Standard:_RI 1.1_
_Ask and answer questions about key details in a text. (oral and in writing. 5 W/H questions. Literal questions)._
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisites:
-Students know how to ask questions in complete sentences (who, what, where, when, why, how)
Skills:
-Give details
-Go back and read for details
Define:
-Question /Answer
-Details / Anchor Chart with Question/Answer
Sentence Stems/Frames
Question Cards
Partners to ask/answer questions
Read Aloud/Discussion
Smart books with Anchor Chart questions/answers / Retell cards
Science/SS books
Wonders
Read Alouds
EX: Science Text, Chapter 2 “Animals and Their Needs”
DOK 1--What are birds?
DOK 3--How do we know a duck is a bird?
Standard:_RI 1.2_____
Identify the main topic (idea) and retell key details of a text.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesDefine:
Main idea—What it’s mostly about
Key detail—A key details tells you more or explains more about the main idea.
(“Key unlocks the main idea.”)
Skills/Concepts:
-Identify main idea within text.
-Identify (retell) key details/ideas of a text.
-Understand which details are key (important) and which are not. / Thinking maps (circle or tree)
Retell to a partner
Anchor charts (a key in a lock)
Read aloud/discuss
Text code (worm book)
Visuals
Hand motions / Social studies book
Science book
Wonders
Treasures informational text
Leveled readers (non-fiction)
Standard:_RI 1.3_
Describe the connection between two individuals, events, ideas, or pieces of information in a text.(compare/contrast) ______
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisites:
-Identify individuals, ideas, events, and information (details) in a text
-Compare/contrast
-Cause/Effect
Define:
-connections
-same, different
Skills:
Make a connections between the two individuals, ideas, events, and information in the text / Double-bubble map
Hand motion for connection (fingers interlocked)
Hand motion for compare/contrast
Read aloud/discussion
Collaborative/partner discussion
Find evidence in the text (code)
Sentence stems / Worm/Train books
Second grade teachers
Other informational text books as noted in RI 1.1, RI 1.2
Standard:_RI 1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ______
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisites:
-Ask and answer questions in a text to identify unknown words
Skills:
-Self-monitor/awareness of unknown words
-Use conext clues
-Decoding skils
-Process to find meaning
Define:
Text
Monitor/clarify / Post-its
Pictorial input chart
Modeling to build schema with recipe for figuring out known words
Read aloud
Hand Signal to stop, reread, & clarify / Start with a simple text where there are fewer academic vocabulary words
Other non-fiction texts as identified in RI 1.1 and RI 1.2
Standard:_RI 1.5_2nd Grade
_Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons, pictures) to locate key facts or information in a text.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisites:
Find a word by the first letter
ID the text features one at a time
Define:
Each text features
Skills:
How to use the text features
Cite evidence to locate key facts or information
Choose the text feature that will help you find what you need to know / Embed every day when reading non-fiction text
Break down each text feature and the information it is telling you
Hunts for information using TOC/glossaries
Anchor charts (diagram of text features)
Modeling / Quick word book
Apps on a phone/ipod/ipad/desktop
2nd/3rd grade teachers
Wonders
Starfall
Success Maker
Books with TOCs, glossaries
Scholastic News
Standard:_RI 1.6_
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (How do the pictures support the words in a text? Sometimes words/pictures provide more or different information.)
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisite:
Role of author & illustrator
Skills:
-Locate information in words & pictures
-Cite evidence of where you got the info in text or illustration
Define:
-Illustration
-Text / Picture walk
Circle map to locate details from the picture
T-chart--showing what the text shows on one side and what the pictures show on the other
Cite evidence from text/picture (don’t compare—distinguish)
Shared reading
Post-its / Pg. 70 in Science Book
Soc. Studies books
Any text with text features
Big books
Standard:_RI 1.7_
Use the illustrations and details in a text to describe its key details.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisite:
-RI 1.3 and RI 1.6
-Identify illustrations and text
Define:
-illustrations
-details
Skills:
-Use the illustrations to describe details by analyzing the picture
-Use the details in the text to describe the key details
-Cite evidence in the text/pictures / Cite evidence
Ask questions about the text
Circle map
Sentence frames for citing evidence
Text code (worm book)
Anchor chart from RI 1.6 / Life cycle
Picture cards
Books with pictures (science/ss)
Oral vocabulary cards
Retell cards
Standard:_RI 1.8_
Identify the reasons an author gives to support points (details)in a text.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisites:
Main idea/detail
Author’s job/choices to make a point
Cite evidence
Connect to writing
Define:
Reasons (why)
Author / Mentor text within writing
Deconstruct
Word choice—why?
Writer’s choice—
--Why do you think the author ______?
--What in the writing made you think that?
--How and where did the author support his/her reasoning? / Different types of examples
Word choice
I think the author ___ bc ____.
Standard:_RI 1.9_
Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisites:
Understand details (RI 1.1)
RI 1.3
Illustrations (RI 1.7)
Compare/contrast / Thinking maps—double/bubble
Read/reread
Start with a text they already know and add another on same topic
Sentence frames
Compare illustrations and how they are used / 2 books on same topic (both informational)
(Hungry caterpillar vs non-fiction about caterpillars/butterflies)
Recipes
Procedures in your own classroom
Decodables—nonfiction
SS/Wonders Articles
Standard:_RI 1.10_
With prompting and support, read informational texts appropriately complex for grade 1.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesWork in partners
Read with a purpose
Apply Standards 1-9
Understand what is read
Contribute to the group
Use Reading Strategies (monitor/clarify, visualize, make connections text to text, etc.) / Teacher prompts and supports reading (see cheat sheet)
Group Reads
Partner work (share/ask
Collaborative Conversations
Pictorial Input Chart
APK
Modeling / If you support your students effectively, they should need minimal prompting. Prompting is not telling, it’s asking.
Leveled books
Book choice (classroom/school library)
Read Naturally
Cloze Sentences
Appendix B