided reading, your students will get out of the lesson what you put into it. You must be prepared to teach strategies that help your students become good readers with strong comprehension skills.
The section on the various types of reading addresses all CCSS for Literature and Informational text in addition to guiding students’ understanding of texts with increased complexity. We will find that CCSS standards from other ELA areas (language, foundational skills, writing, speaking and listing) overlap with the literature and informational standards depending on
explicit skill instruction and/or strategy focus.
The three types of reading above address all CCSS for literature and informational text in addition to guiding students’ understanding of texts with increased complexity.
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19. Review Balanced Literacy Framework
Review Balanced Literacy Framework. CCSD’s Balanced Literacy Framework is addressed within the CCSS for ELA and the strategies you are learning today help meet the goals of CCSS within the Balanced Literacy Framework.
Take particular notice as to where modeled, shared, guided, and independent reading of informational texts and literature fit in.
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20. Circle Map Activity
What comes to mind when you hear the following terms?
Modeled Reading
Guided Reading
Shared Reading
Independent Reading
Write one statement for each on different post it notes
and place them on the appropriate Circle Map.
Read what your colleagues have to say.
(Provide Post It Notes and Have 4 Chart Paper Circle Maps up on the Walls)
Participants will jot down on a Post It Note what Modeled, Shared, Guided, and Independent Reading looks like to them. They will then place these post it notes on the circle maps.
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21. Modeled Reading responding orally to books and authors
playing with and having fun with language
Modeled
Reading
developing an interest in, and a love for books
connecting to books and authors
“Modeled reading is:” Click on the mouse 6 times and 6 statements will appear. Compare this circle map to the one created by the participants.
reading to children…interactive reading
comparing and contrasting books, authors, and illustrators
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22. During Modeled Reading
The teacher combines a traditional read aloud with:
Explicit Think Aloud demonstrations of
targeted comprehension
decoding strategies
reading behaviors
Explain the importance of the think-aloud during modeled reading.
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23. The Role of the Teacher is:
• to model the reading process while integrating the three cueing systems—meaning, structure and visual
• to make thoughtful and purposeful choices for read aloud and strategy instruction
• to actively model reading behaviors as appropriate
• to demonstrate strategies for comprehension and word-solving using a variety of print materials, genres and purposes through intentional think-alouds
• to model reading enjoyment
• to occasionally use books and materials which students can read independently
• to gradually release control of strategy use to the students with the expectation that students will approximate and refine strategy use in supported and independent reading
Click mouse 7 times and have participants share their thoughts on each one.
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24. The Role of the Student is:
• to engage with teacher read aloud and think aloud
• to demonstrate a willingness to approximate and refine strategy use in supported and independent reading
• to understand that reading is a transactional experience between the reader and the text
Click the mouse 3 times.
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25. Shared Reading using a variety of materials: big books, pocket charts,
poems, charts, overheads
(or Elmos)
sharing what you know thinking aloud when reading
teacher reading students can see the print
Shared
Reading
extending literature: discussion, art music, drama, writing
emphasizing meaning, but teaching skills and strategies
using highly engaging and predictable text
Teacher and students reading together
“Shared reading is:” Click on the mouse 8 times and 8 statements will appear. Compare this circle map to the one created by the participants.
kids watching, listening, participating at their level
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26. What is Shared Reading? Teacher and students reading together
All students can see the text
Different levels of support
Teacher modeling reading behaviors
Opportunities for various instructional purposes
Discussion about how we understand what is read
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27. Values of Shared Reading
Provides opportunity to model fluent and expressive reading
Provides students with the social support of the group
Provides appropriate learning experiences in content, concepts, and skills
Provides access to English language structure for ELL learners
Supports oral language development of learner with special needs
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28. Uses of Shared Reading
Develop an understanding of phonology and word analysis
Demonstrate process of reading
Use with individuals, small groups, or whole class
Model comprehension strategies
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29. Teacher’s Role in Shared Reading
Choose appropriate material
Point to the text while reading, either word-by-word or line-by-line
Read along with the children
Read fluently and expressively
Select explicit skills for direct instruction
Observe responses to guide instruction
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30. Materials Needed for Shared Reading
Easel, chart stand or overhead projector
Pointer
Highlighter tape, Wikki Stix, word windows, or overhead marker
White board or Magna Doodle
Alphabet chart
Name chart
Word wall
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31. Getting Started
Identify instructional purpose and choose a passage that supports objective
Arrange seating so that all children can see the text
Introduce the shared reading. Discuss content, vocabulary, and any skills that may help make the reading more successful
Teacher and students read the text together
Teacher points to each word or each line, depending on the level of the reader
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32. Getting Started (cont.)
Reread the text
Have a discussion about the text
Talk about meaning or author’s intent
Make one or two teaching points.
Highlight portions of text that illustrate the skill using Wikki Stix or highlighter tape
Select shared reading from various genres
Revisit the shared readings
Extend the shared reading to other activities
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33. Discussion Before Shared Reading
What does the title mean?
This reminds me of…
I've heard of this…
The title…
This author is known for…
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34. Discussion During Shared Reading
I predict that this will be about…
I predict that the character will…
I am surprised by…because…
I am confused by…
Why didn't the character….
I imagine the character to be like…
I've had experiences similar to…
I can make a connection to…
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35. Teaching Points During Shared Reading
Alphabetic Principal
Letter recognition
Letter formation
Letter-name correspondence
Letter-sound correspondence
Alphabetic order
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36. Teaching Points During Shared Reading
Concepts About Print (different concepts appropriate for different grade levels)
Directionality
One-to-one matching
Return sweep
Spacing, indentation, paragraph form, charts, and text layout
Concept of first and last parts of words, sentences, and stories
Punctuation, reading the punctuation
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37. Discussion After Shared Reading
Students read the text independently
They develop an interactive writing
They rewrite the text, using interactive editing
They use materials in learning centers
They make curricular extensions
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38. Matching students with books on their instructional level
Teacher leading discussion of book: Before, during, and after
Instructing small groups with patterned/predictable books
Guided
Reading
Observing students – assessing,
& carefully planning lessons
Helping kids become fluent, strategic readers
“Guided reading is:” Click on the mouse 6 times and 6 statements will appear. Compare this circle map to the one created by the participants.
Increasing levels of difficulty
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39. Student Behavior During Guided Reading
Always read the title and the title page
Emergent readers should use their index finger to point to the words when reading; more fluent readers may use their finger to “sweep” the lines of print
Lay the book flat on the table
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40. Guided Reading Groups:
Reread their previous guided reading books independently. Teacher should watch and listen to determine the strategies they are using. (Make sure they are pointing to the words as they read. Guide and remind them to use the strategies listed above. They will try to read faster than the kids around them. Strongly discourage this behavior.)
When students are finished they should practice their word rings while they wait for the others to finish.
Collect previous books and ask the children to put their word rings and bags under their chairs so that you have their full attention.
Take out the new book they will be reading. Use one book to talk about the title, author and illustrator. (If you give each child a book, they may be distracted and not follow along. Using one book all together can eliminate distractions.) Discuss what they think the book will be about by looking at the picture on the cover.
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41. Guided Reading Group (cont.)
Picture walk: Still using one book, take the children through each page. Talk about the pictures that they see. Allow them to point out words that they know in the sentences. Choose a couple unknown words to sound out together.
Choral read: Still using one book, point to the words and read the book together. Children should read the word that teacher is pointing to. Model using the reading strategies above as you come to words they don’t know.
Hand out the new book to each child. Give them an opportunity to whisper read the book. (Read independently, just loud enough for the teacher to hear.) Teacher should watch and listen to guide the children in using strategies when they don’t know words. (Don’t tell them what the words are, guide them in problem solving and using reading strategies.)
Reread the book independently, while they wait for others to finish.
Buddy Read: Pair the children up with the person sitting next to them. Take turns reading the book to each other. The child listening should follow along in their own book and assist the child reading when necessary.
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42. providing choice: a variety of genres, lots of books
providing opportunities for responses to literature
buddy reading
reading center
Independent
Reading
conducting books talks to stimulate interest
library corner
“Independent reading is:” Click on the mouse 10 times and 10 statements will appear. Compare this circle map to the one created by the participants. Ask participants to think about his/her classroom and if he/she allows for these opportunities.
friendly book baskets
SSR/DEAR
providing adequate time for practice
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43. Choral Reading
Choral reading broadens experiences with different genres
Through repeated reading of the text, students become more fluent readers, which allows for increased content comprehension
Teachers should choose materials that teach content area subject matter or reading content such as phonics, vocabulary and rhyme
As content comprehension increases, texts selected for choral reading should become more complex.
Say, “Choral reading is a stress free way to engage all readers, even the strugglers. It provides a “risk-free” opportunity for oral reading while listening to more advanced readers model good reading.” Click the mouse 3 times to have the above statements fly in.”
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44. Selecting Choral Reading Material
Choose material that students can read
Look for pieces that will put the students’ imaginations to work
Begin with smaller pieces until students are familiar with choral reading procedures
Select a poem, song lyric or text from a book that contains words that will come alive when read aloud (Descriptive words, vivid verbs, onomatopoeia, alliteration, and/or rhyming words)
Use poems to teach, enrich, or reinforce content across the curriculum - phonics, word families, and vocabulary as well as math, science and social studies
Click mouse 5 times.
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45. Choral Reading Procedures
Introduce the selection by reading it aloud while students follow along silently
Have everyone read through the selection in unison at least one time
Ask different groups of readers to take turns reading lines, stanzas, or paragraphs
Group readers into boys and girls, brown eyes and blue eyes, odd number birthdays and even number birthdays, etc.
Create different groups so that everyone has a chance to read
Click mouse 5 times.
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46. Use Choral Reading… During pocket chart activities Big books
Scholastic News and other periodicals
Poetry Cards
Whole Group Reading Activities
Calendar Time
Thematic Poetry
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47. Reflection
How will you use modeled, shared, guided, and independent reading to impact instruction at your school?
How will each of these types of reading instruction address the CCSS?
Discuss at your tables.
Click and read, “Childhood is the critical stage when children should discover the wonders and benefits of poetry in order to make lifetime readers of poems. “
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48. Session Closure Are there any questions or clarifications?
Write one or two “A-Ha” moments you had on the “Give One Get One” page. When completed, walk around the room. Give one and get one (share your “A-Ha” moment with a colleague and invite them to share their own). The goal is to fill your boxes before the session end time.
Thank you for your participation today!
Say, “This all begins in Kindergarten!”
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