Transcript Working Through Informational Text for Deeper Understanding

Exploring Informational Text in
Transitional Kindergarten and Kindergarten
Presented by
Megan Thole
Academic Support Teacher
Fairfield Suisun Unified School District
Kindergarten Common Core
Standards Addressed
Reading
Informational Text
1. With prompting and
support, ask and
answer questions
about key details in a
text.
2. With prompting and
support, identify the
main topic and retell
key details of a text.
10. Actively engage in
group reading
activities with purpose
and understanding.
Speaking and Listening
1. Participate in
collaborative
conversations with
diverse partners about
kindergarten topics
and texts with peers
and adults in small
groups.
2. Confirm understanding of
a text read about or
information presented
orally or through other
media by asking and
answering questions about
key details and requesting
clarification if something
is not understood.
Language
1. Demonstrate command of the conventions od
standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions od
standard English capitalization,
punctuation, and spelling when writing.
4. Determine or clarify the meaning of unknown
and multiple meaning words and phrases
based on kindergarten reading and content.
Writing
3. Use a combination of
drawing, dictating, and
writing to compose
informative/explanatory
text in which they name
what they are writing
about and supply some
information about the
topic.
Foundations in Language and
Literacy
Listening and Speaking
2.0 Vocabulary
2.1 Understand and use an increasing variety
and specificity of accepted words for
objects, actions, and attributes encountered
in both real and symbolic texts.
Reading
4.0 Comprehension and Analysis of Age
Appropriate Text
4.1 Demonstrate knowledge of details in a familiar
story, including characters, events, and ordering of
events through answering questions (particularly
summarizing, predicting, and inferencing),
retelling, reenacting, and creating artwork.
4.2 Use information from informational text in a
variety of ways, including describing, relating,
categorizing, or comparing and contrasting.
Shifts in English Language Arts/Literacy
with Common Core
• Build knowledge through content rich nonfiction
• Reading, writing and speaking grounded in
evidence from text both literary and
informational
• Regular practice with complex text and its
academic language
The Common Core requires a 50-50 balance
when reading literature and informational text.
Reading for Meaning
• Previewing and predicting before reading
• Actively searching for relevant information
during reading
• Reflecting on learning after reading
Classroom Norms:
• Established choreography for think/pair/share
• Teaching space with chart paper, markers, stand,
and big book
• Student materials: paper, pencil, writing surface,
sticky notes
• Some practice with discussion starters and
sentence frames
“Research shows that students in discussionrich classrooms experience real academic
and social benefits; deeper comprehension,
greater empathy and respect for their peers,
and an increased ability to handle rigorous
content.”
Silver, Dewing, and Perini, The Core Six
Discussion Starters
•
•
•
•
•
•
•
•
•
•
I learned…
I think…
I didn’t know that…
I think the author…
I find it interesting that…
What would happen if…
This is confusing because…
I think this means….
The information here reminds me of….
This is like…
Vocabulary is Key
• Vocabulary is the foundation for improved
literacy.
• Vocabulary fuels learning.
• Academic Vocabulary is at the center of the
Common Core Standards.
Before Reading
Students will…
• predict what vocabulary, facts, features you might
encounter to help you understand the text.
• preview photographs/pictures and text structures.
• draw their attention to features of informational
text.
• connect content to previous experiences.
Examples for this lesson that support
vocabulary…
• Students think about words they expect to see when
they begin to read.
• It is important that they tell why they expect their
word to appear.
• Students list words as a group and the teacher may
implant other terms necessary for comprehension.
If applicable, teacher
highlights and focuses on
one or two terms selected
for vocabulary.
Students should have
multiple opportunities to
say, read, and write these
words if they are to
become part of their
“I think we will read the word ____
language bank.
because ______.”
Think/Pair/Share/Write
• Students think about facts they already
know about the topic in the text.
• They share their ideas with a partner.
• Students write their ideas.
(For this lesson, the students used sticky notes)
RAN chart to organize our ideas and facts
(Reading and Analyzing Nonfiction Text)
During Reading
• Text features are “called out” for relevance
and as a tool to gather information.
• As the reading progresses, students confirm
or clarify their misconceptions of facts
about the topic.
• Teacher facilitates “pause and ponder”
moments and facilitates discussion with
structured academic talk.
The teacher demonstrates using
physical response to support
comprehension for all learners.
Nonfiction text features that
communicate information visually
• Photographs
• Illustrations
• Diagrams
• Charts
• Graphs
• Tables
• Flowcharts
• Storyboards
• Maps
• Keys/Legends
• Timelines
This text had
“fun fact” text
boxes that
provided more
information in
addition to what
was provided in
the main body of
text. There was a
focus on the
importance of
reading these
features to gather
more
information.
Nonfiction text features that draw
attention to important ideas and
concepts
• Title/headings
• Subheadings
• Arrows
• Boldface
• Captions
• Table of Contents
• Glossary
• Index
• Text Boxes
• Bullets
After Reading
• Students revisit key vocabulary and using
evidence from text, describe importance of
key words for comprehension.
• Students finalize their confirmations or
misconceptions about content.
In this lesson, there were no
preconceived
misconceptions about
apples.
Therefore, that box
on the organizer was empty.
The notes the students
wrote in the beginning of the lesson
are moved to appropriate categories
on our RAN chart.
If students knew facts
about apples, that
were not represented in
the text, these ideas were
placed under
“Wonderings”
“New Learning”
information
is completed with facts
collected during
the reading of the
text.
Writing
• Students are asked to write to inform using
the facts they learned from the text.
• Criteria for writing, such as capitalization,
spacing, and punctuation are expected.
• Students are encouraged to use illustrations,
or other text features in their writing.
Citations
Hoyt, Linda. Solutions for reading Comprehension: Strategic Interventions for
Striving Learners. Portsmouth, NH: Heinemann, 2011. Print.
“Search.” Achievethecore.org. N.p., N.d. Web. 04 June 2013.
Silver, Harvey F., R. Thomas. Dewing. Matthew J. Perini, and Heidi Hayes.
Jacobs.The Core Six: Essential Strategies for Achieving Excellence with the
Common Core. Alexandria, VA: ASCD, 2012. Print.
Stead, Tony., Hoyt, Linda. A Guide to Teaching Nonfiction Writing, Explorations
in Nonfiction Writing. Portsmouth, HN: Heinemann, 2011. Print.