RL. 1.1 Ask and answer questions about key details in a text.

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1 RL. 1.1 Ask and answer questions about key details in a text. CCR Anchor: Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ULTIMATE LEARNING TARGET TYPE: KNOWLEDGE Ohio s Learning Standards Clear Learning Targets 2015 BROAD LEARNING TARGET: Essential Understanding Make reasonable predictions as they read Ask and answer questions which begin with who, what, where, when, why, how. Ask and answer questions about key details *Extended Understanding Authors include key details in literary texts, which can help a reader ask and answer questions. Good readers know a question is different from a statement and requires an answer. Academic Vocabulary/Language Question / Ask Answer Prediction Infer Evidence Key Details 5 W s + H questions The student can refer to the text and use evidence from the text to support an analysis of what it says and inferences it makes. Underpinning Knowledge Learning Targets: The student can identify key details. The student can ask questions about key details in a text. The student can answer questions about key details in a text.

2 Question Ideas Who is the story about? What do you know about them? What is the story about? When does it take place? Where does it take place? How did the story end? Why did the character make that choice? Common Core Appendices Support Appendix B Sample Performance Task: Students (with prompting and support from the teacher) when listening to Laura Ingalls Wilder s Little House in the Big Woods ask questions about the events that occur (such as the encounter with the bear) and answer by offering key details drawn from the text. Ohio Department of Education Model Curriculum Instructional Strategies and Resources 5Ws Use a light-colored glove or have the students trace their hand and cut it out that has the five Ws and an H (who, what, when, where, why and how) where the Ws are written on the fingers and the H on the palm. Use this as a visual cue for students to ask and answer the five Ws and H of the selected text. As they share the story, they indicate by wiggling the finger of the question they are answering. Once they become confident doing this, a large graphic organizer of a glove can be used in student-led small groups. Growing Readers by Kathy Collins (Stenhouse, Portland, ME, 2004) provides information about planning independent reading workshops as part of classroom instruction. Ideas for building students independence and comprehension as readers are discussed. Making the Most of Small Groups: Differentiation for All by Debbie Diller (Stenhouse, Portland, ME, 2007) provides lesson ideas and prompts for small groups that support reading comprehension. CCS English Language Arts Academic Content Standards Crosswalk Correlations 1RPE-Demonstrate comprehension by responding to questions (e.g., literal, inferential and evaluative). 1RPC- Draw conclusions from information in the text. RL.K.1 (Prior Grade Standard) RL.2.1 (Future Grade Standard) With prompting and support, ask and answer questions about key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

3 RL Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCR Anchor: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ULTIMATE LEARNING TARGET TYPE: PERFORMANCE Ohio s Learning Standards Clear Learning Targets BROAD LEARNING TARGETS: 2015 The student can determine the theme or central idea of a text. Essential Understanding Recognize key details in a story Recount/retell (or graphically represent) key details from literary texts Recognize that key details show a central message, lesson or moral Demonstrate (e.g., visual, auditory, tactile, kinesthetic) understanding of central message or lesson Retell stories, including key details, and demonstrate understanding of their central message or lesson *Extended Understanding Authors of literary texts include details that help readers make sense of stories. Good readers of literary texts include details that help readers make sense of stories. The student can explain how theme or central idea is conveyed through details. The student can summarize a text using key details. Underpinning Knowledge Learning Targets: The student can identify key details and central message/lesson of a story. The student can retell the story, including key details. Underpinning Reasoning Learning Targets: The student can apply understanding of their central message or lesson Underpinning Performance Learning Targets: The student can orally, visually, or in writing demonstrate understanding of the central message or lesson Academic Vocabulary/Language Retell Characteristics of a story (e.g. beginning, middle, end) Central Message / Lesson / moral Details / Key details Demonstrate

4 Question Ideas What was the central message in the story? What was the lesson in the story? What key details support the central idea or lesson? When you reread the text, what details do you find that support the theme? How do the key details support as the central message? How do the key details support as the lesson? Common Core Appendices Support Appendix B Performance Tasks for Stories and Poetry Students retell Arnold Lobel s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2] Ohio Department of Education Model Curriculum Instructional Strategies and Resources Comprehension Connections: Bridges to Strategic Reading by Tanny McGregor (Heinemann, Portsmouth, NH, 2007) offers ideas for making abstract reading strategies accessible to elementary readers by using concrete, engaging techniques. Enduring Understanding Imaginative texts can provide rich and timeless insights into universal themes, dilemmas and social realities of the world in which we live. Literary text represents complex stories in which the reflective and apparent thoughts and actions of human beings are revealed. Life therefore shapes literature and literature shapes life. CCS English Language Arts Academic Content Standards Crosswalk Correlations 1RPC-Draw conclusions from information in the text. RL.K.2 (Prior Grade Standard) With prompting and support, retell familiar stories, including key details. RL.2.2 (Future Grade Standard) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

5 Ohio s Learning Standards Clear Learning Targets 2015 RL Describe characters, settings, and major events in a story, using key details. CCR Anchor: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Understanding Identify the major events in a story or play Identify the characters in a story or play Identify the beginning, middle and end of a story or play Describe or graphically represent characters, setting and major events in a story or play Use key details to support descriptions of characters, setting and major events Describe characters, settings, and major events in a story, using key details *Extended Understanding Authors choose key details to describe characters, setting, and events that will help readers understand stories. Good readers identify characters, settings and major events in a story in order to understand literary text(s). Academic Vocabulary/Language Story elements Character Setting (Time and place) Plot (Major events) Beginning/Middle/End Problem/Solution 5 W + H questions Major events Key details Describe ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can describe how a story develops over time using events. The student can describe how the characters change as the events develop. Underpinning Knowledge Learning Targets: Students will define character, setting, major events, and details. Students will identify characters, setting and major events using key details. Underpinning Reasoning Learning Targets: Students will describe characters, settings and major events using key details from text.

6 Question Ideas Who is the story about? Who are the characters in the story? What do you know about the characters? What is the story about? Can you tell me where the story took place? What is the setting? When does it take place? How did the character change? Why did the character make that choice? What happened in the beginning? Middle? End? Can you tell me what happened in the story at the beginning? What happened after that? What happened at the end of the story? Can you tell me the important things that happened in the story? Common Core Appendices Support Appendix B Performance Tasks for Stories and Poetry: After listening to L. Frank Baum s The Wonderful Wizard of Oz, students describe the characters of Dorothy, Auntie Em, and Uncle Henry, the setting of the Kansas prairie, and major events such as the arrival of the cyclone. Ohio Department of Education Model Curriculum Instructional Strategies and Resources It Reminds Me Of Create a chart with two empty boxes, one on the far right and another on the far left side of the page. Place an arrow between them. Label one box The Book and the other My Life. Label the arrow It reminds me of. After reading a book, have students illustrate a favorite part in the first box and illustrate the connection they made to that part in the second box. The Book CCS English Language Arts Academic Content Standards Crosswalk Correlations 1RPC-Draw conclusions from information in the text It reminds me of 1LTB-Use supporting details to identify and describe main ideas, characters and setting. RL.K.3 (Prior Grade Standard) RL.2.3 (Future Grade Standard) With prompting and support, identify characters, settings, and major events in a story. My Life Describe how characters in a story respond to major events and challenges

7 Ohio s Learning Standards Clear Learning Targets 2015 RL Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCR Anchor: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Essential Understanding Read and reread other sentences and nonlinguistic images (e.g., illustrations) in the text to identify context clues Use context clues to help unlock the meaning of unknown words/phrases Recognize words and phrases that have literal and non-literal meanings Identify figurative language and literary devices Identify words and phrases in stories, poems, and songs that suggest feelings or appeal to the senses *Extended Understanding Authors make purposeful language choices to create meaning in stories, poems, and songs. Good readers actively seek the meaning of unknown words/phrases to clarify understanding of stories, poems, and songs. Academic Vocabulary/Language Illustrations (Picture clues) Context clues Words or phrases Literal / Non-literal Feeling words Sensory words Figurative language Literary devices ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student will identify words or phrases in the text that express feelings and mood. Underpinning Knowledge Learning Targets: Students will identify words and phrases in stories or poems. The students will identify the various senses. Underpinning Reasoning Learning Targets: Students will identify words and phrases in stories that suggest feelings and appeal to the senses. Students will identify words and phrases in poems that suggest feelings and appeal to the senses.

8 Question Ideas What does the word/phrase mean in this selection? What feeling does the word suggest? Can you think of another word we could use? Can you think of a phrase that sounds like? Common Core Appendices Support Appendix B Performance Tasks for Stories and Poetry: Students identify words and phrases within Molly Bang s The Paper Crane that appeal to the senses and suggest the feelings of happiness experienced by the owner of the restaurant (e.g., clapped, played, loved, overjoyed). Literary text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author s intentional choice of tools such as word choice, point of view and structure. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Author s Impact Read poetry aloud. Write text of a poem on large chart paper. Highlight sensory words and phrases that listeners identify. Discuss how the use of these words makes the reader feel. Read Aloud Find books with exaggerated language such as My Dad by Anthony Browne and A Million Fish More or Less by Patricia McKissack. Encourage students to ask and answer questions about the ways the authors use words to get the reader s attention and help the reader understand ideas presented in text. CCS English Language Arts Academic Content Standards Crosswalk Correlations 2LTD-Explain how an author s word choice and use of methods influences the reader. RL.K.4 (Prior Grade Standard) RL.2.4 (Future Grade Standard) Ask and answer questions about unknown words in a text. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

9 RL Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CCR Anchor: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. ULTIMATE LEARNING TARGET TYPE: KNOWLEDGE Ohio s Learning Standards Clear Learning Targets BROAD LEARNING TARGETS: 2015 Essential Understanding Identify stories Identify informational texts Explain the major differences between books that tell stories and books that give information *Extended Understanding Authors write various types of texts; some texts tell stories and others provide information to the reader. Good readers understand that some texts are written to give information. Good readers understand that some texts are written to tell a story. The student can analyze how a particular sentence, chapter, or section fits into the overall structure of a text. Underpinning Knowledge Learning Targets: The student can recognize the characteristics of fictional text. The student can recognize the characteristics of nonfictional text. The student can recognize the characteristics of fiction in different forms of text. The student can recognize the characteristics of nonfiction in different forms of text. The student can explain how a book that tells a story is different from a book that gives information. Academic Vocabulary/Language Literary text Identify types of text o informational/nonfi ction o literary/fiction o fantasy o fable Compare / same Contrast / different Text features o Heading o Glossary o Photograph o Caption o Bold words

10 Question Ideas What makes this story fiction? What makes this a nonfiction text? What words help you know this story is fictional? How does help you know this text is nonfiction? How does the sentence, section or feature fit into the overall structure of nonfiction? Common Core Appendices Support Appendix B Sample Performance Task: Students read two texts on the topic of pancakes (Tomie DePaola s Pancakes for Breakfast and Christina Rossetti s Mix a Pancake ) and distinguish between the text that is a storybook and the text that is a poem. [RL.K.5] Ohio Department of Education Model Curriculum Instructional Strategies and Resources Compare and Contrast Texts The teacher locates and reads aloud a fiction and nonfiction book on the same topic. Use a T-Chart to list elements specific to each genre. Identify examples of the elements from each book that illustrate each element listed. Literary text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author s intentional choice of tools such as word choice, point of view and structure. CCS English Language Arts Academic Content Standards Crosswalk Correlations 1LTC-Recognize the defining characteristics and features of different types of literary forms and genres. RL.K.5 (Prior Grade Standard) RL.2.5 (Future Grade Standard) Recognize common types of texts (e.g., storybooks, poems). Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

11 Ohio s Learning Standards Clear Learning Targets 2015 RL Identify who is telling the story at various points in a text. CCR Anchor: Assess how point of view or purpose shapes the content and style of a text. Essential Understanding Recognize the author s purpose for writing a text Recognize when the narrator/speaker of the story changes Identify who is telling a story at various points in the text *Extended Understanding An author s purpose for writing a piece of text affects what he/she writes (including who is telling the story/point of view). Good readers know that the speaker in a story affects how the story is told. Good readers know that the narrator or speaker in a story sometimes changes. Academic Vocabulary/Language Literary text Story Point of view Author s purpose o To inform o To persude o To entertain o To describe o To explain how Narrator ULTIMATE LEARNING TARGET TYPE: KNOWLEDGE BROAD LEARNING TARGETS: The student can explain how an author develops the point of view of a narrator, speaker, or a text s character. The student can explain the author s purpose in writing the text. Underpinning Knowledge Learning Targets: The student will recognize when the narrator is telling the story. The student will identify the characters in a story. The student will identify who is telling the story at various points in a text.

12 Question Ideas From whose point of view is the text written? Who is speaking? To whom? Who is the narrator? How does the author develop the narrator s point of view? Is the narrator and the author the same person? How do you know? Is the narrator a character in the story? How do you know? What details from the text help you identify who is telling the story at this point in the story? Common Core Appendices Support Appendix B Sample Performance Task: Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson. Literary text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author s intentional choice of tools such as word choice, point of view and structure. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Research Based Methods of Reading Instruction: Grades K-3 by Sharon Vaughn and Sylvia Linan-Thompson (ASCD, 2004) discusses the five elements of reading, a rationale for teaching them and strategies for doing so. CCS English Language Arts Academic Content Standards Crosswalk Correlations No Aligned Benchmark RL.K.6 (Prior Grade Standard) With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.2.6 (Future Grade Standard) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

13 Ohio s Learning Standards Clear Learning Targets 2015 RL Use illustrations and details in a story to describe its characters, setting, or events. CCR Anchor: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Essential Understanding Identify important story details Identify information obtained from illustrations Describe the relationship between illustrations and the story in which they appear Use illustrations and details in a story to describe its characters, setting, or events *Extended Understanding Authors use illustrations and details in a text to tell a story. Good readers use illustrations/pictures to enhance their understanding of a story. Academic Vocabulary/Language Key details Illustrations o Pictures o Photos o Drawings Relationship Describe Characters Setting Events ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can describe story elements using illustrations and details. Underpinning Knowledge Learning Targets: The student will recognize the story s characters, setting and events. The student will use story illustrations to identify characters, setting and events. The student will use story details to identify characters, setting and events. Underpinning Reasoning Learning Targets: The student will describe the story s characters, setting and events using the story illustrations. The student will describe the story s characters, setting and events using the story details.

14 Question Ideas Can you find an illustration or part that shows the main character? Can you find an illustration or part that shows the setting? Can you find an illustration or part that shows the problem in the story? What do the text and illustrations tell us about? Do the illustrations give more information about? Common Core Appendices Support Appendix B Sample Performance Task: Students (with prompting and support from the teacher) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak. [RL.K.7] Competent readers can synthesize information from a variety of sources including print, audio and visual. Comparing and contrasting text in a variety of forms or genres provides a full understanding of the author s message/theme as well as the ideas being explored. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Character Comparison Read aloud and compare two books about similar characters. After reading, create a word/picture bank to describe each character. Use this bank to compare/contrast the lives/experiences of the characters (i.e., Venn Diagram, T-Chart, etc.). After revisiting the books, students and the teacher create timelines to compare/contrast the life experiences of these characters. Picture Walk Teach and model how to take a picture walk to preview a text before reading. This includes using the pictures to make predictions about what might happen and then checking those predictions as they read. After reading, students use the pictures to prompt their retelling of characters, setting and events. CCS English Language Arts Academic Content Standards Crosswalk Correlations1RPA-Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text. RL.K.7 (Prior Grade Standard) RL.2.7 (Future Grade Standard) With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

15 Ohio s Learning Standards Clear Learning Targets 2015 RL Compare and contrast the adventures and experiences of characters in stories. CCR Anchor: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Understanding Identify the author s key ideas/points Identify reasons /details that support the author s key ideas/points Differentiate between relevant and irrelevant reasons/details Identify the relevant reasons/examples an author gives to support points in a text *Extended Understanding Authors provide examples in text to support their points and ideas. Good readers identify the reasons/examples an author uses to support points and ideas to enhance their understanding of a text. Academic Vocabulary/Language Compare Contrast Characters Key ideas/points Reasons Supporting details Relevant/Important vs. irrelevant/unimportant Example Author Plot (e.g., main events, main problem/solution) Adventures and experiences ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can compare and contrast two or more texts in different forms or genres to address similar story elements. Underpinning Knowledge Learning Targets: The student can identify characters in a story. The student can determine similarities and differences of adventures and experiences of characters. Underpinning Reasoning Learning Targets: The student can compare and contrast details from stories about adventures. The student can compare and contrast details from stories about experiences of characters.

16 Question Ideas What is the same about the characters in the two stories? What is different? What happened to the characters that is the same? What is different? Did the characters solve the problem in different ways? If so, how? Common Core Appendices Support Appendix B Sample Performance Task Students (with prompting and support from the teacher) compare and contrast the adventures and experiences of the owl in Arnold Lobel s Owl at Home to those of the owl in Edward Lear s poem The Owl and the Pussycat. [RL.K.9] Ohio Department of Education Model Curriculum Instructional Strategies and Resources Essential Readings on Early Literacy by Dorothy Strickland (International Reading Association, 2010) highlights what outstanding literacy instruction looks like in the early grades. CCS English Language Arts Academic Content Standards Crosswalk Correlations 1RPD-Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas. RL.K.9 (Prior Grade Standard) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.2.9 (Future Grade Standard) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

17 Ohio s Learning Standards Clear Learning Targets 2015 RL With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCR Anchor: Read and comprehend complex literary and informational texts independently and proficiently. Essential Understanding Identify/Understand in prose and poetry key ideas and details. Identify/Understand in prose and poetry craft and structure. Identify/Understand in prose and poetry integration of Knowledge and Ideas at appropriate Complexity with prompting and support *Extended Understanding Academic Vocabulary/Language Comprehension Fluency Poetry Prose Literary Text/Literature Text Complexity ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can read, with support, and comprehend complex literature (stories, prose and poems) and nonfiction texts at the first grade level. Underpinning Knowledge Learning Targets: The student can identify characteristics of poetry. The student can identify texts on their reading level (i.e. Lexile level). The student can monitor his/her own comprehension. The student can identify a poem.

18 Question Ideas Is this poetry? How do you know? Which words helped you identify this as a poem? Common Core Appendices Support Appendix A Text Complexity (pages 2-16 address all aspects of text complexity) Why Text Complexity Matters Surprisingly, what chiefly distinguished the performance of those students who had earned the benchmark score [on the ACT] or better from those who had not was not their relative ability in making inferences while reading or answering questions related to particular cognitive processes, such as determining main ideas or determining the meaning of words and phrases in context. Instead, the clearest differentiator was students ability to answer questions associated with complex texts. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Poem A Day Share a poem a day with students. Focus on using short poetry so that the texts can be placed on chart paper for all students to see. Compare poems over multiple days by experimenting with rhyme and rhythm. Ask readers to classify poems as make believe or real as a precursor to genre study. Charlotte Huck s Children s Literature: A Brief Guide by Barbara Kiefer and Cynthia Tyson (McGraw-Hill, 2009) provides criteria for evaluating literature for quality, strategies for using books in the classroom and methods for developing a literature-based program. RL.K.10 (Prior Grade Standard) Actively engage in group reading activities with purpose and understanding. RL.2.10 (Future Grade Standard) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.