coreconnects ela teacher manual sample k-2

Professional Development for College and Career Readiness

Teaching a deep understanding of reading content and how to use reading in the real world

Teacher Resource

Manual

GradesK-2

SAMPLE

SAMPLE

©2014 This information is confidential and proprietary to Catapult Learning™. For internal distribution only.

CoreConnects: English Language Arts

Teaching Reading Skills to Achieve Common Core Outcomes

Grades K–2

Confidentiality Statement

This information is confidential and proprietary to Catapult Learning™. It is for internal use and distribution only.

Distribution of this document beyond employees of Catapult Learning™ is strictly prohibited.

External Distribution: In the event that any proprietary or confidential information is disclosed, intentionally or otherwise to a School District/Schools, its employees, agents or assigns, the School District/Schools agrees to hold same in strictest confidence and not to disclose same to any other person for any reasons nor utilize same within the School District or Schools without prior written approval by Catapult Learning.

The School District/Schools further agree to use all efforts at its disposal to assure that its employees, agents or assigns are aware of the confidential and proprietary nature of the subject matter, and do not disclose same to any other person for any reasons nor utilize same without prior written approval by Catapult. The School District/Schools acknowledges that unauthorized disclosure of Catapult’s proprietary and confidential information may cause Catapult irreparable harm and may entitle Catapult to injunctive relief in a court of competent jurisdiction.

SAMPLE

SAMPLE

CoreConnects: English Language Arts 5 ©2014 This information is confidential and proprietary to Catapult Learning™. For internal distribution only.

Table of Contents

Tab 1: Introduction Common Core General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 How to Use This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Performance Character Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Tab 2: Teaching Reading Skills (see TOC at the front of each grade band section for specific skills and page numbers)

Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Reading Readiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Grades 1–2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

Tab 3: Teaching Writing Skills

Kindergarten Writing Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155 Writing Informative/Explanitory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159 Writing Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163

Grades 1–2 Writing Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167 Writing Informative/Explanitory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171 Writing Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175

Tab 4: Teacher Resources

Comprehension Quick Reference Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183 Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185

Tab 5: Performance Tasks

Performance Tasks - Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191 Performance Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193

SAMPLE


Teaching Reading Skills Table of Contents

SAMPLE

Introduction


How to Use This Guide

There are four Teaching Reading Skills guides. K-2, 3-5, 6-8 and High School. K skills are divided into readiness, listening comprehension, and vocabulary. Skills in grades 3-5 and 6-8 are divided into comprehension and vocabulary. High school lessons are based on the Common Core ELA standards for Reading for Literacy and Reading for Information skills. All levels include a teaching writing skills section that covers how to teach writing arguments and opinions, narratives and informative and explanatory texts. Basic instruction of the skills within each band is very similar; however the Common Core Standards make subtle, and sometimes not so subtle, differences between each grade. For example, note the subtle differences (bolded) within the RL.1 (literary) standard for two grade bands (3-5 and 6-8) below.

Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Grade 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 6: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

The facts/details/opinion skill falls into this standard as well as standard RI.1 (informational). Instruction of the skill itself won’t differ dramatically between the grades within a band, but how the information is used by the students when answering questions does change. This is especially true in the upper grades, where the focus moves to analyzing how the skill addressed is used within the text. As you teach a skill, it is vital that you take time to review how the expectations change between grades and what is expected beyond just teaching the skill. In other words, teachers need to be keenly aware of the precedents and the antecedents of what a student should know or be able to do at a given level.

A set of boxes, specific to the standard in which the skill falls, is located at the top of the first page of each lesson. An example demonstrating the boxes for a Facts/Details/Opinion lesson for grade band 3-5 follows. Note the following in this example:

• The prerequisite standard for the skill is included for what the student should know at the grade level prior to the lesson band.

• The standard for the current grade-level skill expectation for each grade within the band is included.

• The growth level, which is the standard for the next grade above the band, is included.

SAMPLE

Intr

oduc

tion


Pre-Requisite: Grade 2Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS RL/RI.2.1

Current: Grade 3Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS RL/RI.3.1

Current: Grade 4 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS RL/RI.4.1

Current: Grade 5 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS RL/RI.5.1

Growth: Grade 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS RL/RI.6.1

Some reading skills fall within more than one Common Core standard. When that is the case, a note will be included beneath the objective boxes to identify other standards that address the skill at the grade level(s). For example, key details are addressed within the RL/RI.1 standards, but details are also mentioned in RL/RI.2 in conjunction with main idea. This is noted in the facts/details/opinion lesson.

The TRS Skills Sheet Organization

The skills sheet will each be set up with the following sections: Review and Pre-assessment, Instruction, Scaffolding, and Evidence of Learning.

Review and Pre-assessment: This section provides a set of review and pre-assessment questions. As noted above, they will align to the pre-requisites required for the current skill. Students should have sufficient knowledge of these review items in order to continue with instruction at this level. If they do not, the teacher should refer to the pre-requisite standard, and start instruction by reviewing the skill more thoroughly at the lower grade level.

Instruction: This section will present several instructional activities that pertain to the current grade-band skill. They are bulleted activities and suggestions for teaching the skill. Teachers should be looking for student engagement in these areas.

Scaffolding: It is rare that all students will be working at the exact same pace and at the exact same level. A few options are provided to give either additional support or an additional challenge to those students who may need it.

Evidence of Learning: Once an adequate amount of time has been spent on the skill and standards for the grade level, the teacher will need to look for evidence of learning. At the end of each skills sheet, there is a bulleted list of what is expected of students. As a reminder, since the lessons are banded by grades, students at the beginning level of the band may not meet all the expectations listed in this section.

The skills sheets have been provided as a guide for instruction. Teachers are encouraged to supplement with additional activities that align to the standards indicated.

SAMPLE

Introduction


The TRS Skills Sheets are not intended to be used only once. They can be used to reteach the skill as many times as necessary, taking the skill to the next level, using more complex texts.

Choosing a Text

For the most part, there is no mention of specific book titles within these skills lessons. It is up to the teacher to make the best choice among the books you have available to you. The Common Core has a list of suggested titles.

As noted in the Common Core General Information section, several standards refer to primary and secondary source documents, especially at the higher grades. If you have access to primary source documents that can be referenced during a lesson, consider adding them when appropriate. Keep the CCSS text complexity model in mind when choosing texts: qualitative characteristics, quantitative measures, and reader & task considerations.

While teaching basic reading skills, it is also important for you to provide opportunities for students to think analytically and critically. When possible, have students assess both primary and secondary sources to determine the authenticity and validity of a text. Encourage them to ask the following questions to determine if they can trust the information they are reading:

• Is this a first-hand eyewitness account? Was the author present at the event being described? If not, where did the information come from? Do other accounts corroborate the information?

• Is the document/information true? This may sound basic, but do experts recognize the authenticity of the document? Just because it sounds true, doesn’t always mean it is. Students must learn to analyze and evaluate the information, looking for evidence regarding its validity, especially when using internet sources.

SAMPLE

Intr

oduc

tion


• Are sources cited in a secondary document, giving credit to other authors or articles? Is there enough evidence to corroborate what is being said?

Analyzing Text and Text-based Questions

One of the biggest challenges for teachers is to ask questions that encourage students to analyze, synthesize, and evaluate text, not just fact-based questions or those not directly based on text details. Take time to pre-read the text and think of questions that require finding evidence in the text as well as questions that focus on how the author uses specific vocabulary and language to support his purposes for writing.

One of the first steps you can take to help your student analyze text is to teach them to identify text structure and look for text features which will assist in determining text meaning. (Specific instruction for teaching text structure and text features is included in this guide.)

• Text structure - how the text is structured (e.g., chronological, cause/effect), any text features that were included (e.g., headings, bolded text), type of text/how the text is presented (e.g., prose, poetry, narrative, play), as well as patterns, similarities, repetitions, figures of speech, etc.

• Text meaning - what exactly the text says and what inferences can be made, if any; are facts included or just opinion? Is there anything that seems out of place or doesn’t make sense (not just in comprehending the text, but based on the student’s knowledge of the author or time period)?

Teachers can also help students analyze text, specifically primary source or more difficult texts, by examining:

• Author - his voice, claims, arguments, and possible bias; information about the author and his background, society and historical context during his life, etc. Ask, “Why did the author write this? What influenced him or her?”

• Language - specific word choice/vocabulary and phrases, and the historical significance of the word if it is an older document; determine how “the little pieces” or details, which include word choice, connect to the whole.

Encourage discussion among students, note taking, text annotation, and the use of graphic organizers (found in the Teacher Resources tab), in order to aid in the text analysis.

Finally, it is helpful to know that The Alliance for Excellent Education’s 2006 report, “Reading Next”, helped to spark the CCSS’ approach to developing the reading standards. They say in part, “Explicit comprehension instruction, intensive writing and use of texts in a wide array of difficulty levels, subjects, and disciplines all help to improve struggling adolescent readers.” Fluency and comprehension skills evolve together throughout every grade. Certainly this overview of what constitutes good reading instruction can be generalized to all students.

SAMPLE

Levels 1-2 – Comprehension





Reading Skills Conclusions/Inference

Objectives

Pre-Requisite: Grade K

NA

Current: Grade 1Ask and answer questions about key details in a text.

CCSS RI.1.1/RL.1.1

Current: Grade 2Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS RI.2.1/RL.2.1

Growth: Grade 3Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

CCSS RI.3.1/RL.3.1

Note: • Inference and Drawing Conclusions are not directly addressed in the Common Core Standards at the lower grades. Inference is addressed in the first ELA standard at the fourth grade level.

• The definition for the first ELA standard is the same for both the Reading Literary Texts (RL) and the Reading Informational Texts (RI).

Review & Pre-AssessmentUse the following questions to help students activate prior knowledge.

• What is a clue?

• What is an example of a story clue?

• How do story clues help us understand what the author is telling us?

• What is an inference?

• What does drawing conclusions mean?

• How do story clues help us make inferences or draw conclusions?

SAMPLE

Leve

ls 1

-2 –

Com

preh

ensi

onLe

vels

1-2

– C

ompr

ehen

sion

Leve

ls 1

-2 –

Com

preh

ensi

onLe

vels

1-2

– C

ompr

ehen

sion


Conclusions/Inference Reading Skills

Instruction• Drawing conclusions and making inferences are terms that are used almost interchangeably in reading

comprehension skill instruction. Some suggest that you cannot draw a conclusion unless you have made more than one inference, or that a conclusion is the result of multiple inferences one has made in the course of reading a text.

• The ability to infer is one of the most important comprehension skills students can acquire. Inferring is necessary for being able to make predictions as well as draw conclusions. Readers infer from the text during and after they read. Inferring means going beyond the words to make a judgment about what is not there but implied.

• Students should have a basic understanding of making inferences and drawing conclusions. However, if any students are struggling with understanding this skill, start with direct instruction by defining and explaining the words and concepts associated with both of these concepts. (G1-2)

> Start by talking about clues, what they look like in a text and how they help the reader understand the message the author is sending. Tell students that we find clues all the time, both in stories and in our real life. Clues put together with what we already know can help us understand what we are hearing and reading better. Explain that when we use picture or story clues and put that information together with what we already know, we are inferring.

> Begin a dialogue on inference by telling students that we infer all the time. Inferring is not guessing. Describe situations that are familiar to students and have them infer what is happening such as, “She took a bath, put her PJs on, brushed her teeth, and said goodnight to her family. What can I infer about this story? How did you know she was going to bed? Did the story tell you this? How did you figure it out?”

> Explain to students that in order to infer they must think about what they have read in the text along with what they already know from their own life experiences. What is read in the text and “right there” for them to see is called explicit information. What they know from their own experiences is called background information. Provide examples of explicit information from a current classroom text students are using. Next, explain that in order to infer information from a text the reader has to use explicit or exact information from the text, along with the reader’s own background knowledge or information he already possesses in order to come up with an idea that isn’t specifically written in the text. This information is called an inference.

> Model the process of inferring, by reading aloud a short passage from a grade-level appropriate text such as Curious George. Ask an explicit question such as, “Where was the man in the big yellow hat taking George?” Tell students that you know this is an explicit question because you can find its answer in the text. “I am going to take you to a big zoo.”

SAMPLE






Reading Skills Conclusions/Inference

> Next, ask an inference question such as, “Why might it be a bad idea for George to use the telephone?” Explain that this is an inference question because in order to answer it, you need to think about what you already read (George is very curious), any clues you think you may have found in the book (picture of firemen running) and what you might know about the story from your own background or discussions you may have had before reading it (George is always getting into trouble).

> Ask students, “How do I know whether a question is asking for an explicit information answer or an inferential answer?” Students should be able to tell you that an explicit question is a “right there” question. The answer is right in the text, and an inferential question requires them to think about what they already know along with what they have read.

> Depending on the students’ level of understanding, you may want to spend ample time practicing identifying explicit information questions vs. inferential questions before focusing on answers. Students should be taught to ask themselves, “How did I determine if a question was asking me to find information in the text or to make an inference or draw a conclusion?”

> A simple two-column-notes graphic organizer (see example) can help students focus on the steps for making inferences and drawing conclusions and also starts them on the road to good note-taking habits.

The text says... I know…

> Drawing conclusions is a skill usually applied after the reading. As stated earlier, drawing conclusions is a skill that is interchangeable with inferring. To focus students on the subtle difference between the two, you may provide students with some vocabulary key words or phrases that signal a “drawing conclusions” question. For example: “What answer most accurately tells…, in conclusion…, conclude…, most important…, based on all the information…,” etc.

• Provide ample modeling and guided practice using grade-appropriate selections to identify explicit and inferential questions. Once students are comfortable identifying the differences, they should have multiple opportunities to practice identifying inferential questions independently. (G1-2)

• Provide students with multiple opportunities to ask questions of you, other students, and themselves, as well as discuss and write about inferring and drawing conclusions. (G1-2)

• Frequently use graphic organizers focusing on inferring and drawing conclusions when reading both literary and informational text. (G1-2)

• Provide ample opportunities for students to infer and draw conclusions from the text. (G1-2)

• As students make progress with inferring and drawing conclusions, increase task complexity by having students specifically answer who, what, where, when, and how questions from the text. (G2)

SAMPLE

Leve

ls 1

-2 –

Com

preh

ensi

onLe

vels

1-2

– C

ompr

ehen

sion

Leve

ls 1

-2 –

Com

preh

ensi

onLe

vels

1-2

– C

ompr

ehen

sion


• Be sure that students understand that the ability to correctly infer and draw conclusions is one of the most important comprehension skills students learn. It must be repeatedly modeled and students must be given much time and opportunity to practice it. (G1-2)

• Encourage students to work with precision and monitor their progress.

Scaffolding

Additional support

• Play Twenty Questions as a way to develop inferential awareness.

• Use wordless picture books to provide practice using clues to create meaning.

• Create scenarios in which the students have to use what they already know to draw a conclusion.

Additional challenge or rigor

• Provide opportunities to use more complex texts to purposefully analyze the text.

• When writing inferential responses, have students maintain a two-column-notes graphic organizer to record text evidence and their own knowledge and have pairs of students exchange information.

Evidence of Learning• Students are able to identify story clues.

• Students are able to identify an inferential question.

• Students are able to explain how to answer an inferential question.

• Students are able to ask and answer inferential questions about a text they’ve read.

• Students can use a two-column-notes graphic organizer to record words or phrases.

• When asked questions, students are able to:

> Identify “right there” and inferential questions.

> Identify key words asking “drawing conclusions” questions.

• Students are able to monitor their own progress, and they welcome feedback from other students as well as their teacher.

Conclusions/Inference Reading Skills

SAMPLE

Performance Tasks - Level 2


Read the passage and answer the question that follows.

The Lion and the MouseOnce upon a time, a great lion slept and dreamed. He dreamed that tiny feet ran up and down his body. He opened one big gold eye, and he saw a tiny mouse running over his paw.

“Aha!” Lion roared, and he slapped his paw down over the mouse. He held it up by its tail. Lion opened his mouth, and mouse saw Lion’s great big teeth. “Er, um, hello,” said Mouse.

“So sorry to wake you, sir. Great King, forgive me. If you do, I will never forget it!”

“What could you ever do for me, the King of the Animals?” Lion asked, smiling.

Mouse squeaked, “You never know—I might be able to do you a good turn some day!”

The Lion laughed and laughed, and he rolled on the ground. He was tickled by what the mouse said. “I will let you go, because you have made me laugh.”

“Thank you, Great King!” said Mouse. Bending over, he gave a little bow to Lion and ran off.

Some time later, Lion was caught in a trap of ropes. Hunters would be along soon to carry him off. He tried to get out of the trap. But the more he tried, the tighter the ropes became. Lion let out a roar in sadness.

The little mouse heard Lion’s cries and he ran to the lion. He said, “I will help you!” Mouse began to chew at the ropes. He broke a tooth, but he kept chewing. Soon, Lion was free.

Lion looked at the tiny mouse. “You have been a great friend to me today. I’m sorry I questioned how strong and big you are. You are the bravest and best of all mice.”

Level 2, Performance Task 1

SAMPLE

Perf

orm

ance

Tas

ks -

Leve

l 2


1) How do the lion and the mouse view each other in the story? How do their feelings about each other change from the story’s beginning to its end? Use details from the passage to support your response.

SAMPLE

Performance Tasks - Level 2


Answer Key

Passage: The Lion and the Mouse

Item # Common Core Standard Assessed Skill1 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.

Rubric

Score Points The response:3 • gives sufficient evidence of the student’s ability to acknowledge differences in points of

view of characters

• thoroughly explains the characters’ views on one another, including how these views change throughout the story

• is adequately supported with clearly relevant details from the text2 • gives limited evidence of the student’s ability to acknowledge differences in points of view

of characters

• partially explains the characters’ views on one another, including how these views change throughout the story

• is supported with limited details from the text1 • provides little evidence of the student’s ability to acknowledge differences in points of view

of the characters

• includes little relevant information from the text

Sample Top Score Response:

At the beginning, the lion is proud and mean. He thinks he is the bravest and strongest animal and that he would never need help from a little mouse. The mouse is shy and scared. The lion holds up the mouse as though he is going to eat him after the mouse runs over his paw. The mouse asks him to forgive him and says he will help him if he can one day. The lion thinks this is impossible so he laughs.

Later in the story, the lion is caught in a trap. He is no longer as proud and sure of himself. Instead, he is scared and sad. The mouse finds him and becomes the strong, brave one. He saves Lion. He even breaks a tooth chewing through the rope. The mouse is happy to help the lion. The lion changes his mind about the mouse. He sees that the mouse is brave and strong, too.

SAMPLE

Perf

orm

ance

Tas

ks -

Leve

l 2


SAMPLE

coreconnects ela teacher manual sample k-2

Documents