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Reading - Writing &

Common Core Standards

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Education Expo Sept 2011

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COMMON CORE STANDARDS READING INFORMATIONAL TEXT

K 1 2

CC.K.R.I.1 Key Ideas and Details: With prompting and support, ask and answer questions about key details in a text.

CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.

CC.2.R.I.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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COMMON CORE STANDARDS READING INFORMATIONAL TEXT

Grade 3 Grade 4 Grade 5

CC.3.R.L.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.4.R.L.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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COMMON CORE STANDARDS READING INFORMATIONAL TEXT

Grade 6 Grade 7 Grade 8

CC.6.R.I.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC.7.R.I.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC.8.R.I.1Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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COMMON CORE STANDARDS – READING INFORMATIONAL TEXTGrade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

CC.3.R.I.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.4.R.I.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.6.R.I.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC.7.R.I.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC.8.R.I.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Vocabulary

• Ask and Answer

• Determine Key Details

• Refer Explicitly

• Draw Inferences

• Provide Examples

• Quote Accurately

• Cite Support

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8

• Toys

• Rocking horse

• Food

• Pizza

• Store

• Target

= Key Details

= Concept

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protection

roost

insects

mosquitoes, flies, beetles

adaptations

winged hands

The topic is BATS

I like bats. They are good hunters. They can find insects in the dark.

insects

k 1 2

CCKW2 CC1W2 CC2W2

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.

Write informative / explanatory texts in which they introduce a topic, supply some facts about the topic and provide a sense of closure.

Write informative / explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

13

WhoWhatWhereWhenWhy

Bats

Hang upside down

In caves

When they sleep

So that they can fly away quickly

14

WhyWhoWhatWhereWhen

So that they can fly away quickly

Hang upside down

In caves

When they sleep

Bats

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? Floodlight / Flashlight ?• Bats have some interesting ways of protecting

themselves from predators.

• Bats stay in roosts with very tiny openings so that predators cannot enter.

• Bats like to dine on insects.

• A little brown bat can catch and eat 150 mosquitoes in 15 minutes.

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Sometimes when people explore caves, they kill bats by accident. If you went into a cave where bats were hibernating, you would wake them up. Then they would fly to another part of the cave. Each time that happens, the bats use up about a month’s supply of fat. If they use up too much stored food, they will starve before spring, when they can hunt again.

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Mother bats have several ways to protect their young. To provide warmth and food, many mother bats carry their young with them at all times because newborn bats cannot fly. The baby bat clings to its mother’s fur using the claws on its thumbs and feet. If the mother bat does not carry her young with her, she must find a different way to keep her baby safe. When mother bats leave in search of food, they will leave their babies clustered together in a nursery roost. The baby bats stay warm in this cluster. In addition, the narrow opening of the roost assures that most predators cannot enter.

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Bats are awesome. Bats have lots of really cool adaptations that make them special. Lots of people are afraid of bats but they really are our friends. we should make sure to help keep bats safe. If we destroy bat homes, we put bats in danger. Our world will be a sad place to live if bats become extinct. So let’s all work together to keep our friends the bats safe.

CC3W2b: Develop a topic with facts, definitions, and details.

CC8W2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

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Bats are awesome. Bats have lots of really cool

adaptations that make them special. Lots of people are afraid of bats but

they really are our friends. we should make sure to help keep

bats safe. If we destroy bat homes, we put bats in danger.

Our world will be a sad place to live if bats become extinct. So let’s all work together to keep our friends the bats safe.

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If we understand that reading is not just “receiving a message,” but actively building meaning upon prior knowledge using staged, strategic thinking, then we will teach differently.

Daniels, H. & Zemelmen, S. 2004. Subject Matter: Every Teacher’s Guide to Content-area Reading. Portsmouth, NH:Heinemann. p. 31.

Instructional Vocabulary

• Ask and Answer

• Determine Key Details

• Refer Explicitly

• Draw Inferences

• Provide Examples

• Quote Accurately

• Cite Support

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Who can ask a RIGHT THERE question about this passage?

Do a whole class reading on a piece of text. Stop and ask students to pose a Right There question on the text. Another student answers the question.

Right There – Request Activity

1. Students write 5 Right There questions and 1 Think and Search

2. Gather in small groups

3. A student asks a question and another student provides the answer

4. The group determines if answers are correct

5. Continue moving around the circle asking and answering questions

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WHO

WHAT

WHEN

WHERE

WHY

HOW

Bats by Adrienne Mason Illustrated by Nancy Gray Ogle

SSubject

PPurpose

AAudience

DDetails

EExplain

SSummary

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