4.0 3.0 2.0 1.0 0 - Trumbull County ESC · · 2013-10-07Interventions should be used for not only the struggling learner, ... Distinguishing Fiction and Nonfiction ... Story Elements

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: RL.1.1 Ask and answer questions about key details in a text.

I Can Statements Essential Questions Vocabulary

● I can ask questions about key details in a text. ● I can answer all who, what, when, where or why

questions about a text.

How does asking/answering questions help me understand what I read?

text, key details, question, understand, answer, connections

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can ask and answer questions and make connections beyond the text.

I can ask and answer who, what, when, where, and why questions about the text.

I can ask questions OR answer who, what, when, where, and why questions.

With support, I can ask OR answer who, what, when, where, and why questions.

Even with support, I still have trouble.

Intervention/Enrichment

Please remember this is not an exhaustive list of interventions. Interventions should be used for not only the struggling learner, but also the accelerated learner. This intervention list is for both groups of students. At the bottom of the list is a link to a wonderful website (Student Center Activities) that may have more options.

Close Reading in Elementary Schools By: Fisher & Frey (article) Retell Wheel Retell Ring

Question Quest

Question Creation

Strategy Success

QAR: Question Answer Response

Text Dependent Questions

Close Reading

Student Center Activities

LLI Prompting Guide

Please see the Intervention Appendix for additional high quality resources.

http://fisherandfrey.com/_admin/_filemanager/File/Close_Reading_Elem.pdf

http://fisherandfrey.com/_admin/_filemanager/File/Close_Reading_Elem.pdf

http://www.fcrr.org/studentactivities/c_014a.pdf

http://www.fcrr.org/studentactivities/c_008b.pdf


http://www.fcrr.org/studentactivities/c_039c.pdf



http://www.achievethecore.org/ela-literacy-common-core/text-dependent-questions/

http://247teacher.blogspot.com/2013/04/close-reading-freebie.html

http://www.fcrr.org/curriculum/SCA_CCSS_index.shtm


Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.


● I can retell stories, including key details and demonstrate understanding of the central message.

How does asking and answering questions about a text, using key details, help me understand the central message?

central message, main idea, retell (recount), key details, inferences, connections, demonstrate


4.0 3.0 2.0 1.0 0.0

I can retell grade appropriate stories including key details and demonstrate understanding of the central message, and make inferences and connections beyond the text.

I can retell grade appropriate stories including key details and demonstrate understanding of the central message.

I can retell grade appropriate stories including key details OR demonstrate understanding of the central message.

With support I can retell grade appropriate stories including key details OR demonstrate understanding of the central message.




Retell Wheel Retell Ring

Question Quest

Story Element Web

Retell a Story


LLI Prompting Guide



http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_008b.pdf&sa=D&sntz=1&usg=AFQjCNHXPuC-e6Tumvvp49gFNm-j2C4sKQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_028b.pdf&sa=D&sntz=1&usg=AFQjCNHV23k-QvgHwQ_c6ohMWQPkLbhwdQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_006b.pdf&sa=D&sntz=1&usg=AFQjCNEl-bDjPk4dzA_S_vPivVdI2d-abw

http://www.readworks.org/lessons/grade1/sequence/lesson-3



Standard: RL.1.3 - Describe characters, settings, and major events in a story.


● I can describe the characters, setting, and major events.

Why is it important to use key details to describe the characters, setting and major events in a story?

describe, characters, setting, major events/plot, connections, inferences


4.0 3.0 2.0 1.0 0.0

I can describe the characters, setting, and major events of a text using key details and make inferences and connections beyond the text.

I can describe the characters, setting, and major events of a text using key details.

I can recognize OR recall the characters, setting, and/or major events of the text using key details.

With support, I can describe the characters, setting, and major events of a text using key details.




Picture The Character

Story Grammar Yammer

Story Element Web

Retell-A-Story

Characters

Setting

Check-A-Trait


LLI Prompting Guide



http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_007b.pdf&sa=D&sntz=1&usg=AFQjCNEFgbyxep_nLUALKhuLTPWe7x6W1w

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_006b.pdf&sa=D&sntz=1&usg=AFQjCNEl-bDjPk4dzA_S_vPivVdI2d-abw

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_009b.pdf&sa=D&sntz=1&usg=AFQjCNGVJKXqt0F7w1XdYYsw7cnWba024A

http://www.readworks.org/lessons/grade1/character/lesson-2

http://www.readworks.org/lessons/grade1/setting/lesson-1




Standard: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.


● I can identify words and phrases in a story or poem that tell how something looks, sounds, tastes, smells, or feels.

● I can tell how words and phrases in a story or poem make me feel.

How do words or phrases in a text suggest feelings or appeal to my senses?

phrases, senses, feelings/emotions, opinions, looks, tastes, sounds, smells, feels, identify, appeal


4.0 3.0 2.0 1.0 0.0

I can describe how words and phrases in stories or poems make me feel and appeal to my senses, as well as, make inferences and connections beyond the text.

I can describe how words and phrases in stories or poems make me feel or appeal to my senses.

I can describe how words and phrases in stories or poems make me feel OR appeal to my senses.

With support, I can describe how words and phrases in stories or poems make me feel OR appeal to my senses.

Even with help, I still have trouble.



Hyperboles

Five Senses Poems

Bear of a Poem


LLI Prompting Guide


http://www.readworks.org/lessons/grade1/figurative-language/lesson-1

http://www.readwritethink.org/classroom-resources/lesson-plans/theme-poems-using-five-30582.html

http://www.readwritethink.org/classroom-resources/lesson-plans/bear-poem-composing-performing-835.html



Standard: RL.1.5 - Explain major differences between books that tell stories and books that give information, drawing on a wide

reading of a range of text types.


● I can tell which books are fiction and nonfiction.

How are fiction and nonfiction texts different?

fiction, nonfiction, range, compares, contrasts, genre


4.0 3.0 2.0 1.0 0.0

I can identify major differences between fiction and nonfiction text, and independently compare and contrast various types of text.

I can identify major differences between fiction and nonfiction text.

I can identify characteristics of fiction OR nonfiction text.

With support, I can identify characteristics of fiction OR nonfiction text.




Fiction and Nonfiction Sort

Fiction and Nonfiction Review

Classifying Texts

Fiction

Nonfiction

Distinguishing Fiction and Nonfiction


LLI Prompting Guide


http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_019a.pdf&sa=D&sntz=1&usg=AFQjCNGFBRGGiERccazIdHid3taCyp9NKA

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_018b.pdf&sa=D&sntz=1&usg=AFQjCNEcPb4UwPGk9AHZDnZXndlHuZt_lw

http://www.readworks.org/lessons/grade1/genre/lesson-1

http://www.readworks.org/lessons/gradek/genre/lesson-2





Standard: RL.1.6 - Identify who is telling the story at various points in a text.


● I can identify who is telling the story.

● How do I use the text to identify who is telling the story at various points?

● narrator/who is telling the story, first person, second person, third person


4.0 3.0 2.0 1.0 0.0

I can identify who is telling the story at various points of a text, and give details that support the central message.

I can identify who is telling the story at various points of a text.

I can identify who is telling the story at one point in the text.

With support, I can identify who is telling the story at one point in the text.




Pronouns and Nouns

Substituting Nouns

Seeing Multiple Perspectives

Cowboys and Castles


LLI Prompting Guide


http://www.readworks.org/lessons/gradek-1-2/pronoun-reference/lesson-1



http://www.readwritethink.org/classroom-resources/lesson-plans/cowboys-castles-interacting-with-156.html



Standard: RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events.


● I can retell a story using the illustrations and words.

● How do the illustrations and details help describe the key ideas?

key ideas (characters, setting and events), retell, illustrations


4.0 3.0 2.0 1.0 0.0

I can use illustrations and details to describe the key ideas of the story, and put the details in order of effectiveness to help me understand the main idea.

I can use illustrations and details to describe the key ideas of the story.

I can use illustrations OR details to describe the key ideas of the story.

With support, I can use illustrations OR details to describe the key ideas of the story.




Sentence-Picture Match

Picture Cube

Retelling in order

Story Elements

Sequence Clue Words

Main Idea using Title


LLI Prompting Guide


http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_001a.pdf&sa=D&sntz=1&usg=AFQjCNFc3f6LoNu1OYJQnvW0B_xuxRyYQQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_006a.pdf&sa=D&sntz=1&usg=AFQjCNH28EDtayzZa-a4GVFUvkIEsg1e9w

http://www.readworks.org/lessons/grade1/plot/lesson-2

http://www.readworks.org/lessons/grade1/plot/lesson-3

http://www.readworks.org/lessons/grade1/sequence/lesson-1

http://www.readworks.org/lessons/grade1/main-idea/lesson-3



Standard: RL.1.8 - NO STANDARD


4.0 3.0 2.0 1.0 0.0



Standard: RL.1.9 - Compare and contrast the adventures and experiences of characters in stories.


● I can compare and contrast stories.

● How do you use the text to compare and contrast stories?

compare, contrast, adventures, experiences


4.0 3.0 2.0 1.0 0.0

I can compare and contrast the adventures and experiences of characters between multiple stories.

I can compare and contrast the adventures and experiences of characters between two stories.

I can compare OR contrast the adventures and experiences of characters between stories.

With support, I can compare OR contrast the adventures and experiences of characters between stories.




Hoop-A-Story Venn Diagram

Compare-A-Character

Compare-A-Story

Compare and Contrast Character to Self

Compare and Contrast Characters


LLI Prompting Guide


http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_013a.pdf&sa=D&sntz=1&usg=AFQjCNGcg9cAHbOYL2SD7buwbUt_6HV0Lw

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_002b.pdf&sa=D&sntz=1&usg=AFQjCNHwlb_W2jDBOmbYOPB_YyhBLD343g

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2Fc_010b.pdf&sa=D&sntz=1&usg=AFQjCNEx4rBMyw9X0xrvKELh7AeiYLnGtQ

http://www.readworks.org/lessons/grade1/compare-and-contrast/lesson-2

http://www.readworks.org/lessons/grade1/compare-and-contrast/lesson-3



Standard: RL.1.10 - With prompting and support, read prose and poetry of appropriate complexity for grade 1.


● I can read and listen to prose and poems.

● How do poems and prose teach me about a variety of topics and cultures?

prose, poetry, cultures


4.0 3.0 2.0 1.0 0.0

I can read stories or poems at the first grade level or beyond.

With support or prompting, I can read stories or poems at the first grade level.

With support, I can read stories and poems that are one level below first grade level.

With support, I can read stories and poems that are two levels below first grade level.




A Bear of a Poem

Oral Reading Fluency Passages

Reader's Theater Scripts and Plays Fluency practice

Poetry4kids Nuclear Reading Intervention


LLI Prompting Guide


http://www.readwritethink.org/classroom-resources/lesson-plans/bear-poem-composing-performing-835.html

http://terpconnect.umd.edu/~dlspeece/cbmreading/studentmat/grade1/

http://www.teachingheart.net/readerstheater.htm

http://204.184.201.201/People/jflakne/Joplin%20Reading%20Interventions/Documents/Fluency/FluencyPracticeMethods_TI.pdf

http://www.poetry4kids.com/poems

http://www.gosbr.net/reading/The%20Nuclear%20Reading%20Intervention%20for%20First%20and%20Second%20Grade.pdf



Standard: RI.1.1 - Ask and answer questions about key details in a text.


● I can ask questions about key details in a text. ● I can answer questions about key details in a

text.

● How does asking/answering questions help me understand what I read?

text, , key details, question, understand, answer, connections, informational text


4.0 3.0 2.0 1.0 0.0

I can ask AND answer questions about key details in informational text AND make connections across the text.

I can ask AND answer questions about key details in informational text.

I can ask OR answer questions about key details in informational text.

With support I can ask OR answer questions about key details in informational text.




Close Reading Evidence Evidence Based Terms

Using Textual Evidence

Close Reading Strategies

Become a Better Reader article

K-W-L

Classic Classifying Reading the Research Read and Ask

Book: 10 Things I Can Do to Help My World


LLI Prompting Guide


http://247teacher.blogspot.com/2013/04/close-reading-freebie.html

http://pinterest.com/pin/195765915025128211/

http://www.rozlinder.com/teaching-students-to-use-textual-evidence-in-the-common-core-classroom/

http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html

http://www.brighthubeducation.com/study-and-learning-tips/72857-list-of-reading-strategies-to-aid-in-reading-comprehension/





http://www.ohiorc.org/Literacy_K5/K2Bookshelf/Default.aspx?BookID=1#boxanchor



Standard: RI.1.2 Identify the main topic and retell key details of a text.


● I can identify the main topic and retell (recount) key details of a text.

● Why do I need to find the main topic of informational text?

● How am I able to retell key details of a text?

identify, main topic/idea, key details, retell (recount)


4.0 3.0 2.0 1.0 0.0

I can identify the main topic, retell key details, AND make connections across the text in the retelling.

I can identify the main topic AND retell key details of informational text.

I can identify the main topic OR retell key details of informational text.

With support I can identify the main topic OR retell key details of informational text.




Main Idea Lesson

Main Idea Text Message

Main Idea Activity

Main Idea Bag

Main Idea Poster

Main Idea Lesson Plans for grades K - 4 Expository Fact Strip Just the Facts

Expository Text Wheel Keys to the Main Idea Book: 10 Things I Can Do to Help My World Book: Jump! From the Life of Michael Jordan Book: Mama Book: Owen & Mzee


LLI Prompting Guide


http://littleliteracylearners.blogspot.com/2012/02/main-idea-and-details-more-ideas.html


http://teachingstarstudents.blogspot.com/2012/12/main-idea.html



http://www.readworks.org/lessons/concepts/main-idea








http://www.ohiorc.org/Literacy_K5/K2Bookshelf/Default.aspx?BookID=44



Standard: RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.


● I can make a connection to individuals, events, ideas AND pieces of informational text.

● How is__________ connected to___________?

explain, related, connection, individuals, events, key idea

4.0 3.0 2.0 1.0 0.0

I can identify AND make a connection to individuals, events, ideas, pieces of informational text across the text.

I can make a connection to individuals, events, ideas AND pieces of informational text.

I can make a connection to individuals, events, ideas, OR pieces of informational text.

With support I can make a connection to individuals, events, ideas, OR pieces of informational text.




Reading is the History Classroom Article

Kid History

Timeline Flap Book Cause and Effect Roll Cause and Effect Organizer Cause and Effect Match Cause and Effect Lessons K-4 Book: A Picture Book of Martin Luther King Jr. Lesson Plan

Book: The First Egg Lesson Plan Book: From Acorn to Oak Tree Lesson Plan Book: Jump! From the Life of Michael Jordan Lesson Plan Book: Mama Lesson Plan Book: Monarch Butterfly Lesson Plan Book: Owen & Mzee Lesson Plan Book: Sea Turtles Lesson Plan


LLI Prompting Guide


http://teachinghistory.org/issues-and-research/research-brief/25421

http://kids.usa.gov/history/index.shtml

http://www.educationstation.ca/classroom-activities/FlipFlaps.php




http://www.readworks.org/lessons/concepts/cause-and-effect











Standard: RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


● I can ask questions about the text to understand the meaning of words.

● I can answer questions using the text.

● How does the picture/diagram/caption help me understand the text?

● How do I use the text to define words I don’t know?

heading, captions, diagram, define


4.0 3.0 2.0 1.0 0.0

I infer, make connections, ask questions AND accurately answer questions about unknown words across the text.

I ask questions AND accurately answer questions about unknown words of informational text.

I ask questions OR accurately answer questions about unknown words of informational text.

With support, I ask questions OR accurately answer questions about unknown words of informational text.




Vocabulary Graphic Organizer

Using Context Clues

Reading Repair Show-U-Know Vocabulary in Context Lesson Plans K-4

Book: Weather Words Lesson Plan

Word Wall for Content Article: Interactive Word Walls Frayer Model for Vocabulary Frayer Model Student Center Activities

LLI Prompting Guide


http://www.ladybugsteacherfiles.com/2011/03/vocabulary-graphic-organizer.html




http://www.readworks.org/lessons/concepts/vocabulary-context


http://www.readingrockets.org/strategies/word_walls/

http://writinginthecontentareas.pbworks.com/f/Article%2520-%2520Word%2520Walls.pdf

http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

http://www.readingrockets.org/articles/strategies/22369/



Standard: RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to

locate key facts or information in a text.


● I can use parts of the text to find information.

● What are the text features that help you locate key facts in this text?

● How can I use text features to help me understand information in the text?

text features, headings, captions, glossary, table of contents, index, diagrams, electronic menus (toolbar), icons


4.0 3.0 2.0 1.0 0.0

I can identify AND use key facts to explain the information found in the text.

I can identify and locate key facts/information, AND give examples of text features.

I can identify and locate key facts/information, OR give examples of text features.

With support I can identify and locate key facts/information, OR give examples of text features.




Text Features

Lesson Planet Text Features

Text Feature Lesson Plan

Text Feature Treasure Hunt

Using Text Features

Book Look

Finding Nonfiction Features

Parts of a Book

Title, Author, and Illustrator

Sample Text with Lessons

Book: Cats Lesson Plan

Book: Pond Animals Lesson Plan

Book: Sharks! Lesson Plan

Supplemental Resources


LLI Prompting Guide


http://www.lessonplanet.com/search?keywords=using+text+features

http://www.readworks.org/lessons/grade2/explicit-information/lesson-1

http://www.scribd.com/doc/82941415/Text-Feature-Treasure-Hunt

http://schroederpage.blogspot.jp/2013/01/guided-reading-nonfiction-text-feature.html


http://www.scholastic.com/teachers/lesson-plan/finding-nonfiction-features

http://toddlersthroughpreschool.com/for-teachers-parents/title-author-and-illustrator/






Standard: RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the

words in a text.


● I can get information from what I read. ● I can get information from pictures and

illustrations.

What evidence in the text can you find that supports what you’ve read?

How does the picture/illustration help you understand the text?

What can you infer_______________?

illustrations/pictures, infer, identify, evidence, explain, support


4.0 3.0 2.0 1.0 0.0

I use pictures, illustrations, AND text to connect to other informational text.

I use pictures, illustrations, AND text to understand what I read.

I can use pictures, illustrations OR text to understand what I read.

With support, I can use pictures, illustrations OR pictures to understand what I read.




Point of View

Point of View Activities

Point of View Starters

Organizing My Opinion

Supplemental Resources


LLI Prompting Guide

Author and Illustrator

Author: Seymour Simon

Author: Gail Gibbons

We are All Authors Lesson Plan

Fact and Opinion Lessons Plans K-4

Explicit Information Lesson Plans K-4

http://www.ereadingworksheets.com/point-of-view/point-of-view-activities/

http://www.julieballew.com/A_Literate_Life/Photos/Pages/Anchor_Charts.html#71

http://fun-n-first.blogspot.jp/2013/01/common-core-writing-opinions-all-year.html


http://www.seymoursimon.com/index.php

http://www.gailgibbons.com/

http://www.scholastic.com/teachers/lesson-plan/we-are-all-authors

http://www.readworks.org/lessons/concepts/fact-and-opinion

http://www.readworks.org/lessons/concepts/explicit-information


Standard: RI.1.7 Use the illustrations and details in a text to describe its key ideas.


● I can use illustrations/pictures and details to help understand the key ideas in the text.

● How does the picture/diagram/caption help you understand the text?

● What are the key ideas in the text?

illustration, key idea, picture, diagram, caption


4.0 3.0 2.0 1.0 0.0

I can use illustrations and details from the text to describe key ideas AND connect the key ideas to world experiences.

I can use illustrations AND details from the text to describe key ideas.

I can use illustrations OR details from the text to describe key ideas.

With support, I can use illustrations OR details from the text to describe key ideas.




Text Feature Power Point

Parts of Informational Text

File Folder Information Organizer

Book Look

Finding Nonfiction Features

Explicit Information Lesson Plans K-4

Fact and Opinion Lessons Plans K-4

Text Feature Lesson Activities

ABC Of Text Features Book

Introducing Non-Fiction vs Fiction

Text Features and Read Non-Fiction

Nonfiction Text Features

Nonfiction Unit


LLI Prompting Guide


http://www.msad49.org/District/userfiles/Nonfiction%20Text%20Features.ppt


http://www.mylifeaccordingtopinterest.com/2013/01/teaching-tidbit-non-fiction-file-folder.html?m=1


http://www.scholastic.com/teachers/lesson-plan/finding-nonfiction-features

http://www.readworks.org/lessons/concepts/explicit-information

http://www.readworks.org/lessons/concepts/fact-and-opinion

http://betterlesson.com/lesson/3094/text-features

http://blog.wsd.net/ebonnemort/files/2012/02/Introducing-Nonfiction.pdf

http://www.scholastic.com/teachers/lesson-plan/teach-text-features-and-read-nonfiction

http://www.thecurriculumcorner.com/2013/02/11/nonfiction-text-features/

http://www.pkwy.k12.mo.us/CandD/CurriculumAreas/CommArts/documents/1streadingnonfiction.pdf



Standard: RI.1.8 Identify the reasons an author gives to support points in a text.


● I can identify the important ideas within the text.

● How does the author support the important ideas of the text?

supporting details, important/main idea, key details


4.0 3.0 2.0 1.0 0.0

I can identify the important/main idea and supporting details in the text AND connect them to world experiences.

I can identify the important/main idea AND give the supporting details in the text.

I can identify the important/main idea OR give the supporting details in the text.

With support, I can identify the important/main idea OR give the supporting details in the text.




Context Clues in Non-Fiction

Cause and Effect Sequencing Printables

Tomie dePaola

For other ideas refer back to: RI.2, RI.3,


LLI Prompting Guide


http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/nonfiction/3-5/27_3-5_readingnonfiction_context_clues.pdf

http://www.readworks.org/lessons/grade3/cause-and-effect

http://printables.scholastic.com/printables/detail/?id=26863

http://www.aroundthekampfire.blogspot.com/2012/06/tomie-depaola-and-strega-nona-freebie.html



Standard: RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,

descriptions or procedures).


● I can compare and contrast two texts on the same topic.

● How is __________connected to _________?

compare, contrast, topic, connection, illustrations, descriptions, procedures


4.0 3.0 2.0 1.0 0.0

I can compare/contrast two texts on the same topic AND connect the similarities and differences to world experiences.

I can compare/contrast two texts on the same topic by telling how they are alike AND different.

I can compare/contrast two texts on the same topic by telling how they are alike OR different.

With support, I can compare/contrast two texts on the same topic by telling how they are alike OR different.




Compare and Contrast Mini Lessons

Comparing 3 Little Pigs

Comparing and Contrasting Blog

Compare and Contrast

Compare and Contrast Lessons for K-4

Compare and Contrast Information

Book: Sea Turtles

For more information refer back to RI 3


LLI Prompting Guide


http://www.mybookezz.org/compare-and-contrast-two-text-lesson-plans-1750/

http://www.teacherspayteachers.com/Product/Comparing-and-Contrasting-Literary-Texts-Two-Versions-of-The-Three-Little-Pigs-571539

http://primarily-speaking.blogspot.com/2013/01/common-core-and-nonfiction.html


http://www.readworks.org/lessons/concepts/compare-and-contrast

http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000005




Standard: RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.


● I can read informational text with support.

● How does reading grade level true text get me ready to read more difficult text?

grade level, identify, sight words


4.0 3.0 2.0 1.0 0.0

I can read informational text at the first grade level.

With support or prompting, I can read informational text at the first grade level.

I can read informational text that is below first grade level.

With support, I can read informational text that is below first grade level.




Reading That Sticks

7 Comprehension Strategies

Comprehension Strategies for Non-Fiction

Increasing Student Reading Comprehension with Non-Fiction Article

3 Comprehension Strategies for Non-Fiction

Guided Reading for Non-Fiction

Guided Reading and Non-Fiction Books

Fountas and Pinnell Leveled Book Website

Common Core Appendix A Lexile Level Chart For this standard, there are several activities listed on the following

link: Student Center Activities

LLI Prompting Guide


http://teachingthatsticks.blogspot.com/2009/05/organizing-thinking.html

http://www.readingrockets.org/article/3479/

http://educatoral.com/strategies_non-fiction.html



http://www.scholastic.com/teachers/article/3-comprehension-strategies-reading-nonfiction

http://www.mandan.k12.nd.us/lewisclark/teachers/Garland/include/files/documents/Nonfiction%20before,%20during%20and%20after.pdf

http://www.uwmc.net/Editor/assets/Guided%20Reading%20Tips.pdf

http://www.fountasandpinnellleveledbooks.com/

http://www.corestandards.org/assets/Appendix_A.pdf

http://www.lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/



Standard: RF.1.1a Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing

features of a sentence.


● I can use basic print features to help me read.

● I can point to a capital letter, punctuation, and the first word in a sentence/story.

● How do features of print help me

understand what I read?

capital letter, punctuation,

print features


4.0 3.0 2.0 1.0 0.0

I can recognize that a sentence begins with a capital letter, a sentence ends with a punctuation mark, a complete sentence AND read fluently.

I can recognize that a sentence begins with a capital letter, a sentence ends with a punctuation mark, AND a complete sentence.

I can recognize that a sentence begins with a capital letter OR a sentence ends with a punctuation mark OR a complete sentence.

With support, I can recognize that a sentence begins with a capital letter OR a sentence ends with a punctuation mark OR a complete sentence.



Please remember this is not an exhaustive list of interventions. Interventions should be used for not only the struggling learner, but also the accelerated learner. This intervention list is for both groups of students. At the bottom of the list is a link to a wonderful website (Student Center Activities) that may have more options. Concepts of Print Interventions

Interventions K Concepts of Print



http://www.hallco.org/literacy/images/stories/RTI_notebook/concepts_of_print_interventions.doc

http://acsliteracy.wikispaces.com/Interventions+K+Concepts+of+Print



Standard: RF.1.2a Demonstrate understanding of spoken words, syllables, and sounds. Distinguish long from short vowel

sounds in spoken single-syllable words.


● I can hear the difference between long and short vowel sounds.

● What are the sounds you hear in a

word?

syllable, sound, short vowel,

long vowel


4.0 3.0 2.0 1.0 0.0

I can identify and hear the difference between short and long vowel sounds in single- AND multi-syllable words.

I can hear the

difference between

long and short vowel

sounds AND identify

short and long vowel

sounds in single syllable

words.

I can hear the difference

between long and short

vowel sounds OR

identify short and long

vowel sounds in single

syllable words.

With support, I can

hear the difference

between long and

short vowel sounds OR

identify short and long

vowel sounds in single

syllable words.




Joplin Reading Interventions

Strategy-Sound Elkonin Boxes

Who's My Match?

mrsjonesroom learning letter sounds

Teaching-short-vowel-sounds-with-video



http://204.184.201.201/People/jflakne/Joplin%20Reading%20Interventions/phonics.html

http://www.bemidji.k12.mn.us/Curriculum/documents/PhonicsInterventionStrategy-SoundElkoninBoxes.pdf

http://www.teach-nology.com/teachers/lesson_plans/language_arts/phonics/whosmatch.html

http://www.mrsjonesroom.com/letter/all.html

http://beginningreadinghelp.blogspot.com/2010/10/teaching-short-vowel-sounds-with-video.html



Standard: RF.1.2b Demonstrate understanding of spoken words, syllables, and sounds. Orally produce single-syllable words by

blending sounds (phonemes) including consonant blends.


● I can blend sounds, including consonant blends, to make single-syllable words.

● How does being able to blend sounds improve my independent reading?

blend, consonant blends, single syllable


4.0 3.0 2.0 1.0 0.0

I can blend sounds, including consonant blends to make single syllable AND multi-syllable words.

I can blend sounds, including consonant blends to make single syllable words

I can blend individual sounds to make single-syllable words.

With support, I can blend sounds to make single syllable words.





Break and Make

Phoneme Split and Say

What's My Word

Picture Slide

Treasure Chest



http://www.fcrr.org/studentactivities/PA_018b.pdf

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_017b.pdf&sa=D&sntz=1&usg=AFQjCNF3E0r8PNp18tsS3QSGrMNPfSAIug

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_013b.pdf&sa=D&sntz=1&usg=AFQjCNHVVngRJ-nXbIyVEfHVLcRqG8YKpw

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_048a.pdf&sa=D&sntz=1&usg=AFQjCNHBGgQaiXYgN8BnZqaWPriR1KVDVg

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_047a.pdf&sa=D&sntz=1&usg=AFQjCNEZXPjk8TdcRszJ4fiEFjTBNjFHIg


Standard: RF.1.2c Demonstrate understanding of spoken words, syllables, and sounds. Isolate and pronounce initial, medial

vowel, and final sounds (phonemes) in spoken single-syllable words.


● I can identify and say beginning, middle, and ending sounds.

● I can divide single-syllable words into individual sounds.

● How does dividing words into individual sounds improve my reading?

identify, beginning sound, middle sound, ending sound, single-syllable word


4.0 3.0 2.0 1.0 0.0

I can identify and say the beginning, middle, and ending sounds in single- AND multi-syllable words.

I can identify and say the beginning, middle, and ending sounds in words.

With support, I can identify and say the beginning, middle, and ending sounds in spoken single-syllable words.

I can identify and say one or two of the sounds in single-syllable words.




Letter-Sound Mobile

Letter Sound Bingo Photo Chart

Words Around Us Memory Game

Phoneme Hopscotch

Make It, Find It, Keep It

Sound Bags

See It, Sound It



http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FP_021a.pdf&sa=D&sntz=1&usg=AFQjCNGdaGL8O1EMoyI1BBY6idDretNJfg

http://www.fcrr.org/studentactivities/P_022a.pdf

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FP_013a.pdf&sa=D&sntz=1&usg=AFQjCNENL5cSjgYrw2zhe_uWzIsx-TngAQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FP_015a.pdf&sa=D&sntz=1&usg=AFQjCNFKpuYMP-yWrh5hpQK7bnEb5G1tCg

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_043a.pdf&sa=D&sntz=1&usg=AFQjCNGWCaFptgx7JFj3rczemWEmM0wcvQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_021b.pdf&sa=D&sntz=1&usg=AFQjCNF3Ig20JhzFBSQHxkHtV2jQhuwsDg

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_034a.pdf&sa=D&sntz=1&usg=AFQjCNGFX5JR2xsjAVuDhZ8XdBBD00gqIA

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_036a.pdf&sa=D&sntz=1&usg=AFQjCNFRIF3GEz6N-fj-JYesWqSV6ltTUQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_036a.pdf&sa=D&sntz=1&usg=AFQjCNFRIF3GEz6N-fj-JYesWqSV6ltTUQ



Standard: RF.1.2d Demonstrate understanding of spoken words, syllables, and sounds. Segment spoken single-syllable words

into their complete sequence of individual sounds (phonemes).


● I can separate one-syllable words into individual sounds (phonemes).

● How does separating words into individual sounds help me to be a better reader?

one-syllable, phonemes (sounds)


4.0 3.0 2.0 1.0 0.0

I can sound out multi-syllable words by blending letter sounds in the correct sequence.

I can sound out single syllable words by blending letter sounds in the correct sequence.

With support, I can sound out single syllable words by blending letter sounds in the correct sequence.

I can make some sounds in single syllable words.




Phoneme Challenge

Break and Make

Say and Slide Phonemes

Phoneme Photo's

Phoneme Closed Sort

Phoneme Feud

Sound Spin



http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_016b.pdf&sa=D&sntz=1&usg=AFQjCNElfqymXWGLiBDOy0YwN-gzqpqxog

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_018b.pdf&sa=D&sntz=1&usg=AFQjCNFNKfZsAyXzpQ584IODrdI8k4S9yQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_040a.pdf&sa=D&sntz=1&usg=AFQjCNEJgGchX1Fo8vDCEApqM-2kEOTo8g

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_041a.pdf&sa=D&sntz=1&usg=AFQjCNHE0dkUWia0GQszhtts4MlNxZUbZQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_042a.pdf&sa=D&sntz=1&usg=AFQjCNFHfWVY2xax0KpLHETTqzlgv3DLqA

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_046a.pdf&sa=D&sntz=1&usg=AFQjCNGhemwvyBNgYgzeA0KAMlenU3RmDQ

http://www.google.com/url?q=http%3A%2F%2Fwww.fcrr.org%2Fstudentactivities%2FPA_045a.pdf&sa=D&sntz=1&usg=AFQjCNFY78TEvXMLLTdXXzt0VQgsygDUmA



Standard: RF.1.3a - Know and apply grade level phonics and word analysis skills in decoding words. Know the spelling-sound

correspondences for common consonant digraphs (two letters that represent one sound).


● I can recognize common digraphs (e.g. sh, ph, wh, ch, and th).

● I can make the sounds of common digraphs.

● How does knowing spelling patterns improve my independent reading?

digraphs, decode


4.0 3.0 2.0 1.0 0.0

I can identify and make all letter sounds and digraphs.

I can recognize and make the sounds of digraphs.

I can recognize OR make the sound of digraphs.

With support, I can recognize OR make the sound of digraphs.




Digraph Delight

Digraph-a-Word

Piece It Together

Digraph and Dipthong Dash

How Many Words

Fishing for Vowel Diagraphs- 2nd grade






http://www.fcrr.org/studentactivities/P_016b.pdf




Standard: RF.1.3b Know and apply grade level phonics and word analysis skills in decoding words. Decode regularly spelled one-

syllable words.


● I can sound out one-syllable words.

● How does sounding out one-syllable words help me to become a better reader?

one-syllable words, decode*


4.0 3.0 2.0 1.0 0.0

I can sound out one- syllable and multi-syllable words.

I can sound out one syllable words.

With support, I can sound out one syllable words.

I can make some sounds in single syllable words.




A Digraph a Word

Word Swat

Word Roll-a-Rama

Three-In-One

Change-a-Word

Vowel Stars

Speedy Rime Words

Word Steps

Spell and Sort- 2nd grade

Pick-a-Part- 2nd grade

Instructional Interventions for the Struggling Reader









http://www.fcrr.org/studentactivities/F_007a.pdf



http://www.fcrr.org/studentactivities/F_006b.pdf

http://www.google.com/url?q=http%3A%2F%2Fwww.carlscorner.us.com%2Fintervention%2Finterventions.pdf&sa=D&sntz=1&usg=AFQjCNECsBGiW7zwPtfoDROSOw8s_wrflA



Standard: RF.1.3c - Know and apply grade level phonics and word analysis skills in decoding words. Know final -e and common

vowel team conventions for representing long vowel sounds.


● I can decode words that end with silent e. ● I can decode words with vowel teams.

● How does understanding long vowel rules help me read?

silent e, vowel teams


4.0 3.0 2.0 1.0 0.0

I can use my understanding of silent e and vowel teams to help me spell unknown words.

I can decode words that use silent e and vowel teams.

I can decode words that use silent e OR vowel teams.

With support, I can decode words that use silent e OR vowel teams.




Canned Sort

Silent "e" changes

Vowel Slide

Flip Manipulating Book

Fishing for Vowel Digraphs

Vowel Digraph Baseball Instructional Interventions for the Struggling Reader

Syllable Cut-ups- 2nd grade

Syllable Scoops- 2nd grade









http://www.carlscorner.us.com/intervention/interventions.pdf





Standard: RF.1.3d - Know and apply grade level phonics and word analysis skills in decoding words. Use knowledge that every

syllable must have a vowel sound to determine the number of syllables in a printed word.


● I can separate words into syllables.

● How does understanding syllables help improve my reading?

syllable, decode, consonant, vowel


4.0 3.0 2.0 1.0 0.0

I can use my understanding of how syllables work to decode words.

I can recognize that all syllables have a vowel sound and determine the number of syllables in a word.

I can recognize that all syllables have a vowel sound OR determine the number of syllables in a word.

With support, I can recognize that all syllables have a vowel sound OR determine the number of syllables in a word.




Syllable Closed Sort

Word Syllable Game

Map and Swoop

Flip Manipulating Books

Say and Write Letters

Word Construction- 2nd grade

Prefix/Suffix Hunt- 2nd grade












Standard: RF.1.3e - Know and apply grade level phonics and word analysis skills in decoding words. Decode two-syllable words

following basic patterns by breaking the words into syllables.


● I can sound out two-syllable words.

● How does understanding syllables help improve my reading?

two-syllable words

4.0 3.0 2.0 1.0 0.0

I can sound out multi-syllable words.

I can sound out two-syllable words by breaking them into syllables.

I can sound out some two-syllable words such as compound words.

With support, I can sound out some two-syllable words such as compound words.




Syllable Scoops

Syllable Snake

Syllable Cut-Ups

Map and Swoop

Syllable Trivia

Instructional Interventions for Struggling Readers

Quick Words- 2nd grade









http://www.fcrr.org/studentactivities/F_008c.pdf



Standard: RF.1.3f - Know and apply grade level phonics and word analysis skills in decoding words. Read words with inflectional

endings.


● I can read words with (inflectional) endings. ● How does the word change when (inflectional) endings are added to words?

(inflectional) endings *suffixes


4.0 3.0 2.0 1.0 0.0

I can apply inflectional endings when responding orally.

I can identify and read words with inflectional endings.

I can identify OR read words with inflectional endings.

With help, I can identify OR read words with inflectional endings.




Inflection Toss

Break Apart

Covering the Bases

Parting Words

Word Construction

Word Speed Practice- 2nd grade











Standard: RF.1.3g - Know and apply grade level phonics and word analysis skills in decoding words. Recognize and read grade-

appropriate irregularly spelled words.


● I can read first grade words that don’t follow the rules.

● How does recognizing irregularly spelled words improve my reading?

irregularly spelled words


4.0 3.0 2.0 1.0 0.0

I can read AND recognize irregularly spelled words beyond the first grade level.

I can read AND recognize first grade irregularly spelled words.

I can read OR recognize first grade irregularly spelled words.

With help, I can read OR recognize first grade irregularly spelled words.




Sandpaper Words

Word Checkers

Word Fishing

Word Baseball Word Memory

Word Bowling

I Read, You Point

Word Climb

Speedy Phrases














Standard: RF.1.4a Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and

understanding.


● I can read grade-level text with purpose and understanding.

● Why did you or the teacher choose this text?

● What did you learn from the story or the text?

purpose, understanding, fluency, accuracy

4.0 3.0 2.0 1.0 0.0

I can read beyond grade level text with purpose and understanding.

I can read first-grade text with purpose and understanding.

I can read first-grade text with purpose OR understanding.

With support, I can read first-grade text with purpose OR understanding.




Reading Comprehension Passages

Superteacher comprehension



http://www.readworks.org/reading-comprehension-passages-and-question-sets

http://www.superteacherworksheets.com/1st-comprehension.html



Standard: RF.1.4b Read with sufficient accuracy and fluency to support comprehension. Read grade-level text orally with

accuracy, appropriate rate, and expression.


● I can read accurately

● I can read with fluency

● I can read with expression

● How does reading accurately help me to understand the text?

● How does reading fluently help me to understand the text?

● How does using expression help me to understand the text?

accuracy, fluency, expression


4.0 3.0 2.0 1.0 0.0

I can read text beyond first-grade level with accuracy, fluency, and expression.

I can read first-grade text with accuracy, fluency, and expression.

I can read first-grade text using two of the following:

● accuracy

● fluency

● expression

I can read first-grade text using only one of the following:

● accuracy

● fluency

● expression




Reading Decodable Text

Partner Reading

Chunk-King

Phrase Progression

Two to Read

Play It Up!

Listen To Me

Mrs. Stinson's First Grade Reading Fluency

Word Chunk- 2nd grade Fluency Progression- 2nd grade










http://mrs-stinson.cmswiki.wikispaces.net/First+Grade+Reading+Fluency


http://www.fcrr.org/studentactivities/F_024c.pdf



Standard: RF.1.4c Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct

word recognition and understanding, rereading as necessary.


● I can self-correct when I read. ● I can use context clues to improve my

understanding.

● How do context clues help me self correct misread and misunderstood words?

context clues, self correct, misunderstood words, misread words


4.0 3.0 2.0 1.0 0.0

I can read beyond established goals and transfer, apply and expand self-correction skills.

I can recognize when I need to self-correct misread words and misunderstood words by rereading or using context clues.

I can usually recognize when I need to self- correct misunderstood and misread words by rereading or using context clues.

With support, I can self- correct misread words and misunderstood words by rereading or using context clues.




Instructional Interventions for the Struggling Reader



