Common Core State Standards - Implementation

Common Core State Standards - Implementation
Welcome! Please introduce yourself to others at your table. Common Core State Standards - Implementation Broward County Public Schools & Just Read, Florida

Agenda Morning Time Afternoon Time Topic 8:00-8:30 12:00-12:30
Introduction – Stuart Greenberg 8:30-9:30 12:30-1:30 Complex Literary Texts – Katie Moeller Reading and Writing 9:30-9:45 1:30-1:45 Break 9:45-11:00 1:45-3:00 Marking/Coding Text Complex Informational Text – Ruth Gumm Introductions –

Topics Why the CCSS Foundational Reading Skills are Important
Complex Literary Text Complex Informational Text Text Marking: Supporting Vocabulary & Reading Comprehension

Foundational Skills Please read the COI document.
Discuss at your table why the foundational skills in this document are important to K-2 instruction. Be prepared to share your thoughts. Ask audience to read document.

The Value of the Foundational Skills
The National Reading Panel (NRP) reviewed 52 studies that showed that explicit teaching of phonemic awareness to kindergartners and first-graders helped them in learning to read. Explicit and systematic instruction is particularly helpful for students at risk for reading difficulties. Children's reading development is dependent on their understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency. Florida Department of Education - Just Read, Florida!

Effective Phonics Instruction (Stahl, 2005)
develops phonological awareness develops the alphabetic principle provides a thorough grounding in the letters need not teach rules, use worksheets, dominate instruction or be boring provides practice reading and writing words in isolation and connected text leads to automatic word recognition (sight words) is only one part of a much broader reading program Florida Department of Education - Just Read, Florida!

Model for English Language Arts Common Core State Standards
Reading Speaking & Listening Language Language Writing Model for English Language Arts Common Core State Standards ¼ Reading ¼ Writing ½ Listening and Speaking Language is found entangled throughout the WHOLE! Florida Department of Education

Common Core State Standards Standards – Reading Foundational Skills
Print Concepts Phonological Awareness Phonics &Word Recognition Fluency

Common Core State Standards K-2 Reading Foundational Skills
These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention. JR!F

Literary Text and the Common Core State Standards
Improving Reading Comprehension

Read-Alouds and the Reading-Speaking-Listening Link
“Students benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing.” Source: Common Core State Standards, Appendix A, page 27 Florida Department of Education - Just Read, Florida!

Why read aloud to children using complex text?
Please take a moment at your table to discuss and jot down in your personal notes: Why are well planned read-alouds part of daily instruction? What are the research-based effective practices related to read-alouds? “In general, early childhood classroom read-alouds have been characterized as common practice, and one highly valued by teachers, but also lacking emphasis on or substance in the discussion of texts (Beck & McKeown, 2001; Dickinson, 2001). In a 1993 The Reading Teacher article, Hoffman, Roser and Battle described the “modal,” or average, read-aloud experience from their data on 537 classroom observations: The classroom teacher reads to students from a trade book for a period between 10 and 20 minutes. The chosen literature is not connected to a unit of study in the classroom. The amount of discussion related to the book takes fewer than 5 minutes, including talk before and after the reading (p.500). More recently, Beck and McKeown (2001) found that teachers tended not to engage children in discussing major story ideas and that the two most common approaches to comprehension supports were highly ineffective. Dickinson (2001) also reported that most teachers did not approach book reading in an “intentional manner” (201). Florida Department of Education - Just Read, Florida!

Why read-alouds using complex text?
Children’s listening comprehension outpaces reading comprehension until the middle school years; it is important that kindergarteners build knowledge through being read to as well as through reading, with the balance gradually shifting to reading independently. Read-alouds allow children to experience written language without the burden of decoding, granting them access to content they may not be able to read and understand by themselves. They are free to focus their mental energy on the words and ideas presented in the text, preparing them to tackle rich written content on their own later. Florida Department of Education - Just Read, Florida!

Interactive Literary Discussions during Read-Alouds
Discussing concepts of print enhances print awareness Discussing word use helps students learn new words/vocabulary Discussion of elements of the story improves comprehension HIGHER LEVEL LITERACY PRACTICES DURING READ-ALOUDS: Analyzing, interpreting and thinking critically about the text Focus the discussion on interpretive meaning rather than literal level comprehension Consider reading books aloud at least twice to allow interpretive meaning making to develop over repeated readings of a text. Read aloud The Paper Crane for the first time to the audience (students absorb story in its wholeness here) Recalling characters names in a text is a low-level literacy practice, because the information is explicit, and leaves little room for interpretation. In contrast, interpreting character motivations would be a higher level literacy practice, because the reader must analyze the information explicitly in the text, and synthesize it with her own knowledge and experience to construct meaning that is interpretive and goes beyond the text itself.

Insert slides of The Paper Crane
First reading of the text to the audience. Florida Department of Education - Just Read, Florida!

Interpretive Questions
The mysterious man in the story says very little, yet he affects many people, even those he did not see or meet. How did he do that? [cause/effect] What did the crane symbolize, or stand for? Using text evidence, discuss the transformations or changes that take place in the story. Which one was the most significant and why do you think that? Directions to Audience: one person at the table is the facilitator of the discussion Facilitator’s role: remain neutral keep discussion going – ask probing questions remind participants to cite text evidence for statements they make Conclude with the following points: A school project- read alouds preselected by grade levels housed in the library for teachers to check out Planning read alouds based upon a criteria – high quality text, supporting standards and incorporated into units of instruction Interpretative questions preplanned and pasted into the back cover for ease of teachers use and preplanning Transformations: paper to living, the climate of the restaurant,

Additional possible interpretive questions
Was there any significance or importance to when the man came in? The man had no money to offer, but what did he have to offer? Was it as important as money? Was it more important or less important than money? Based upon the illustrations and the text, what can be inferred about the value of the gift?

What changes are made? Traditional Read-Alouds
Interpretive Meaning based Read-Alouds IRE Pattern: teacher initiation  student response  teacher evaluation Interactive Discussion - focus on Higher level interpretive meaning Focus of Discussion primarily on literal-level ie. what were the names of the characters in Jack and the Beanstalk? Why does Jack go up the beanstalk a third time after he already has endless riches? Provide evidence from the story to support your answer. Interactive discussion is crucial to meaning making with texts because meaning construction is dependent on social interaction and language (Vygotsky, 1978). How teachers interact with students makes a difference. When teachers controlled talk, they tended to guide meaning toward their own interpretations, but when they acted as participants in discussions with students, meaning tended to be collaboratively constructed. Researchers have found that when students are encouraged to respond freely, meaning making profits from insights of young children that never have surfaced if they were only permitted to respond to teacher questions. Florida Department of Education - Just Read, Florida!

Interpretive Questions and Factual Questions
Factual questions have only one correct answer that you can support with evidence from the text. A factual question asks you to recall something the author has written and you can usually answer the question by pointing to one passage in the selection. Interpretive questions do not have just one correct answer. For interpretive questions, correct answers are any answers that you can support with text evidence. There may be a preponderance of text evidence across the story to support a response. Comprehension of the literal information in texts is of course important. However, good readers do much more than take in the literal—they analyze meaning to identify and pull out important pieces of information, synthesize that meaning with their own background knowledge and experience, and interpret meaning from their own unique perspectives. As Rosenblatt (1978) explained, reading is a transaction in which meaning is negotiated by both the text and the reader. Not all readers do this naturally, especially inexperienced readers, but readers can be apprenticed into interpretive approaches to text, which can better prepare them for higher level literacy demands. Reading/cooking metaphor---it is necessary to turn on the stove, mix ingredients, but if you stop there, no meal. Reading is more than literal, factual questions. Florida Department of Education - Just Read, Florida!

What is your criteria for selecting text for read-alouds?
Common Core Text Exemplars Narrative story structure to support literary discussion Choose high-quality children’s literature, complex enough to warrant discussion Rich, descriptive language Artful incorporation of text and illustrations that support interconnecting meaning from text and illustrations A book length that can be read in its entirety in 20 to 30 minutes, including discussion The literature discussed must be rich in meaning, and hold interpretive possibilities. “Much literature in the classroom, including many award-winning books and children’s classics, is thin and one-dimensional. Though fun to read, it cannot sustain discussion nor reward children’s early attempts at interpretation. Teachers too, need deeply engaging literature that stimulates their own thinking if they are to model reading for meaning with spirit and skill.” Source: Read, Discuss, Reread: Insights from the Junior Great Books Program by Margaret M. Criscuola, Educational Leadership, February 1994 NOTE: KATIE, ADD THE BIBLIOGRAPHY OF BOOKS.

Instructional Routines and Hints for Planning
Preread books before reading with students, so you have some ideas of points that will support deep discussion. Preplan discussion prompts. Focus on truly interpretive points in the text- those that are open to multiple valid interpretations from differing perspectives. Redesign read-aloud routines to encourage free student participation throughout the reading, instead of relying and enforcing hand raising. Read texts aloud at least twice to allow interpretive meaning making to develop. When students’ simultaneous sharing interrupted meaning making, Ms. Maddox focused on getting back to the significance of the ongoing discussion, saying, “Jennifer, what did you say?” or at other times, the quick and effective, “Let’s get ourselves together.” These simple management moves communicated to the students that the purpose of free participation was collaboration in meaning making, so when too many speakers shared at once, she focused on the need to hear others’ contributions, rather than on controlling students’ ways of communicating with strict procedures for participation (e.g., raising hands).

Instructional Routine
Read once, then ask questions. Invite students to ask questions and suggest possible answers. Encourage students to back up a suggested answer from the text; students are not to guess. Read again, and examine significant words. Consider the range of possible meanings of a significant word, phrase or group of words. Use interpretive questions to discuss the meaning of episodes and interpret the work as a whole. Florida Department of Education - Just Read, Florida!

The Paper Crane by Molly Bang
Please listen as I read the story. Note how the following teaching behaviors: Questions used – the cognitive demand (write down the questions I ask the audience) Vocabulary taught (record vocabulary taught) Florida Department of Education - Just Read, Florida!

Processing the Demonstration of the Read Aloud
With your table rank order the questions I used during the read-aloud by cognitive demand: High cognitive demand Moderate cognitive demand Low cognitive demand What planning was required to be prepared for this read-aloud? (table discussion/sharing out) Florida Department of Education - Just Read, Florida!

Now it’s your turn…. Take this poem and plan as a table:
Questions you would use to develop students’ thinking Vocabulary you might teach and how you would teach it. Florida Department of Education - Just Read, Florida!

Directions POEM: By Myself At your table:
When I’m by myself And I close my eyes I’m a twin I’m a dimple in a chin I’m a room full of toys I’m a squeaky noise I’m a gospel song I’m a gong I’m a leaf turning red I’m a loaf of brown bread I’m a whatever I want to be An anything I care to be And when I open my eyes What I care to be Is me -Eloise Greenfield At your table: Plan the questions you would use to develop students’ thinking Select the vocabulary you would teach Sample questions: Based on the clues in stanza four, what is the best definition of the word dimple? (words in context) When the author said (the words in the text), it made me think of _________________ and that helped me to understand the story better because ________________________________. In this poem, why does the poet say she is a leaf turning red, or a loaf of brown bread, or a room full of toys? In the second stanza, she says, “And I close my eyes”…..why does she do that? Which detail best supports the idea that the poet really likes herself?” In the following stanza, the author writes, “I’m a room full of toys”, suggesting…… (a phrase in context) Why does the writer have herself becoming so many things? (a gong, a leaf turning red, a loaf of brown bread, a twin….) POEM: By Myself

Some possibilities…. Based on the clues in stanza four, what is the best definition of the word dimple? (words in context) In this poem, why does the poet say she is a leaf turning red, or a loaf of brown bread, or a room full of toys? In the second stanza, she says, “And I close my eyes”…..why does she do that? Which detail best supports the idea that the poet really likes herself?” In the following stanza, the author writes, “I’m a room full of toys”, suggesting…… (a phrase in context) Why does the writer have herself becoming so many things? (a gong, a leaf turning red, a loaf of brown bread, a twin….)

Writing and the Common Core State Standards

Writing: Text types, responding to reading, and research
The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts.

Using the Paper Crane as a Reading and Writing Experience
Many folk tales follow a predictable pattern A common pattern with some variations: Protagonist at home Protagonist has problem Protagonist leaves home to solve problem and Performs kindness/es for stranger/s Stranger gives protagonist gift/s Gift helps solve problem Protagonist returns home Protagonist -- Definition of Protagonist The protagonist is the main character in a story, novel, drama, or other literary work, the character that the reader or audience empathizes with. When Molly Bang works in classrooms she often uses this story as a pattern on which students base their own stories. She points out to students how she added a slight twist: in the Paper Crane, the stranger shows his love and deep relationship with the bird when he “adds something” to the crane by playing music. The crane naturally goes with him when he leaves. Molly tells students that their stranger has to “add something” to their “gift” that would make it even more beautiful than it had been up until then, and this addition might help the stranger and the gift leave.

The Fisherman and His Wife by the Brothers Grimm
An example of a variation of this folktale structure.

Writing based upon Reading
Using the folktale structure, as a table, write a “group” folktale, recording your tale on a sheet of paper, and be prepared to share your table’s folktale with another table. Protagonist at home Protagonist has problem Protagonist leaves home to solve problem and Performs kindness/es for stranger/s Stranger gives protagonist gift/s Gift helps solve problem Protagonist returns home Mention the use of writing frames to scaffold students in developing text structure.

Building a Writing Community
Writers need an audience and a sense of purpose. By sharing writing with others, children see the responses their writing generates. Please get with another table near you and each table share your folktale by reading it aloud to the other table. Author’s Chair can be very boring; notice how we had you share in smaller groups rather than the “whole class” sharing; this enables more writers to share and leads to less restlessness. Sharing of writing and publishing is important, but it must be structured to meet students’ attention needs. Florida Department of Education - Just Read, Florida!

Writing by Responding to Complex Text
In the fall of the year how might you use this activity? In the winter and towards spring how might this activity change in terms of students gradually accepting responsibility? [versus the gradual release of responsibility] Fostering independence is very important In the fall this activity would be conducted using the language experience approach, with the teacher using an easel and chart paper and recording the children’s suggestions as they wrote together a “group” text. As the year progresses, students will be able to write their own text with the support of a word wall.

Text Marking to Support Reading Comprehension
JR!F Text Marking to Support Reading Comprehension Just Read! Florida

INFORMATIONAL Text and the Common Core State Standards
Improving Vocabulary & Comprehension

Common Core State Standards
Calls for an interdisciplinary approach with a balance of literature and informational texts in: history social studies science Preparation for reading complex informational texts should begin at the very earliest elementary school grades. Domain-specific nonfiction can be infused within the English language arts block. Florida Department of Education - Just Read, Florida!

COMMON CORE STATE STANDARDS: Reading Informational Texts
Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. With prompting and support: identify the main topic and retell key details in a text. With prompting and support, describe the connection in text between two: individuals events ideas or pieces of information Craft and Structure With prompting and support, ask and answer questions about unknown words in a text. Identify the front cover, back cover, and title page of a book. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Integration of Knowledge and Ideas 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). With prompting and support, identify the reasons an author gives to support points in a text. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. 1- BASIC COMPREHENSION 2a – CRITICAL ANALYSIS: within 1 text 3 - VOCABULARY Refer participants to the handout, Informational Text in the Kindergarten Classroom. The Common Core Standards for Reading contain a strand specifically for reading informational texts. Kindergarten teachers will need to analyze the Reading Standards for Informational Text to develop an instructional plan that aligns with the standards in order to effectively impact student learning. Activity: Aligning Instruction to Meet Common Core State Standards In your group: generate a set of questions about the Common Core Standards that a quality instructional plan would need to address. Record your questions on sticky notes. categorize your questions and identify the priorities for the instructional plan. The following is an example of a set of questions for discussion in developing a quality instructional plan: What instructional routines clearly distinguish summarizing from retelling? What is the summarizing routine for identifying the main topic and main idea? What is the retelling routine for using text details? Does instruction regularly engage in comparing, contrasting, or analyzing cause-effect relationships in text? What instructional routines are there for building vocabulary? Does the read-aloud regularly teach unknown text words that may be general academic or discipline-specific unknown words? Does instruction focus on identifying an author’s purpose for writing information in text? Have participants share out their most significant questions and priorities. 4) AUTHOR’S PURPOSE 2b - CRITICAL ANALYSIS: : across 2 texts

COMMON CORE STATE STANDARDS: Language
Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown & multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings from familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck.) b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, -re, -un, -pre-, -ful, -less). 5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. From the early years on, language is a critical foundational component of literacy development and contains several elements. Analysis of the Common Core State Standards for the Language strand reveal that Kindergarten vocabulary instruction needs to focus on word: Meanings Functions Structures Relationships Use For each of these elements, teachers can reflect on the following questions to develop an instructional plan specifically for vocabulary found in instructional texts: Word meanings: - Does vocabulary instruction include an explicit focus on word meanings of general academic and content vocabulary and their systematic review? - The following question is foundational for subsequent teaching of multiple-meaning words: Does vocabulary instruction include an instructional process for nouns that is distinct from the routine for teaching the meanings of verbs? Word functions: Does the word meaning instruction relate to those words with multiple meanings? Word structure: Does vocabulary instruction focus on the structure of words such as common affixes (inflected endings & prefixes)? Word relationships: Does word meaning instruction relate new and familiar words, identifying their relationship to one another. Does word relationship instruction include sorting to categorize for building conceptual knowledge? Does the word relationship instruction continue to refine student understandings about their shades of meaning? Apply all of the above: Does vocabulary instruction integrate writing, speaking, and rereading so that students have opportunity apply new and reviewed words? Since these 5 language components are vocabulary priorities, what vocabulary tools and procedures are in place to ensure that words that have been taught will not be forgotten but are both: reviewed and applied Meaning Function Structure Relationships Use Florida Department of Education - Just Read, Florida!

COMMON CORE STATE STANDARDS: Writing
Text Types and Purposes 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Writing reinforces and enhances what students are learning from the other English Language Arts strands. It provides opportunities for students to apply their content vocabulary and critical analysis skills. Students can use these skills to draft informational texts. As this slide infers, final analysis of the Standards reveals a vital priority and goal for instruction: to teach students how to extract and use information from informational text. Writing is one of those uses for information extracted from text. In Kindergarten, this is dependent upon the classroom read-aloud. Florida Department of Education - Just Read, Florida!

Teacher Use of Informational Texts
Mixed Genre 13% Narrative texts have largely dominated read-alouds in the primary classroom. (Duke, 2000) Expository 4% In the past, when teachers read aloud & interpreted difficult nonfiction, young readers learned information but failed to read expository text. (Palmer & Stewart, 2003) Narrative 82% So how much information text is used in a typical classroom read-aloud? Numerous studies reveal that narrative texts dominate the read-aloud in the primary classroom. And, even when teachers do use informational texts, students will learn information from it but do not read it for themselves. The RAND research findings suggest that this is because students do not receive teacher-directed instruction in how to: navigate informational text, and extract information from informational text. Teachers need to use informational text for more reasons than just consuming content information. They also need to model the thinking processes in accessing and extracting the content information. For informational texts, this adds an important series of steps to the read-aloud process. Teachers need to directly instruct how to navigate & extract information in order to become fluent & strategic readers of this genre. (RAND, 2002) Pentimonti et al, 2010

The Water Hole by Eric Carle
Mixed genre text The way a teacher uses it in read-aloud will determine benefits from its use: Focus on literary elements: entertainment Focus on informational elements: content knowledge A read-aloud can increase learning benefits by: emphasizing the book’s informational elements pairing it with another informational text (i.e., Animal Dictionary) rereading, each time with a more precise focus: Specific name of animal (i.e., panda bear, toucan, etc.) Specific type of animal (i.e., mammal, bird, etc.) Animal comparisons (i.e., animals with horns, pouches, etc.) Animal habitats (i.e., mountains, jungle, etc.) Have participants read handout, Using Informational Texts in Reading Instruction. Show and model use of The Water Hole in a classroom read-aloud. Point out that it is a mixed genre text. This is an example of a text that could be used in the fall of the year for a unit on animals and animal habitats.

ACTIVITY: Using Informational Texts
How do I use informational text in my classroom? With a partner, discuss the following: What percentage of read-alouds in my classroom are: How do I currently use informational texts? Where could I locate more informational texts? READ-ALOUD TEXTS IN MY CLASSROOM Literary/Narrative Text Informational/Expository Text The Water Hole by Graeme Base The Paper Crane by Molly Bang Monarch Butterfly by Gail Gibbons ACTIVITY: Using Informational Text Participants 5

Informational Text: The Benefits Align with Elements of Text Complexity
Expands student development of: more sophisticated oral language (Reese & Harris, 1997; Smolkin et al, 2008) content area knowledge in science and social studies (Stone & Twardosz, 2001; Hirsch, 2003) expository text structures (Duke & Kays, 1998; Donovan & Smolkin, 2001) reading interest in various topics (Duke 2000; Casteel & Isom, 1994) Elements of Text Complexity Text Structure Levels of Meaning Knowledge Demands Language

Selecting Informational Texts
Criteria for Selecting Informational Texts for Primary Classrooms Cover Does the cover showcase and accurately represent content information inside the book? Content/Topic Does this text & its potential use align with and meet one or more of the Common Core State Standard(s)? Which standard(s) does it target? Does the text relate to a topic that is a focus in one or more of the subject areas? (i.e., reading, science, social studies, etc.) Which content, topic, and subject area? Does this text share a theme with another informational text for use as paired/series text? Does the writer share: - accurate, reliable, and current facts? - intriguing information? - references or research sources? Illustrations Do the illustrations: include accurate and sufficient labels or captions? explain and/or enhance the content? Organization Are the sections, headings, sub-headings, and illustrations: well-organized and clearly distinct from one another? well-designed with table of contents, index, or glossary? Font size/type Are the letters/font large and simple enough for students to clearly see?

ACTIVITY: Instruction in the Fall
Text: From Seed to Pumpkin Author: Wendy Pfeffer With a partner, identify specific Common Core Standard(s) that correspond with instructional tasks for reading, language, and writing. On the timeline, place specific instructional routines in sequence (See three of the instructional routines on the following page – p 4.) Discuss how instruction for this lesson facilitates the performance task for this text. From Seed to Pumpkin is a Kindergarten exemplar of complex informational text located in Appendix B of the Common Core State Standards (CCSS). Materials for Activity: Handout pages 2, 3, & 4 Use the handout, Informational Text in the Kindergarten Classroom, for this activity. The series of slides for the text, From Seed to Pumpkin, focuses on lesson alignment with the Common Core State Standards using various instructional routines. It also focuses on how lesson alignment to the Common Core State Standards and use of informational texts need to expand an change over the course of the year.

From Seed to Pumpkin PICTURE SORT ROUTINE Parts of a Pumpkin
Basic Needs of a Pumpkin One of the Kindergarten Common Core State Standards for Language includes sorting common objects into categories. The Picture Sort Routine provides this opportunity. Before, during, and after the process of sorting, the teacher needs to encourage students to name and label the objects and describe why certain objects go together. Florida Department of Education - Just Read, Florida!

(Using approximately 10 words or less)
From Seed to Pumpkin MAIN IDEA ROUTINE (Using approximately 10 words or less) Pumpkins need sunlight, water, and air to grow from a seed. One of the Kindergarten Common Core State Standards for Reading includes identifying the main topic. The Main Idea Routines provides such an opportunity. Florida Department of Education - Just Read, Florida!

From Seed to Pumpkin Routine for Retelling and Writing
The farmer plants the seeds. Seeds A stem shoots up from the ground and becomes a seedling. Seedling Leaves grow bigger by turning sunlight into food energy and mixing air with water. Leaves The plant grows bigger every day by soaking up water from the soil. Plant One of the Kindergarten Common Core State Standards for Reading Informational Texts includes retelling key details in a text. The Retelling Routine provides students with such an opportunity. Teachers and students can use a completed graphic organizer as a tool for retelling and writing the text information as follow-up to reading, rereading, and discussing the text. Florida Department of Education - Just Read, Florida!

ACTIVITY: Instruction in the Spring
Text: How a Seed Grows Author: Helene Jordan BACKGROUND INFORMATION From the Let’s-Read-And-Find-Out Science Series (same series as From Seed to Pumpkin) About the processes of planting and growing seeds so the teacher: briefly demonstrates during read aloud for students to observe differences in seed growth across days. relates to the book in different ways over several lessons. can use both books in a lesson as paired texts (How a Seed Grows and From Seed to Pumpkin) Use the handout, Informational Text in the Kindergarten Classroom, for this activity. This lesson occurs in the winter after reading, rereading, discussing, and writing about the book, How a Seed Grows. It uses this text as well as a paired text read during the fall of the year, From Seed to Pumpkin, and entails the following: Sorting and naming different types of seeds mentioned in both books. Using information from both books to contrast the various seeds in the following ways: Size Shape Color Rate of growth (i.e., oak seed is longer than pumpkin seed, etc.) Drawing and writing an informational text about: what all seeds need in order to grow. how growing a pumpkin is different from that of an oak tree.

Seeds INSTRUCTION: Main Idea & Summarizing Sprouts Roots Planting
Lesson 4: Bean seeds grow sprouts a little bit everyday. Lesson 1: Different seeds grow in different ways. Lesson 2: Planting requires seeds, a container, soil, water, and sunlight. Lesson 3: Bean seeds grow roots a little bit everyday. Roots Seeds This slide corresponds with pages 5-8 of the handout, Using Informational Text in the Kindergarten Classroom. Kindergarten teachers can use pictures to distinguish the difference between a topic and the main idea. With systematic use of an explicit routine over time, students will learn that: the topic is part of the main idea. main ideas are used to summarize an entire text. Lesson 5: Summary Statement The book From Seed to Pumpkin describes how pumpkins seeds grow and what they need in order to grow into pumpkin plants. Planting Lesson 5: Summary Statement The book How a Seed Grows is about how different seeds grow in different ways, how to plant bean seeds, and how watch their roots and sprouts grow a little bit every day.

ACTIVITY: Instruction in the Spring
Text: How a Seed Grows Author: Helene Jordan With a partner, identify specific Common Core Standard(s) that correspond with instructional tasks for reading, language, and writing. Determine which routines in lessons 1-5 facilitate student understanding in: Text structure Basic comprehension Vocabulary development Content-area concepts Complex thinking Materials for Activity: Handout pages 5 & 6 Use the handout, Informational Text in the Kindergarten Classroom, for this activity. This lesson occurs in the winter after reading, rereading, discussing, and writing about the book, How a Seed Grows. It uses this text as well as a paired text read during the fall of the year, From Seed to Pumpkin, and entails the following: Sorting and naming different types of seeds mentioned in both books. Using information from both books to contrast the various seeds in the following ways: Size Shape Color Rate of growth (i.e., oak seed is longer than pumpkin seed, etc.) Drawing and writing an informational text about: what all seeds need in order to grow. how growing a pumpkin is different from that of an oak tree.

Florida Department of Education - Just Read, Florida!
The series of slides focusing on the text, Monarch Butterfly, focuses on teacher-directed instruction that provides opportunity for Kindergarten students to observe/witness close reading modeled by the teacher during the read-aloud. Model a teacher read-aloud using this text. The text can be: introduced in whole group, reading through the text once for students to gain a general understanding. reread in whole group to focus in on vocabulary reread (perhaps even a second time) in small group using such techniques as text-marking to focus on specific thinking processes. Florida Department of Education - Just Read, Florida!

Teacher-Directed Instruction
EXAMPLE OF TEACHER-DIRECTED INSTRUCTION USING INFORMATIONAL TEXT Instructional Focus & Process Text Segment from Monarch Butterfly Teacher Comments VOCABULARY OF INFORMATIONAL TEXT: The teacher focuses on meanings of general academic & discipline-specific vocabulary. The teacher rereads text aloud & briefly stops at strategic places in text using: choral response pictures to illustrate pantomime (perhaps with objects) to animate action graphic organizers to show relationships repetitive use of new word In a few days the egg hatches. Out crawls a small caterpillar, also called a larva. After reading the text segment, the teacher points to text and says: This word larva is one we haven’t heard before. Let’s say the word larva together: “larva.” Larva is one of the growing stages of the caterpillar. (Teacher holds up large picture of caterpillar) First, the caterpillar hatches from the egg (teacher uses plastic egg to animate hatching action), then it becomes larva. Everyone, what happens to the egg? “It hatches.” What does it hatch into? “Larva.” (Teacher records words on graphic organizer next to picture of caterpillar, then points to words for students to say them with her again) This is an example of how content terminology from informational text can be introduced during a read-aloud. While such vocabulary can be a challenge, students can rise to the challenge when teachers are prepared with multiple supports such as using: choral response at strategic times during the introduction pictures to illustrate the introduced concepts pantomime to animate the introduced actions graphic organizers to show the introduced relationships new words over and over in a repetitive fashion The teacher may decide to reread an informational text for the single purpose and focus of introducing challenging terminology. Florida Department of Education - Just Read, Florida!

EXAMPLE OF TEACHER-DIRECTED INSTRUCTION USING INFORMATIONAL TEXT
Instructional Focus & Process Text Segment from Monarch Butterfly Teacher Comments USING INFORMATIONAL TEXT: The teacher models various aspects of close reading during rereading. The teacher models thinking skills and processes: Text-marking with variety of manipulatives (i.e., post-it notes, sticky flags) Pre-recorded questions for display In a few days the egg hatches. Out crawls a small caterpillar, also called a larva First, the caterpillar eats the eggshell and then chews away at the milkweed leaf. The egg of a monarch is almost always laid on a milkweed plant. The plant will be its food. Between text segments, the teacher models questioning, comprehension monitoring, & metacognitive awareness using text-marking technique by placing large yellow transparent sticky flags over the target words: Now that I know that larva is a growth stage of the caterpillar, I want to keep reading to find out the answer this question: What does a caterpillar do in the larva stage? The teacher models how to extract and use text information. The skin falls off. A new, strange form appears! It is called the chrysalis or pupa. The chrysalis is like a blanket that is wrapped around the body growing inside. After reading the text segment, the teacher says: Pupa is the caterpillar’s next stage of growth. I know that because of these words on this page (Teacher points to & rereads segment): “A new, strange form appears.” (Teacher traces shape of pupa on the page’s picture) This has 2 names, and it says what the names are right here (points to text): “chrysalis or pupa.” And, these words on the next line tell me what a pupa looks like (points to text): “a blanket that is wrapped around the body growing inside.” See, this picture shows the caterpillar’s skin wrapping around it like a blanket. (Teacher records words on graphic organizer next to picture of caterpillar forming a pupa, then points to words for students to say them with her.) While Kindergarten students learn to read more independently as the year progresses, teachers can model the process and thinking behind close reading. Consistent demonstration of these practices will prepare students to engage in such comprehension practices when they begin to independently engage in the decoding process. It is important for students to understand as quickly as possible that decoding in order to think about meaning is a coordinated process. To make all of this visible, teachers will need to use manipulatives with such techniques as text-marking.

Organizing & Using Extracted Text Information
6. Butterfly dries wings 1. Butterfly lays egg 2. Egg hatches and becomes caterpillar (larva) 3. Caterpillar molting 4. Caterpillar forms a pupa 5. Butterfly pulls out of pupa Life Cycles of the Monarch Butterfly The teacher uses a graphic organizer with pictures to illustrate the content area terminology and processes. Once the read-aloud and graphic organizer are completed, the organizer can be reused for rereading the Monarch Butterfly, this time focusing on the structure of the text. This graphic organizes information in sequence, the structure of this particular text. (See information on the next slide.) As students continue to be exposed to informational texts with the same text structures, they can begin to recognize that: many authors write information in order (a sequence). they can write about information in sequence, as well. Florida Department of Education - Just Read, Florida!

EXAMPLE OF TEACHER-DIRECTED INSTRUCTION USING INFORMATIONAL TEXT
Instructional Focus & Process Text Segment from Monarch Butterfly Teacher Comments NAVIGATING INFORMATIONAL TEXT: The teacher points out to students the purpose & use of organizational elements of text. The teacher models how to navigate the following organizational elements of informational text: text features (headings, diagrams) text structure or organization (sequence, compare/contrast, etc.) text resources in the book ( table of contents, glossary, etc.) When the butterfly lays the egg In a few days the egg hatches… First, the caterpillar eats the eggshell… It breaks out of its old skin (molting)… For two weeks the caterpillar eats. It molts about five times. Finally, it is a full grown monarch caterpillar…It attaches itself to the stem and drops down head first… A new, strange form appears! It is called chrysalis … Before reviewing text segments, the teacher says: Let’s look at this large chart that we made during our last rereading. (Teacher refers to each step on the chart, one by one, turning to the corresponding page in text to point out sequence of stages in life cycle). All of this shows the stages from the egg. This helps us understand what this book is all about. All of the growing stages in the life of a monarch butterfly. The teacher correlates specific pictures and segments of the book to each stage depicted on the graphic organizer, Life Cycle of the Monarch Butterfly. This information illustrates the importance of rereading an informational text more than once, each time with a different important focus and instructional process. Each time an informational text is reread, students gain familiarity with its language, content, concepts, and navigation. In this instance, students will begin to see that the text has an important pattern: sequence. Pattern recognition supports comprehension of text information for such activities as identifying main idea, summarizing, and question generation.

Organizing & Using Extracted Text Information
What creatures eat butterflies? 6. Butterfly dries wings 1. Butterfly lays egg 2. Egg hatches and becomes caterpillar (larva) 3. Caterpillar molting 4. Caterpillar forms a pupa 5. Butterfly pulls out of pupa What happens inside the pupa to make it shrink, harden, and turn into a butterfly? How many eggs do monarch butterflies lay? Life Cycles of the Monarch Butterfly Completed graphic organizers are great tools for use in student question generation. Over time, teachers can collect and organize the questions that students have orally generated. These are questions that are yet unanswered by texts used in classroom read-alouds. These questions become learning objectives for future research and writing projects. This graphic organizer can also help teachers keep track of which questions have been posted and which questions are yet unanswered. Answered questions can be posted on a Question Concept Board for students to refer to during writing and class discussions. How many days does it take for an egg to hatch into a caterpillar? Why do caterpillars molt?

Florida Department of Education - Just Read, Florida!
Refer participants to the chart, Example of Teacher-Directed Instruction Using Informational Text, to read the corresponding instructional focus, process, and teacher comments. Add the enlarged diagram to the interactive vocabulary word wall to illustrate its value over time to support vocabulary, comprehension, discussion, and writing. Florida Department of Education - Just Read, Florida!

Classroom Diagrams scales antenna proboscis thorax abdomen
Diagrams can be used in class: interactive word wall discussions picture glossaries picture summaries How can feelers help a butterfly touch and smell? scales antenna How wide are the wings? proboscis Labeling diagrams provides opportunity for students to expand and refine their vocabulary development and conceptual understandings. In this example, students can begin labeling parts of a butterfly using more familiar terminology and, throughout the unit, add specific terminology to the diagram. Diagrams can be used for extended thinking and writing tasks such as constructing picture glossaries and summaries. What kind of flower juice does the monarch eat with its proboscis? thorax Diagrams can become a Question Generation Board abdomen

Student Diagrams Diagrams can become part of student work:
picture glossaries summaries writing question generation research projects Provided support over time, diagrams can become part of student work samples on a consistent basis. Students can include diagrams in their journals and portfolios. Their work can be comprised of several components: Picture glossary Summaries Writing (i.e., sentence captions, paragraph, essay, etc.) Collection of their generated questions research project information

Paired Text Lesson Text 1: Face to Face with Caterpillars by Darlyne Murawski Text 2: Monarch Butterfly by Gail Gibbons Students compare & contrast information across texts: Research different types of caterpillars Learn & use more specific terminology (i.e., cocoon, etc.) since the Winter of the year Draw and write information about the activities of various caterpillars (i.e., contrast how larva is different for various insects). Use the handout, Informational Text in the Kindergarten Classroom, for this activity. This lesson occurs in the Spring after reading, rereading, discussing, and writing about the book, Face to Face with Caterpillars. It uses this text as well as a paired text read during the winter of the year.

Ruth.Gumm@fldoe.org Katie.Moeller@fldoe.org CALL: 850-245-9529
Unanswered Questions? CALL: Florida Department of Education - Just Read, Florida Office

Common Core State Standards - Implementation

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