1. Common Core Common Sense: Creating Cross-Curricular Teachable Moments
Illinois Reading Council Conference
Springfield, IL
October 2, 2014
Linda Reven
April Flood
Eastern Illinois University
Reven & Flood, IRC Fall 2014

2. Craft and Structure Informational Text Literature
CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

3. Picture Walk
Picture walks are with primary level students to preview texts.
A picture walk is used to activate prior knowledge, make predictions, and set a purpose for reading while viewing and discussing the book title and illustrations.
This strategy has not been as common when students read informational text.

4. Introducing Students to a Text Feature Walk
Explain that a text feature walk is like a picture walk that the students have used when reading picture books.
Have the students practice by reading a text feature and explaining how the information contributes to the main topic of the text.
The teacher models how to use a text feature to make a prediction:
“I think I will learn……because…..!”
Have the students read the main body of the text and discuss what they learned and how the text feature walk helped with comprehension.

5. Text Features
Text features include all components of a text that are NOT included in the main body of the text:
Table of Contents
Index
Glossary
Headings
Maps
Labels
Bold Words
Sidebars
Captions
Diagrams
Illustrations
Photographs

6. Craft and Structure Informational Text Literature
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

7. Integration of Knowledge and Ideas
Literature
Informational Text
CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
CCSS.ELA-Literacy.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

8. Semantic Feature Analysis
Select a topic for the semantic feature analysis.
Provide students with categories/key vocabulary words and
important features related to the topic.
The categories/key vocabulary words should be listed down
the left hand column and the features of the topic across
the top row of the chart/grid.
Have students place a "+" sign in the matrix when a category aligns with a particular feature of the topic. If the category does not align students may put a "–" in the grid. If students are unable to determine a relationship they may leave it blank.

12. Reading >> Informational Text: Craft and Structure
CCSS.ELA-Literacy.RI.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.
CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

13. Description

14. Sequence

15. Compare/ Contrast
Venn Diagram
H-Map
Card Sort

16. Card Sort fish whale human warm- cold- blooded warm- blooded blooded
hatch from eggs
born alive
born alive
baleen
swim
swim
hair
hair
swim
mammal
mammal
blubber

17. Cause/Effect
Cause
Effect
Reven & Flood, IRC Fall 2014

18. Problem/ Solution
Problem Solution
Reven & Flood, IRC Fall 2014

19. Question/ Answer
Reven & Flood, IRC Fall 2014

20. Scholastic Question and Answer Series
Can you hear a shout in space?
Why do volcanoes blow their tops?
Can it rain cats and dogs?
Where did the butterfly get its name?
Why don’t haircuts hurt?
How do frogs swallow with their eyes?
Authors: Melvin and Gilda Berger

21. Craft and Structure Literature Informational Text
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

22. Concept Map
Solid
Plasma
States of Matter
Liquid
Gas

23. Ellis Island immigrant dormitory steerage passengers hospital
immigration
station
kitchen
“the six-second medical”
interpreters

24. Craft and Structure Informational Text Literature
CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
CCSS.ELA-Literacy.RI.1.9
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

25. Sample Performance Tasks
The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards.
These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task reflect the wording of the Reading standard itself. (Individual grade-specific Reading standards are identified by their strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.)
Taken from:
Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
Appendix B: Text Exemplars and Sample Performance Tasks