Unit 3 Navigating Nonfiction Rapid City Area Schools ...generalbeadleliteracy.weebly.com/uploads/8/5/9/9/8599576/unit_3... · Unit 3 Navigating Nonfiction Rapid City Area Schools

Unit 3 Navigating Nonfiction Rapid City Area Schools

Elementary Literacy

Our Mission: Every child who enters our district will receive the best possible opportunities and resources to become proficiently literate. Our Vision: To provide a guaranteed, viable, and relevant literacy curriculum to all students throughout the elementary schools of Rapid City. To continually observe student literacy learning and adjust instruction to meet the needs of diverse learners.

This unit is a “living document”. Throughout the 2012-2013 school year, we will implement the unit as it is written. A district share site will be established to provide both a forum for discussion as well as a bank of teacher-developed resources and assessments to support the units. Feedback opportunities will be made available during the year and adjustments will be made following the first year.

2

Following Characters into Meaning

(Narrative Standards)

October-November-December

Units of Study for the Reading Workshop

Rapid City Area Schools 2012

Building

a Reading Life

August-September

Navigating Nonfiction (Informational Standards)

January-February-March

Going Deeper

with Complex Texts

April-May

Following Characters Into Meaning

(Narrative Standards)

October-November-

December A Pacing Guide to Support the Common Core

State Standards

When young readers read expository texts, the texts themselves will pose challenges...No longer will a plot hold the text together.

Instead, it will be ideas that provide cohesion.

-Lucy Calkins, Navigating Nonfiction, Volume 1, p. 31

D

R

A

F

T

3

Unit 3: Navigating Nonfiction

Conceptual Lens: Making Sense of Informational Text

CCSS

Standards

Strategies and

Skills

Writing Connections

Word Study Connections

Unit Power

Standards: CCR1 CCR3 CCR4 CCR5 CCR6 CCR7 CCR8 CCR9

Year-Long Power

Standards:

CCR10 RF4

Unit Focus:

Summarizing Synthesis

Determining Importance

Text Features

Text Structures

District Focus: Inquiry

Research Using Multiple

Sources

Critical Reading

Yearly Focus: Fluency

Growing TRL

W7

W8 W9

Unit Overview

Each reading workshop unit provides connections to both the RCAS district goals (DISTRICT FOCUS) and goals tightly aligned to the Common Core State Standards (UNIT POWER STANDARDS). In addition, some Common Core State Standards run through the entire year of teaching (YEAR-LONG POWER STANDARDS).

The unit focus and connections to the Common Core State Standards (CCSS) include work to help students begin to read nonfiction closely, learning important concepts over the course of the reading rather than isolated, individual facts. Students will use text structures to support understanding of big ideas and purposes for nonfiction texts. The standards listed are found on page 10 of the CCSS document—College and Career Readiness Anchor Standards. Teachers will want to read their grade-level standards for specific nuances pertaining to their grade. For our district, this unit of study provides opportunities to engage in research and inquiry projects. Students will look across multiple

sources of information in a variety of formats in order to understand what authors want to say; and how they agree and disagree with the information the authors presented. Students will have a chance to be involved in inquiry projects and work together to learn more about topics they are interested in. Nell Duke states, “In this Information Age the importance of being able to read and write informational texts critically and well cannot be overstated. Informational literacy is central to success, and even survival, in schooling, the workplace and the community.” (Make It Real, Hoyt, 2002).

Unit Resources A list of both approved district-wide and additional supportive resources can be found on pages 15 and 16 of this unit.

(College & Career Readiness

Standards)

4

Teaching for Strong Reading Process across the RCAS Curriculum Units

“The aim of an accomplished reader is to have strategic actions work together in an integrated way” (Clay, 2001; Lyons, 2003; Fountas and Pinnell, 2006; as in Johnson and Keier, 2010, p. 136). This statement reminds us that accuracy, vocabulary, comprehension, and fluency strategies should be taught, practiced, and assessed in a continuous way, encouraging students to apply these strategies to each new reading experience. There is nothing linear or sequential about how the reading process works for each individual reader and thinker. Strategies flow together to move the reader forward in decoding and gaining meaning from text. Specifically teaching strategies to groups of students provides the benefit of introducing common language and experience into the classroom learning community through mentor texts, think alouds, strategy lessons, and the crafting of anchor charts. These shared experiences introduce important vocabulary and build schema for present and future learning. Various balanced literacy authors suggest “turning up the volume” or “spotlighting” particular strategies. These times of focus should be accompanied by a continuous prompt to use all strategies flexibly to gain meaning from text and not as an end in themselves.

Use the Whole Balanced Literacy Framework to Teach Power Standards

The Common Core State Standards essentially designate 10 reading power standards and 10 writing power standards. These standards are designed to be repeated continuously across the 13 years of K-12 education. Students will apply their learning in a variety of text types at increasingly challenging levels. The RCAS units are paced to provide several opportunities each year to encounter the standards. At times, the standards and related district focuses should be taught explicitly in reading and writing workshops. The workshop framework provides strong opportunities for this explicit teaching through mini-lessons, foundation lessons, guided reading, and debriefs. Simultaneously, the standards should also be addressed in introductory and ongoing ways through interactive read-alouds, poetry experiences, conferences, and project-based learning. Example: In Unit 3, a teacher might choose to model CCR4, interpret words and phrases, through an engaging read-aloud text. At the same time, the class might also be doing an in-depth study of synthesis and summarizing during reading workshop time for several weeks, and other standards might be named during times of conferring, small group lessons, and poetry sessions. Look for ways to teach the unit standards in brief encounters as well as in in-depth lessons, integrated studies, and project-based learning.

5

Unit 3: Navigating Nonfiction Grades K-5

Table of Contents

Unit 3 Overview………………………………………………………………………………………... 3 Glossary……………………………………………………………………………………………………. 6 Enduring Understandings/Guiding Questions/Student Centered Language………. 7 Resource Lists……………………………………………………………………….…………………. 15 Lessons Resources, Grades K-2………………………………………………………………….. 17 Lessons Resources, Grades 3-5………………………………………………………………….. 28 Assessments…………………………………………………………………………………………….. 41

6

Unit 3: Navigating Nonfiction Grades K-5

Glossary

Reading Workshop A reading workshop is a framework for creating a community of readers. Sam Bennett in That Workshop Book says, “Workshop is a predictable structure, routine ritual, and system that allows the unpredictable work of deep reading, brilliant writing, mind-changing conversations,

inspirational epiphanies, and connections of new to the known—that is, learning—to happen,” An implementation rubric for setting up a K-5 reading workshop is available on the district literacy

website at www.rcas.org/Administration/Elementary Literacy.

CCSS Common Core State Standards. There are ten grade-level reading standards divided into

narrative and information text, and 10 writing standards for each grade K-5.

CCR College and Career Readiness standard; often referred to as anchor standards. These standards

contain the big ideas that all students in K-12 must master to be adequately prepared for college and careers. The reading anchor standards are found on page 10 of your Common Core

document.

Year-Long Power Standards These standards, taken directly from the Common Core document, have been determined to be

umbrella standards that guide our work throughout the entire year.

Unit Power Standards Each unit is guided by these power standards taken directly from the Common Core document.

These standards have endurance, leverage, and readiness for the next level of learning.

Unit Focus Each unit is guided by these big ideas that originate from the power standards.

District Focus Each unit is supported by specific focus areas established by the Rapid City Area Schools and are

guided by research, best practice, and continued study.

7

Unit 3: Navigating Nonfiction—Understandings & Questions

Enduring Understandings (Anchor Standards)

Guiding Questions Student Centered Language

Unit Power Standards

CCR1—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.

What are the ways readers use text evidence to infer and draw conclusions?

How do readers infer, utilizing evidence from the text?

How do readers cite text evidence to support their thinking and inferences?

What are the ways readers leave tracks to hold their thinking?

This information makes me think… I’m thinking that…because it

says… From the text clues, I can

conclude… The evidence suggests… I infer… Maybe it means… I know...so I think it means… My guess is...because...

CCR3—Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

In what ways do readers identify, track, and analyze connections between two characters, events and/or ideas (what happened and why)?

In what ways do authors develop and connect relationships between events, characters, and ideas as a text progresses?

I knew that would happen because…

It makes sense that… because… I think… because… This person is kind of… so I

think… The author talks about it here,

and here, and here...

8





CCR4—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.

How do readers infer the meaning of unknown words or phrases within a text?

How do readers identify words that help to shape the meaning or tone of a text?

Do some words matter more than others?

What words call readers’ attention? What do readers notice as they reread them?

Another word I could use might be…

Maybe it means...because… My guess is… Perhaps… From the text clues, I conclude… This word/phrase makes me

think… This word/phrase really stands out

because… This word/phrase describes...

CCR5—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.

What are some text features authors use to organize texts?

How do texts differ in their organization, and why might that be?

What text structures does an author use to support readers in nonfiction texts?

How do texts differ in their structure, and why might that be?

This (feature) helps me understand…

This (feature) makes me think… The structure of this nonfiction

text is… because… I get this because I looked at how

the author...

9





CCR6—Assess how point of view or purpose shapes the content and style of a text.

What is the author’s point of view/purpose for writing a text, and how does the reader know?

Why did the author write the text this way (expository or narrative)?

What does the author want the reader to believe?

How does the author’s stance impact his/her writing?

When considering one topic or idea, how does the author’s purpose or point of view vary from text to text?

The author wants me to feel...because…

The author wants me to (do what?)…

This author is a (scientist, parent, female) so she wants me to believe…

This author disagrees because he…

This is narrative because… Writing this book like a story helps

the author tell us… This author thinks… But this

author thinks...

CCR7—Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

How does information within text features or digital media help readers understand the content?

How does information gained from a variety of sources and features work together to help readers understand the content?

What are some ways readers learn things visually, other than by reading text?

I trust this source because… Look how this book has… That movie showed… The graph (diagram, picture,

chart, etc.) helped me think about…

The author used a graph (diagram, picture, chart, etc.) to make it easier to understand (see, compare, etc.)…

10





CCR8—Delineate and evaluate the argument and specific claims in a text including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

How do authors use reasons and evidence to support their points (ideas)?

How do readers identify the specific reasons for an author’s idea or point?

What are some ways readers check the validity of an author’s ideas?

I think the author wants us to believe...because here it says…

She thinks...because she writes… These are the reasons the author

believes… This book is about...because here

it says… I don’t think this makes sense

because here it says… I think this is true because it says

here...

CCR9—Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take.

In what ways are texts about the same topic similar and different?

How do readers compare/contrast important ideas about a topic from multiple authors?

What are some ways readers use information from two or more texts to learn about a topic?

In what ways do readers integrate information from two or more resources to speak or write about the topic?

The authors of these books agree/disagree about…

I’m making T-T connections between these books.

When I read...I was thinking… But I changed my mind when I read…

But this book says… I read a book about…that said… For our project we learned...from

these books...

11




Year-Long Power Standards

CCR10—Read and comprehend complex literary and informational texts independently and proficiently. (see grade-level standards for specifics)

How do readers manage their reading time, stay engaged with texts, and focus their thinking on what’s important?

How do readers stay engaged with informational text, focusing their attention on what’s most important?

What problem-solving strategies, comprehension strategies, and fluency skills do grade-level readers consistently use when they are reading?

As a reader, am I moving forward through the text reading levels into more complex text as the year progresses?

I try to read every day at... When I get distracted I… When I am reading I try to… I know this part is important and so

I… When I have problems with the

words, I… When I have problems reading, I… That didn’t sound right. That didn’t look right. That didn’t make sense. I don’t get that… I used to read this kind of books, but

now I read this kind of books.

RF4—Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and

understanding. Read on-level text orally with

accuracy, appropriate rate, and expression on successive reading.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

What do good readers sound like? When and for what reasons do

readers reread text?

When I read I sound like… Didn’t that sound smooth? Did that sound like talking? That sounded interesting! Did you hear my voice? I reread when… Sometimes I don’t understand so I

read it again. Sometimes it sounds funny, so I read

it again. Sometimes the words don’t look

right, so I read it again.

12


Enduring Understandings Guiding Questions Student Centered Language

District Focus

Inquiry—Inquiry is defined as seeking for truth, information, or knowledge. According to Jeffrey D. Wilhelm in Engaging Readers and Writers with Inquiry, it involves elaborating and inventing upon what is already known, extending and applying new knowledge, and evaluating and adapting one’s understandings to new situations.

How do readers follow their interests even as they change?

How do readers follow trails of thought to new learning?

How does new information tie in with prior knowledge?

Are readers drawing insightful and reasonable conclusions?

How do readers justify inferences and opinions?

First we thought… Then we realized… Now we wonder…

After reading all this information, this is how I feel… and what I think…

I did not know that YET, but now I know, so here’s what I’m thinking NEXT.

Research—Research is a diligent and systematic investigation into a subject in order to revise understandings and theories. Students engaged in research work together to answer guiding questions and apply their new knowledge in order to answer, “So now what?”

What kind of questions do readers ask about an idea?

How do readers choose a research topic?

In what ways can readers advance an idea?

What are some ways (and some tools) to help readers organize thinking about one topic into a final presentation?

First we thought… Then we realized… Now we wonder...

We used a (Venn diagram, web, chart, etc.) because it helped us…

We thought about how this author wrote her book, and we decided to do it like this…

13



District Focus

Using Multiple Sources—Students will learn to look at multiple sources and discern what is different and/or similar between the sources; what is believable and why.

How do different sources help readers understand different ideas about this topic?

Why do authors provide supporting evidence for their ideas?

How do authors provide supporting evidence for their ideas?

I reread all of these little books and now I think…

I noticed in this book… but in this book…

This author cited research to say...

Critical Reading—Critical readers notice what a text says, does, and means. They bring to the text prior knowledge for evaluating the truth of the text. Critical readers recognize the purpose of the text, understand the tone and persuasive elements, and recognize the bias within texts.

How does a reader’s prior knowledge help him think about a text?

How do readers decide what an author is trying to say?

What are some purposes for which authors write books?

I already know about this...because...

I read a book (saw a movie, talked to my mom) about this before and I think...

I reread this and now I think… I think this author is trying to

say...

14



Connections to Word Study Upon initial review, these connections appear strong. This work will continue during the 2012-2013 school year.

RF3—Know and apply grade-level phonics and word analysis skills in decoding words: Use combined knowledge of all

letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

In what ways do readers determine unknown words within a text?

(You might hear the child using the first letter, using the first and last parts, using a finger to check slowly under the word, repeat to confirm a word, repeat to get a running start on a word, and/or repeat to the beginning of the line, phrase, or at the word level)

Readers use context clues to help solve unknown words

Connections to Writing Upon initial review, these connections appear strong. This work will continue during the 2012-2013 school year.

15

Unit 3: Navigating Nonfiction—General Resource List

Adopted District-wide Resources

Calkins, L. & Tolan, K. (2010). Navigating nonfiction: Determining importance and synthesizing. Vol. 1. Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis. A. (2008). The primary comprehension toolkit: Language and lessons for active literacy. Portsmouth, NH: Heinemann

Calkins, L. (2010). Navigating nonfiction: Using text structures to comprehend. Vol. 2. Portsmouth, NH: Heinemann

Harvey, S. & Goudvis, A. (2010) Small group lessons for the comprehension toolkit, grades K-2. Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2005). The comprehension toolkit, grades 3-6. Portsmouth, NH: Heinemann.

RCAS Literacy Staff (2009). Reading Workshop Implementation Guide, K-5.

Harvey, S. & Goudvis, A. (2010) Small group lessons for the comprehension toolkit, grades 3-6. Portsmouth, NH: Heinemann.

Leveled Library, including student texts and teacher professional resources

Supplemental Resources that Support the Balanced Literacy Initiative

Fountas, I. C. & Pinnell, G. S. (2001). Guiding readers and writers, Grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.

Miller, Debbie (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.

Boushey, G. & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, ME: Stenhouse.

Boushey, G. & Moser, J. (2009). The CAFÉ book: Engaging all students in daily literacy assessment and instruction

16

Unit 3: Navigating Nonfiction—General Resource List

Supplemental Resources that Support the Balanced Literacy Initiative (continued)

McGregor, T. (2007). Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2008). Strategies that work: Teaching Comprehension for Understanding and Engagement, 2nd ed. Portland, ME: Stenhouse.

Collins, Kathy (2004). Growing Readers: Units of study in the primary classroom. Portland, ME: Stenhouse.

Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehending and fluency. Portsmouth, NH: Heinemann.

Johnson, P. & Keier, K. (2010). Catching readers before they fall: Supporting readers who struggle, K-4. Portland, ME: Stenhouse.

Buckner, A. (2009). Notebook connections: Strategies for the readers notebook. Portland, ME: Stenhouse.

Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.

Parsons, S. (2010). First grade readers: Units of study to help children see themselves as meaning makers. Portsmouth, NH: Heinemann.

17

Unit Focus –Infer & Cite Evidence for Your Thinking (CCR1)

Reading With Meaning Chapter 8, Inferring: P. 109 Readers make predictions about text and confirm or contradict their predictions as they read on P. 111 Readers use their prior knowledge and textual clues to draw conclusions and form unique interpretations of text. P. 114 Readers know to infer when the answers to their questions are not implicitly stated in the text. P. 115 Readers create interpretations to enrich and deepen their experience in a text. Chapter 9, Asking Questions: P. 125 Readers purposefully and spontaneously ask questions before, during, and after reading. P. 127 Readers determine whether the answers to their questions can be found in the text or whether they will need to infer the answer from the text, their background knowledge, and/or an outside source. P. 130 Readers understand that many of the most intriguing questions are not answered explicitly in the text, but are left to the reader’s interpretation. P. 131 Readers understand that hearing others’ questions inspires new ones of their own; likewise, listening to others’ answers can also inspire new thinking. P. 134 Readers understand that the process of questioning is used in other areas of their lives, both personal and academic.

Unit 3: Navigating Nonfiction —Lesson Resources K-2

18

Unit Focus –Infer & Cite Evidence for Your Thinking (CCR1) continued

Growing Readers Chapter 7 Readers pursue their interests in books and other texts (a nonfiction unit of study)

Primary Comprehension Toolkit Grades K-2 Lesson 8 View and read to learn and wonder: Use images and words to gain understanding Lesson 9 Wonder about new information: Ask questions when you read, listen, and view Lesson 10 Use questions as tools for learning: Understand why some questions are answered and some are not Lesson 11 Read with a question in mind: Find answers to expand thinking

Small Group Lessons for the Primary Comprehension Toolkit Grades K-2

Lesson 8a p.71 Wonder about new learning Lesson 8b p.76 Use new learning to revise thinking Lesson 9 p.81 Ask questions as you read Lesson 10a p.86 Record questions and answers Lesson 10b p.90 Use strategies to find answers Lesson 10c p.96 Find answers beyond the text Lesson 11a p.101 Use a table of contents to find answers Lesson 11b p.106 Use headings to find answers

Teaching for Comprehending and Fluency Graphic organizers—General: Supporting thinking (evidence from the text): Recording thinking with supporting evidence

The CAFÉ Book P. 160 Ready Reference Form: Ask questions throughout the reading process P. 99-100 Infer and support with evidence: The Inferring Game P. 162 Ready Reference Chart: Infer and support with evidence

Unit 3: Navigating Nonfiction —Lesson Resources K-2

19

Unit 3: Navigating Nonfiction—Lesson Resources K-2

First Grade Readers

Chapter 5 p.93 Reading to Learn P. 107 Readers ask questions as they read nonfiction P. 108 When we study something in depth, we have to allow new learning to inspire new questions

Comprehension Connections

Chapter 5 Questioning, Fuel for thought P. 63 Concrete: Questioning rocks! P. 66 Sensory Exercises: Questioning P. 69 Wonder-full songs P. 69 Vermeer: Questions beneath the surface (art) P. 70 The wordless books of David Wiesner P. 71 Quotes about questioning to get kids talking P. 72 Time for Text: Questioning (list of mentor texts)

Unit Focus—Interrelationships of Individuals, Events, and Ideas Across a Text (CCR3)

Growing Readers P. 198 Readers pursue their interests in books and other texts (a nonfiction unit of study) P. 168 Readers react and talk back to the text P. 170 Readers question things that happen or things that characters do

The Primary Comprehension Toolkit K-2 Lesson 6 Making connections: Use personal experience to construct meaning

Small-Groups Lessons for the Primary Comprehension Toolkit K-2

Lesson 6a p.47 Make text-to-self connections Lesson 6b p.52 Make text-to-text connections

20


Unit Focus—Interrelationships of Individuals, Events, and Ideas Across a Text (CCR3) continued

First Grade Readers Chapter 5 Reading to Learn P. 103 In nonfiction it’s important to study the pictures closely P. 109 Just as with stories, nonfiction readers make connections between pages or books

Unit Focus—Interpreting Words & Phrases That Set the Tone, Vocabulary & Word Choice (CCR4)

Reading with Meaning P. 107 Readers determine meanings of unknown words by using their schema, paying attention to textual and picture clues, rereading, and engaging in conversations with others

Growing Readers P. 197 Readers pursue their interests in books and other texts (a nonfiction unit of study)

The Primary Comprehension Toolkit Grades K-2 Lesson 8 View and read to learn and wonder: Use images and words to gain meaning Lesson 12 Infer meaning: Merge background knowledge with clues from the text


Lesson 8a p.71 Wonder about new learning Lesson 8b p.76 Use new learning to revise thinking

CAFÉ Book P. 186 Ready Reference Form: Use pictures, illustrations, and diagrams to figure out words P. 188 Ready Reference Form: Use prior knowledge and context to predict and confirm meaning

21


Unit Focus—Interpreting Words & Phrases That Set the Tone, Vocabulary & Word Choice (CCR4) continued

First Grade Readers Chapter 5 Reading to Learn P. 106 You may be able to understand a new word by reading before and after that word

Unit Focus—How Text Structure Supports Meaning (CCR5)

Reading With Meaning Chapter 10 p.144-147 Modeling the difference between fiction and nonfiction Chapter 10 p.148-150 Convention notebooks Chapter 10 p.150-151 Locating specific information

Growing Readers Chapter 7 p.197 Readers pursue their interests in books and other texts P. 210-214 Two launching mini-lessons on text structure and features P. 214 Readers use the index to find the page with information they’re looking for P. 214 Readers decide where to start reading on a nonfiction page P. 220 Readers use the features of nonfiction to help them find information P. 220 Readers read nonfiction in special ways to learn about their topics

The Primary Comprehension Toolkit Grades K-2 Lesson 2 Notice and think about nonfiction features: Construct a feature/purpose chart Lesson 3 Explore nonfiction features: Create nonfiction feature books

22


Unit Focus—How Text Structure Supports Meaning (CCR5) continued

Small Group Lessons for the Primary Toolkit Grades K-2 Lesson 2a p.9 Preview features in a text Lesson 2b p.14 Integrate information from features Lesson 3 p.18 Explore visual and text features

Teaching for Comprehending and Fluency P. 185-186 Patterns or underlying structures in factual texts P. 357-359 Explicit language to communicate mini-lesson principle P. 366 Mini-lesson topics re: text organization and structure P. 255-258 Sample texts sets for interactive read-aloud

CAFÉ Book P. 119 Small group lesson: Use clues from text features P. 186 Ready Reference Form: Use pictures, illustrations, and diagrams

First Grade Readers Chapter 5 Reading to Learn P. 100 There are lots of different kinds of nonfiction, and we read them in different ways P. 101 Readers preview a nonfiction book before starting to read P. 101 It’s easier to read and learn from nonfiction if you get to know how a book works P. 101 Nonfiction readers should be able to name the topic of a book in a few words P. 103 In nonfiction, it’s important to study the pictures closely P. 105 Readers think about how pictures and words go together

23


Unit Focus—Point of View, Author’s Purpose (CCR6)

Reading with Meaning Chapter 10 Determining importance in nonfiction

The Primary Comprehension Toolkit Grades K-2 Lesson 14 Make sense of new information: infer from features, pictures and words Lesson 17 Paraphrase information: Merge your thinking to make meaning Lesson 18 Organize your thinking as you read: Take notes to record information Lesson 19 Summarize information: Put it in your own words and keep it interesting

Small Group Lessons for The Primary Comprehension Toolkit Grades K-2

Lesson 14 p.130 Infer and visualize with nonfiction Lesson 17 p.154 Paraphrase and respond to information Lesson 18a p.159 Sort information, questions, and reactions Lesson 18b p.164 Think across categories of information Lesson 19a p.173 Summarize during reading Lesson 19b p.178 Summarize after reading

Growing Readers Chapter 7 Readers pursue their interests in books and other texts

The CAFÉ Book P. 166 Ready Reference Form: Determine and analyze author’s purpose and support with text

First Grade Readers Chapter 5 p.93-116 Reading to Learn P. 103 In nonfiction it’s important to study the pictures closely P. 104 Readers think about how pictures and words go together

24


Unit Focus—Point of View, Author’s Purpose (CCR6) continued

Teaching for Comprehending and Fluency P. 366 List of minilessons for point of view P. 291 Characteristics to know re: author’s point of view

Unit Focus—Sift & Sort Information, Determine Credibility (CCR7)

Reading with Meaning Chapter 10 Determining Importance in Nonfiction

Growing Readers Chapter 7 Readers pursue their interests in books and other texts P. 214-224 Cycles of reading nonfiction books to research a topic, comparing and contrasting sources

The Primary Comprehension Toolkit Grades K-2 Lesson 14 Make sense of new information: Infer from features, pictures and words Lesson 19 Summarize information: Put it in your own words and keep it interesting Lesson 20 Read to get the big ideas: Synthesize the text


Lesson 14 p.130 Infer and visualize with nonfiction Lesson 19a p.173 Summarize during reading Lesson 19b p.178 Summarize after reading

First Grade Readers Chapter 5 p.93-116 Reading to Learn P. 107 Reading with a focus

25


Unit Focus—Evaluate the truthfulness of the facts (CCR8)

The Primary Comprehension Toolkit Grades K-2 Lesson 20 Read to get the big ideas: Synthesize the text

Growing Readers Chapter 7 Readers pursue their interests in books and other texts

Unit Focus—Compare & Contrast, Summarize & Synthesize (CCR9)

Reading with Meaning Chapter 11 p.157 Synthesizing Information P. 160 Readers monitor overall meaning, important concepts, and themes as they read, understanding that their thinking evolves in the process P. 163 Readers retell what they have read as a way of synthesizing P. 164 Readers capitalize on opportunities to share, recommend, and criticize books they have read P. 164 Readers extend their synthesis of the literacy meaning of a text to the inferential level

Growing Readers Chapter 5 p.93 Reading to Learn P. 105 It’s important to be able to say what you are learning in your own words P. 109 Part of studying a topic is to compare or contrast one book to another P. 109 Just as with stories, nonfiction readers make connections between pages or books

26



CAFÉ Book P. 169 Ready Reference Form: Compare and contrast within and between text P. 78 Conference: Summarize text (advanced reader) P. 101 Lesson: Summarize text; Include sequence of main events P. 164 Ready Reference Form: Summarize text; Include sequence of main events

First Grade Readers Chapter 5 p.93 Reading to Learn P. 100 There are lots of different kinds of nonfiction, and we read them in different ways P. 105 It’s important to be able to say what you are learning in your own words P. 109 Part of studying a topic is to compare or contrast one book to another P. 109 Just as with stories, nonfiction readers make connections between pages or books

Comprehension Connections Chapter 8 p.103 Synthesizing: Keep the change P. 104 Concrete Experience: Nesting dolls P. 105 Sensory Exercises: Spiraling out of control P. 107 Sensory Exercises: Go on synthesizing spree P. 108 Sensory Exercises: Sing a song of synthesis P. 110 Sensory Exercises: I. M. Pei: Structures of synthesis P. 111 Wordless books: Go graphic

27


District Focus—Inquiry & Research; Using Multiple Sources

Reading with Meaning Chapter 9 Asking questions: This chapter gives examples of student projects that begin with a question Chapter 10 Determining importance in nonfiction: This chapter gives examples of students involved in inquiry projects, and shows examples of student work

Growing Readers Chapter 7 Readers pursue their interests in books and other texts P. 214+ Guide students through inquiry projects

The Primary Comprehension Toolkit Grades K-2 Lesson 21 Explore and investigate: Read, write and draw in a researcher’s workshop Lesson 22 Share your learning: Create projects to demonstrate understanding Teacher’s Guide p.59-63 Using the toolkit in science and social studies: Active literacy across the curriculum

First Grade Readers Chapter 5 p.93 Reading to Learn P. 107-110 Reading with a focus

District Focus—Critical Reading

Teaching for Comprehending and Fluency P. 290-292 Learning to think critically about fiction and nonfiction texts

28

Unit 3: Navigating Nonfiction—Lesson Resources Grades 3-5

Introductory Lessons/Information about Nonfiction Texts

Units of Study for the Reading Workshop, Book 3, NAVIGATING NONFICTION, Volume 1

Session 1 Readying our minds to read nonfiction Session 3 Choosing Just-Right Texts and Reading with stamina in nonfiction Session 6 Talking to grow ideas about nonfiction texts Session 7 Reading differently because of conversations

The Comprehension Toolkit Grades 3-6 Teacher’s Guide P. 6-18 What is comprehension and how do we teach it?

Guiding Readers and Writers Grades 3-6 Chapter 23 p.390-409 Teaching genre and content literacy: Explore fiction and nonfiction texts *Nonfiction p.399-404 P. 233 236-238 Book introductions P. 450-452 Using graphic organizers with informational texts

Teaching for Comprehending and Fluency Chapter 13 p.172-192 Understanding the demands of nonfiction texts Chapter 26 p.418-437 Using guided reading to teach for the comprehending of nonfiction texts

29


Unit Focus–Infer and Cite Evidence of Your Thinking (CCR1)

Units of Study for the Reading Workshop, Book 3, NAVIGATING NONFICTION, Volume 2

Session 4 p.66-81 Becoming Experts and Teaching Others from Nonfiction Texts

Comprehension Toolkit Grades 3-6 Lesson 7 Question the text Lesson 8 Read to discover answers Lesson 9 Ask questions to expand thinking Lesson 11 Infer with text clues Lesson 13 Crack open features Lesson14 Read with a question in mind Lesson 15 Wrap your mind around the big ideas Extend & Investigate Lesson 4 Monitoring and asking questions when there is not enough information (NEI)

Small Group Lessons for the Comprehension Toolkit Grades 3-6

Lesson 11a p.107 Gather text evidence Lesson 11b p.112 Draw and support conclusions Lesson 13 p.122 Infer the meaning of subheads Lesson 14 p.127 Infer answers to authentic questions Lesson 15a p.132 Infer themes from text evidence Lesson 15b p.137 Support themes with text evidence

Strategies That Work (2000) P. 90 Questioning that leads to inferential thinking P. 106 Inferring from the cover and illustrations as well as the text P. 109 Recognizing plot and inferring themes P. 111 Visualizing and inferring to understand textbooks P. 114 Inferring and questioning to understand historical concepts

30


Unit Focus–Infer and Cite Evidence of Your Thinking (CCR1) continued

Strategies That Work, 2nd Edition P. 140 Inferring from the cover and illustrations as well as the text. P. 141 Inferring with text clues P. 142 Recognizing plot and inferring themes P. 144 Visualizing and inferring to understand information P. 146 Inferring and questioning to understand historical concepts

Teaching for Comprehending and Fluency P. 55-56 Inferring P. 369-370 Minilesson topics for nonfiction genres P. 356 Chart—Elements of nonfiction genres, sample principles in an explicit minilesson and during interactive read aloud P. 418-437 Chapter 26 Using guided reading to teach for the comprehension of nonfiction texts Graphic organizers—General: Supporting thinking (evidence from the text), Recording thinking with supporting evidence

The CAFÉ Book P. 99-100 Infer and support with evidence: The Inferring Game P. 162 Ready Reference Chart: Infer and support with evidence

Unit Focus—Interrelationships of Individuals, Events, and Ideas Across a Text (CCR3)

Units of Study for the Reading Workshop, Book 3 NAVIGATING NONFICTION, Volume 1

Session 7 p.116-133 Reading differently because of conversations


Session 10 p.36-53 Seeking underlying ideas in narrative nonfiction

31


Unit Focus –Interpreting Words & Phrases That Set the Tone (Vocabulary & Word Choice—CCR4)


Session 15 p.110-123 Using the lingo of experts Session 18 p.154-169 Reading critically: Why is the author making us feel that way?

The Comprehension Toolkit Grades 3-6 Lesson 10 Infer meaning of unfamiliar words. Lesson 12 Tackle the meaning of language: Infer beyond the literal meaning Extend & Investigate Lesson 7 Unpacking new words and concepts


Lesson 10a p.98 Use context to infer word meanings Lesson 10b p.103 Use new vocabulary

Strategies that Work, 2nd edition P. 139 Inferring the meaning of unfamiliar words

CAFÉ Book P. 186 Ready Reference Form: Use pictures, illustrations, and diagrams to figure out words P. 188 Ready Reference Form: Use prior knowledge and context to predict and confirm meaning

Unit Focus—How Text Structure Supports Meaning (CCR5)


Session 1 p.2-22 Readying our minds to read nonfiction Session 2 p.30-47 Looking for structure within a nonfiction text Session 5 p.82-99 Grasping main ideas in nonfiction texts

Guiding Readers and Writers P. 399-409 Nonfiction text (features and structures by genre)

32


Unit Focus—How Text Structure Supports Meaning (CCR5) continued

The Comprehension Toolkit Grades 3-6 Lesson 4 Follow the text signposts: Use nonfiction features to guide learning Lesson 13 Crack open features: Infer the meaning of subheads and titles Extend & Investigate Lesson 10 Drawing conclusions from graphic features

Small-Group Lessons for the Comprehension Toolkit Grades 3-6

Lesson 4a p.27 Explore visual and text features Lesson 4b p.32 Identify purposes of visual and text features Lesson 13 p.122 Infer the meaning of subheads

Strategies That Work (2000) P. 122 Building background knowledge of nonfiction conventions P. 125 Becoming familiar with the characteristics of nonfiction trade books

Strategies That Work, 2nd Edition P. 159 Building background knowledge of nonfiction features P. 161 Becoming familiar with the characteristics of nonfiction trade books P. 164 Making students aware of primary sources

Teaching for Comprehending and Fluency P. 185-186 Patterns or underlying structures in factual texts P. 357-359 Explicit language to communicate minilesson principle P. 366 Minilesson topics re: text organization and structure P. 255-258 Sample texts sets for interactive read-aloud

CAFÉ Book P. 119 Small group lesson: Use clues from text features P. 186 Ready Reference Form: Use pictures, illustrations, and diagrams

33


Unit Focus—Point of View, Author’s Purpose (CCR6)


Session 8 Identifying nonfiction text structures and adjusting reading


Session 16 Writing to think about nonfiction Session 17 Reading critically: What is the author making us feel, and how? Session 18 Reading critically: Why is the author making us feel that way?

The Comprehension Toolkit Grades 3-6 Lesson 20 Distinguish your thinking from the author’s: Contrast what you think with the author’s purpose


Lesson 20a p.171 Recognize the author’s perspective Lesson 20b p.176 Summarize the author’s perspective

Strategies that Work (2000) P. 137 Reading opposing perspective to form an opinion P. 139 Reasoning through a piece of historical fiction to determine the essence

Strategies that Work, 2nd Edition P. 167 Important to whom? P. 169 Reading opposing perspectives to form an opinion P. 173 Reasoning through a piece of historical fiction to determine importance

Teaching for Comprehending and Fluency P. 366 List of minilessons for point of view P. 291 Characteristics to know re: author’s point of view

34


Unit Focus—Point of View, Author’s Purpose (CCR6) continued

Café Book P. 166 Ready Reference Form: Determine and analyze author’s purpose and support with text

Unit Focus—Sift & Sort Information, Determine Credibility (CCR7)


Session 4 Becoming experts and teaching others from nonfiction texts


Session 13 Becoming experts on shared nonfiction topics Session 20 Using lenses to see more in nonfiction

The Comprehension Toolkit Grades 3-6 Lesson 4 Follow the text signposts: Use nonfiction features to guide learning Lesson 8 Read to discover answers: Ask questions to gain information Lesson 13 Crack open features: Infer the meaning of subheads and titles Lesson 14 Read with a question in mind: Infer to answer your questions Extend and Investigate Lesson 3 Getting to the point

Strategies That Work, 2nd Edition P. 164 Making students aware of primary sources

Guiding Readers and Writers Grades 3-6 P. 400 Accuracy and Authenticity (of NF text)

35


Unit Focus—Evaluate the truthfulness of the facts (CCR8)


Session 19 p.170-185 Creating our own responses to nonfiction Session 20 p.186-201 Using lenses to see more in nonfiction

The Comprehension Toolkit Grades 3-6 Lesson 11 Infer with text clues: Draw conclusions from text evidence Lesson 15 Wrap your mind around the big ideas: Use text evidence to infer themes

Small Group Lessons for The Comprehension Toolkit Grades 3-6

Lesson 11a Gather text evidence Lesson 11b Draw and support conclusions Lesson 15a Infer themes from text evidence Lesson 15b Support themes with text evidence

Strategies that Work, 2nd Edition P. 164 Making students aware of primary sources P. 82 Read, write and talk



Lesson 13 Becoming experts on shared nonfiction topics Lesson 17 Reading critically: What is the author making us feel, and how? Lesson 19 Creating our own responses to nonfiction Lesson 20 Using lenses to see more in nonfiction

36


Unit Focus—Compare & Contrast, Summarize & Synthesize (CCR9) continued

The Comprehension Toolkit Grades 3-6 Lesson 22 Read, think and react: Paraphrase and respond to information Lesson 23 Think beyond the text: Move from facts to ideas Lesson 24 Read to get the gist: Synthesize your thinking as you go

Small Group Lessons for The Comprehension Toolkit Grades 3-6

Lesson 22 Take notes, paraphrase, and respond Lesson 23 Extend and expand your thinking Lesson 24a Pull out the big ideas Lesson 24b Pare down and synthesize ideas

Strategies That Work (2000) P. 145 Making synthesizing concrete P. 146 Retelling to synthesize information P. 147 Synthesizing while reading expository text P. 149 Making comparisons in science and synthesizing the similarities P. 149 Showing evolving thinking by summarizing the content and adding personal response P. 151 Reading for the gist P. 153 Writing as synthesis: Personalities from the past P. 156 Moving from short text to chapter books P. 159 Synthesizing to access content P. 163 Reading like a writer P. 165 Trying to understand: Seeking answers to questions that have none

37


Unit Focus—Compare & Contrast, Summarize & Synthesize (CCR9) continued

Strategies That Work, 2nd Edition P. 181 Retelling to synthesize information P. 182 Paraphrasing to summarize expository text P. 183 Synthesizing: How reading changes thinking P. 185 Comparing and contrasting in science and social studies P. 185 Summarizing the content and adding personal response P. 187 Reading for the gist P. 188 Writing a short summary P. 190 Writing as synthesis: Personalities from the past P. 192 Synthesizing to access content P. 195 Reading like a writer P. 197 Trying to understand: Seeking answers to questions that have none

Guiding Readers and Writers Grades 3-6 P. 402-403 Comparison/Contrast (chart on 402)

Teaching for Comprehending and Fluency P. 185-186 Signal words, description

CAFÉ Book P. 169 Ready Reference Form: Compare and contrast within and between text P. 78 Conference: Summarize text (advanced reader) P. 101 Lesson: Summarize text; Include sequence of main events P. 164 Ready Reference Form: Summarize text; Include sequence of main events

Comprehension Connections Chapter 8 p.103 Synthesizing: Keep the change

38


District Focus—Inquiry & Research


PART THREE—RESEARCH PROJECTS Lesson 13 Becoming experts on shared nonfiction topics Lesson 14 Pursuing collaborative inquiries with commitment Lesson 15 Using the lingo of experts Lesson 16 Writing to think about nonfiction Lesson 17 Reading critically: what is the author making us feel, and how? Lesson 18 Reading Critically: Why is the author making us feel that way? Lesson 19 Creating our own responses to nonfiction Lesson 20 Using lenses to see more in nonfiction

The Comprehension Toolkit Grades 3-6 Lesson 7 Question the text: Learn to ask questions as you read Lesson 8 Read to discover answers: Ask questions to gain information Lesson 9 Ask questions to expand thinking: Wonder about the text to understand big ideas Lesson 23 Think beyond the text Lesson 26 Read, write, and reflect


Lesson 7a Note questions and answers while reading Lesson 7b Identify unanswered questions Lesson 8a Read with your questions in mind Lesson 8b Skim and scan to search for answers Lesson 8c Combine knowledge and text information Lesson 9a Ask questions to understand big ideas Lesson 9b Use questions to increase learning

39


District Focus—Inquiry & Research continued


Lesson 23 Extend and expand your thinking Lesson 26a-d Writing a summary response

Strategies that Work (2000) P. 82 Share your questions about your own reading P. 83 Some questions are answered, others are not P. 85 Knowing when you know and knowing when you don’t know P. 86 Gaining information through questioning P. 89 Thick and thin questions P. 90 Questioning that leads to inferential thinking P. 92 Using question webs to expand thinking

Strategies that Work, 2nd Edition P. 110 Share your questions about your own reading P. 111 The more we learn, the more we wonder P. 112 Some questions are answered, others are not P. 113 Gaining information through questioning P. 115 Thick and thin questions P. 116 Reading to answer a question P. 117 Reading with a question in mind P. 119 Questioning that leads to inferential thinking P. 121 Using question webs to expand thinking

District Focus—Using Multiple Sources


Session 4 Becoming experts and teaching others from nonfiction texts

40


District Focus—Using Multiple Sources continued


Session 13 Becoming experts on Shared nonfiction topics Session 16 Writing to think about nonfiction Session 19 p.170-185 Creating our own responses to nonfiction Session 20 p.186-201 Using lenses to see more in nonfiction

Strategies That Work (2000) P. 92 Using question webs to expand thinking P. 149 Comparisons in science and synthesizing the similarities

Strategies That Work, 2nd edition P. 98 Rethinking misconceptions: New information changes thinking P. 121 Question webs to expand thinking P. 185 Comparing and contrasting in science and social studies

District Focus—Critical Reading


Session 17 Reading critically: What is the author making us feel, and how? Session 18 Reading Critically: Why is the author making us feel that way?

Teaching for Comprehending and Fluency P. 290-292 Learning to think critically about fiction and nonfiction texts

41

Name of Book: _________________________________________ TR Level: ______

“When we summarize, we concentrate on the information in the text. We try to pick out the most important information, put the informa-tion into our own words, and keep it brief.”

Harvey & Goudvis, The Comprehension Toolkit, Book 6, p.1

Circle the quadrant that best describes the student’s summarizing. Add the total points to determine the child’s score.

Advanced = 11-12 Proficient = 8-10 Basic = 6-7 Below Basic = 0-5

Summarizing Rubric CCR2 Reader’s Name: _________________________ Rapid City Area Schools Date: __________


Criteria Advanced - 4 Proficient - 3 Basic -2 Below Basic -1

Main idea and key

supporting details

Student identifies the

main idea or theme, as well as the key support-

ing details. The student can expand upon the

theme with own thoughts

and ideas.

Student identifies the

main idea or theme, as well as the key support-

ing details.

Student identifies a

theme. There are few supporting details from

the text.

Student cannot clearly

identify a main idea or theme. There are no key

supporting details.

Based on facts,

accurate

Student includes accurate

facts from the text.

Student does not indicate

that he/she is using facts from the text. Some facts

used are incorrect or mis-interpreted.

Student does not include

facts from the text, but opinions or ideas.

Concise and in own

words

Summary is concise and

in the student’s own words.

Student uses own words,

but may include unneces-sary information.

Student’s summary is long

and vague, or is quoted from the text.

Adapted from: Harvey, S. & Goudvis, A., The Primary Comprehension Toolkit, Book 6, p.64

42

CCR2 Main Idea and Text Details


Name: _____________________ Book Title: ___________________________

Main Idea(s):

Details from the text: (include page

numbers)


numbers)


numbers)

43

Task: Students will pose a research question, use multiple sources to research the question, attempt to answer the question, and report findings. This rubric may help you build your own rubic(s) or see other examples at the links below. Online sources: http://readingandwritingproject.com/resources/assessments www2.uwstout.edu/content/profdev/rubrics/elemresearchrubric.html http://www.cte.uwaterloo.ca/teaching_resources/tips/rubrics.html NF question examples: Reading with Meaning, p.142-143

District Focus Assessment Inquiry, Research, Using Multiple Rapid City Area Schools Sources K-2


Advanced (4 pts.) Proficient (3 pts.) Basic (2 pts.) Below Basic (1 pt.)

Quality of question Child’s question is clear and fits the topic. Child can explain why he/she chose this question.

Sources used Child explained how the sources were helpful and provide evidence for the answer. Sources used were in a variety of formats.

Presentation Child’s presentation is appealing and easy to read/follow. It includes the question, answer, and sources used. The format is

appropriate to the project.

Inquiry Child shows evidence of extending own knowledge and applying new knowledge to the conclusions.

44

Task: Students will pose a research question, use multiple sources to research the question, attempt to answer the question, and report findings. The lessons in Lucy Calkins’ Units of Study for the Reading Workshop, Navigating Nonfiction, Part Three: Research Projects, p.82-201, will support this work. The rubric below, as well as the lessons, may help you build your own rubric for grades 3-5. Online sources: http://readingandwritingproject.com/resources/assessments www2.uwstout.edu/content/profdev/rubrics/elemresearchrubric.html http://www.cte.uwaterloo.ca/teaching_resources/tips/rubrics.html

District Focus Assessment Inquiry, Research, Using Multiple Rapid City Area Schools Sources 3-5


Advanced (4 pts.) Proficient (3 pts.) Basic (2 pts.) Below Basic (1 pt.)

Quality of question Child’s question is clear and fits the topic. Child can explain why he/she chose this question.

Sources used Child explained how the sources were helpful and provide evidence for the answer. Sources used were in a variety of formats.

Presentation Child’s presentation is appealing and easy to read/follow. It includes the question, answer, and sources used. The format is

appropriate to the project.

Inquiry Child shows evidence of extending own knowledge and applying new knowledge to the conclusions.

45

Evidence of close and critical reading is provided by students as they use the comprehension strategies. Therefore, a separate rubric for this district focus is not provided. When assessing close and critical reading, look at the student’s comprehension across the unit and within different types of texts. An example of a close and critical reading online rubric can be found at: http://www.missionliteracy.com/page78/assets/Close%20and%20Critical%20Reading%20bookmarks%20June%202010.pdf

In addition, the following page contains elements of critical reading that may guide teaching, conferring and assessment of close and critical reading.

District Focus Assessment Critical Reading Rapid City Area Schools


46

Close and Critical Reading and CCSS These four steps or modes of analysis are reflected in four types of reading and discussion: What a text says – restatement (CCR1) What a text does – description (CCR3, 4, 5) What a text means – interpretation (CCR2, 6, 8) So what does it mean to me? – application (CCR7, 9) All Four Questions - (CCR10) Question #1 – What does the text say? How would you summarize or write a shortened version of the text containing only the main points? CCR1 What is the gist? CCR1 What are the ideas in order of importance or presentation? CCR1 What ideas might the author be suggesting rather than directly stating? What can you infer from the hints or suggestions? CCR1 Question #2 – How does the text say it? What genre does the selection represent? CCR5 How does the piece open—exposition, lead, etc.?CCR5 Whose voice did the author choose as narrator? CCR3 From what point of view was this written? CCR3 What are the sources of information and fact? Is there more than one source of information? CCR3 What role does dialogue play in the text? CCR3 How is the information organized (e.g., time, topic, cause/effect, compare/contrast, persuasion) CCR5 Question #3 – What does the text mean? How does the author use point of view, style, mood, tone, text features, imagery, figures of speech (e.g., simile, metaphor, alliteration, irony, repetition, onomatopoeia, personification, etc.) and the lead to achieve his/her purpose (authors intent)? CCR6 Why does the author choose the method of presentation?CCR8 What are the concepts that make the reasoning possible, what assumptions underlie the concepts, and what implications follow from the use of the concepts? CCR8 What does the author want the reader to believe? CCR8 What is the quality of information collected, and are the sources sufficient, relevant, credible, and current? CCR8 Who or what is not represented? Why? CCR8 Question #4 – What does the text mean to me? Application – So What? Text(s)-to-Text: CCR9 Text(s)-to-World: CCR7 What does this remind me of in another book I’ve read? What does this remind me of in the real world? How is this text similar to other things I’ve read? How is this text similar to things that happen in the real world? How is this different from other books I’ve read? How is this different from things that happen in the real world? Have I read about something like this before? How did that part relate to the world around me?

Source: http://www.gomiem.org

District Focus Assessment Critical Reading Information Rapid City Area Schools


Documents

Unit 3 Navigating Nonfiction Rapid City Area Schools ...generalbeadleliteracy.weebly.com/uploads/8/5/9/9/8599576/unit_3... · Unit 3 Navigating Nonfiction Rapid City Area Schools