1. April 2007 Copyright © 2007 Mississippi Department of Education 1 Teaching the New Frameworks K - 3 Competency Two Comprehension

2. April 2007 Copyright © 2007 Mississippi Department of Education 2 Vocabulary Alphabetic Principle/ Phonics Fluency Reading Big Ideas in Beginning Reading Comprehension Phonemic Awareness

3. April 2007 Copyright © 2007 Mississippi Department of Education 3 Competency Two The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity.

4. April 2007 Copyright © 2007 Mississippi Department of Education 4 Important Considerations The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film.

5. April 2007 Copyright © 2007 Mississippi Department of Education 5 Important Considerations While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from kindergarten to grade three, texts should require a greater cognitive involvement by the student in order for the student to appreciate and comprehend the meaning and beauty inherent in language.

6. April 2007 Copyright © 2007 Mississippi Department of Education 6 Types of Texts The MLAF 2006 identifies three broad groups of texts. These are the same categories identified by NAEP.  Literary Fiction  Literary Nonfiction  Informational Texts

7. April 2007 Copyright © 2007 Mississippi Department of Education 7 Considerations for Selecting Texts for Reading Following the focus of ACT Reading and the NAEP Grade 8 Assessment, it is recommended that language arts teachers work to shift the emphasis from literary passages to informational passages as suggested in the following chart. GradeLiteraryInformational 450% 845%55% 1230%70%

8. April 2007 Copyright © 2007 Mississippi Department of Education 8 Areas Addressed by Competency Two Text features, Parts of a Book and Text Structures Comprehension: Main Idea, Details, Sequencing, Cause and Effect, etc. Summarization Analyzing, Interpreting, Evaluating, and Responding to Texts

9. April 2007 Copyright © 2007 Mississippi Department of Education 9 Competency 2 - Objective A K – The student will apply knowledge of text features, parts of a book, and text structures to analyze text. 1 st to 3rd – The student will use text features, parts of a book, and text structures to analyze text.

10. April 2007 Copyright © 2007 Mississippi Department of Education 10 Teaching Parts of a Book

11. April 2007 Copyright © 2007 Mississippi Department of Education 11 Teaching Parts of a Book

12. April 2007 Copyright © 2007 Mississippi Department of Education 12 Teaching Parts of a Book

13. April 2007 Copyright © 2007 Mississippi Department of Education 13 Competency Two – Objective B K – The student will understand and make simple inferences about text. 1 st – The student will understand, infer, and make simple predictions. 2 nd to 3 rd – The student will analyze texts in order to identify, understand, infer, or synthesize information.

14. April 2007 Copyright © 2007 Mississippi Department of Education 14 “The Emperor’s Egg” Comprehension Questions ? ? ? ? ? ?

15. April 2007 Copyright © 2007 Mississippi Department of Education 15 Competency Two – Objective C K – The student will recognize or generate an appropriate summary or paraphrasing of the events or ideas in text. 1 st to 3 rd – The student will recognize or generate an appropriate summary or paraphrasing of the events in text, citing text-based evidence.

16. April 2007 Copyright © 2007 Mississippi Department of Education 16 Retell a Story Ask students to retell a familiar story. Encourage students to use the book as they retell the story. Encourage students to retell what happened at the beginning, the middle and the end of the story. Use a story map to organize a student’s retelling of a story.

17. April 2007 Copyright © 2007 Mississippi Department of Education 17 Using Story Maps ↓ ↓

18. April 2007 Copyright © 2007 Mississippi Department of Education 18 Pause-Think-Retell

19. April 2007 Copyright © 2007 Mississippi Department of Education 19 Using Key Words from Texts Older students should be encouraged to identify the main idea of a story by identifying important words and phrases in a text. Teachers should model the strategy for students before asking them to complete this activity on their own.

20. April 2007 Copyright © 2007 Mississippi Department of Education 20 Using Important Words to Find the Main Idea Just like whales, penguins have a layer of fat under their skin called "blubber". Overtop of this they are covered with fluffy "down" feathers and overtop of those they have their outer feathers which overlap to seal in warmth. Penguins rub oil from a gland onto their feathers to help make them waterproof and windproof. Even so, penguins often need help to stay warm. In photos and video, you'll often see groups of penguins huddled shoulder to shoulder with their wings tight against their body keeping each other warm. As many as 5,000 penguins will bunch together to warm each other up.

21. April 2007 Copyright © 2007 Mississippi Department of Education 21 Competency Two – Objective D K – The student will respond to narrative and informative texts in a variety of ways that reflect understanding and interpretation. 1 st – The student will analyze, interpret, compare, or respond to increasingly complex literary and informational text, citing text-based evidence. 2 nd to 3 rd – The student will analyze interpret, compare, or respond to increasingly complex literary text, literary nonfiction and informational text, citing text-based evidence.

22. April 2007 Copyright © 2007 Mississippi Department of Education 22 Expressive Engagement Five Types of Expressive Engagement 1.Dramatizing 2.Talking Back 3.Critiquing/Controlling 4.Inserting 5.Taking Over

23. April 2007 Copyright © 2007 Mississippi Department of Education 23 Responding to Texts Reading another selection on the same topic or by the same author Writing a new ending for the story Writing a letter to the author Designing a board game based on the story Acting out a scene from the story Drawing in response to the story

24. April 2007 Copyright © 2007 Mississippi Department of Education 24 Comparing Texts

25. April 2007 Copyright © 2007 Mississippi Department of Education 25 Other Forms of Texts Why do penguins carry fish in their beaks? What's black & white and goes round and round? What do penguins order for lunch?

26. April 2007 Copyright © 2007 Mississippi Department of Education 26 Responding to Competency Two Think silently for a minute about what you have learned. Record your thoughts in writing. How will what you have learned today influence your classroom practice?