| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 Reading: Informational Text Key Ideas and Details
1. 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. RI.K.1. With prompting and support, ask and answer questions about key details in a text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.K.2. With prompting and support, identify the main topic and retell key details of a text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure
4. 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. RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. 5. 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. RI.K.5. Identify the front cover, back cover, and title page of a book. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RI.K.10. Actively engage in group reading activities with purpose and understanding. Reading: Foundational Skills Read emergent-reader texts with purpose and understanding. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b. Continue a conversation through multiple exchanges. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners. Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE) |
| Concept I: Readers work hard to read informational text Session 1 Readers identify and sort narrative and informational text Session 2 Readers get their minds read to read informational books Session 3 Readers use what the already know about a topic to get ready to read Session 4 Readers can be their own teachers when they encounter new topics Session 5 Readers can use patterns to predict each page Session 6 Readers use all their strategies to read informational texts Session 7 Readers tell the facts they have learned across their fingers Session 8 Readers share their learning with their partners Concept II Readers problem solve when they encounter domain specific vocabulary Session 9 Readers ask “What does this word mean?” when they don’t know a word and try and find the answer Session 10 Readers look closely at pictures to guess what a word might mean Concept III Readers read, process and think about informational text Session 11 Readers study the parts of the pictures and think about how they go together Session 12 Readers use the words and the picture to understand the text Session 13 Readers can talk about how the pictures add to their understanding Session 14 Readers reread to make their reading smoother and stronger Concept IV Readers compare and contrast more than one book about a topic Session 15 Readers look for things that are the same across different books Session 16 Readers look for things that are different across different books Session 17 Readers ask themselves what they have learned about their different topics Session 18 Readers celebrate by sharing their big learning | Professional Resources Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, Kindergarten. Portsmouth, NH: Heinemann. Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: Stenhouse Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann. Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann. |
