COURSE: Reading
COURSE: Reading |GRADE(S): Kindergarten | |
|STRAND: Reading Analyzing and Interpreting Text |TIME FRAME: School Year |
|PA ACADEMIC STANDARDS |
|1.2 Reading Analyzing and Interpreting Text |
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|ASSESSMENT ANCHORS |
|R3.A.1. Understand fiction appropriate to grade level |
|R3A.2 Understand nonfiction appropriate to grade level |
|R3.B.1 Understand components within and between texts |
|R3.B2 Understand literary devices in fiction and nonfiction text |
|R3.B.3.Understand concepts and organization of nonfiction text |
|RESOURCES |
|Flashcards |
|Student Journals |
|Manipulatives (Magnetic letters, flannel boards, games, cards) |
|Books |
|Charts |
|Worksheets |
|Tape player/record player |
|Computer software |
|Games |
|Kid Writing Manual |
|Houghton-Mifflin 2008 |
|OBJECTIVES |
|The learner will read critically in all content areas. |
|The learner will analyze text organization. |
|The learner will identify facts in text. |
|The learner will make predictions and draw conclusions. |
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|ESSENTIAL CONTENT |
|Text Organization: |
|1.2.K.A: Identify components of text organization |
|Identify the main idea/message of the text. |
|Identify how text features help us to find information (title, table of contents, headings and subheadings, bold print, charts, diagrams, photographs, |
|captions, labels, organization of text). |
|Fact and Opinion: |
|1.2.K.B: Identify facts from informational text |
|Retell important facts from the text. |
|Essential and Non-Essential Text |
|1.2.K.C: Identify important information within an informational text, with teacher guidance and support. |
|Complete, with teacher assistance, KWL charts before, during, and after reading, listening, or viewing informational selections. |
|Discuss concepts and information in texts in small groups and with a partner. |
|Inferences: |
|1.2.K.D: Make predictions, draw conclusions and explain whether or not predictions are confirmed, with adult assistance. |
|Connect text events and information to real life experiences and prior knowledge. |
|Text Analysis and Evaluation: |
|1.2.K.E: Identify and respond to essential content of text |
|Identify how someone might use the text. |
|Use background knowledge to assist in comprehension. |
|Demonstrate understanding of informational text through response activities such as drawing, writing, generating questions and/or answering questions. |
|Demonstrate an understanding of informational text by using them for real life purposes (prepare a recipe, make a picture). |
|INSTRUCTIONAL STRATEGIES |
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|Model, using the appropriate language/vocabulary, identifying important ideas and messages in informational texts. |
|Include informational texts as part of read alouds, shared reading, small group differentiated reading instruction, and independent reading. |
|Provide opportunities for learners to make meaning from, and identify important ideas and messages in informational texts. |
|Engage learners in completing graphic organizers (Venn diagrams, KWL charts, concept maps,) to summarize the main ideas or important facts from |
|informational texts. |
|Engage learners in conversations about the big ideas and concepts in reading selections. |
|Engage learners in conversations about the author’s purpose for writing the text. |
|Provide a variety of ways for children to respond to and demonstrate understanding of texts. |
|Include informational texts in the classroom library. |
|Model, using the appropriate language/vocabulary, the important features and their purpose in informational text. |
|Provide a variety of texts in the classroom library (fiction and nonfiction trade books, plays, poems, dictionaries, magazines, newspaper). |
|Provide and use a variety of functional documents with simple oral, written, or rebus directions and/or labels (classroom schedules, recipes, rules, |
|signs, posters, maps). |
|Provide a nonfiction library in the classroom that will complement theme studies and children’s interests. |
|Engage learners in discussions to compare fiction and nonfiction texts. |
|Model, using the appropriate language/vocabulary, how to read informational text; how to use text features to aid in understanding. |
|Provide opportunities for learners to use text features in informational text to make meaning during read alouds, shared reading, and small group |
|differentiated reading instruction. |
|Capitalize on students interests. |
|ASSESSMENTS |
|Teacher Observation |
|Use of manipulatives |
|Oral checklist |
|Worksheets |
|Student journals |
|Houghton-Mifflin 2008 |
|CORRECTIVES/EXTENSIONS |
|Correctives: |
|Explicit modeling followed by systematic guided practice of each skill |
|Content area books on tape |
|Sorting activities |
|Increased use of manipulatives |
|Dramatic play |
|Extensions: |
|Writing in a specific genre |
|Independent selection of nonfiction materials for skimming and/or reading of appropriate |
|Create own books |
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