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Passage and Graphic Organizers for Close Reading in Kindergarten
& 1st Grade
Close Reading Passages:
Dinosaur Edition
Created by: Aylin Claahsen
Learning to the Core
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Close Reading: All About DinosaursSampler Freebie Pack:
p. 3 Daily Plan- The passage is intended to be a text that can
be used for Close Reading with three rereadings, each with a
different focus. Please use this page as your guide to the daily
focus and plan. This text should be difficult for
your students to read, so you should be the one reading the text
each time. Each rereading and follow up activity should take around
20 mins.
p. 4 Non Fiction Text- either project this on your Smartboard
(for example) or print this out and read it to students. p. 5
Sample Coding for 2nd Reading- this page is a reference for you as
you are completing the Day 2 activities.
p. 6 Student Page- this can be copied for each student (two to a
page, so just copy half the amount you need). Students can then
mark up their own text by circling bold words and underling the
meaning of that vocabulary.
p. 7 Graphic Organizer for Day 2 - copy for each student. After
discussing the text features with you and their partners, they can
fill out the graphic organizer on their own. The line number
matches up to their own copy.
p. 8 Graphic Organizer for Day 3- copy for each student. After
discussing details in the text with you and their partners, they
can fill out the graphic organizer on their own.
Learning to the CoreAC 2014
In my Close Reading packs, I provide further, specific
information about Close Reading in a kindergarten/1st grade
classroom. I also provide more specific lesson plans for each
rereading. Please check the last page of this pack for links to my
other packs! Please also check the previews of those files to see
exactly what is including in the packs.
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Daily Plan: All About DinosaursDay 1/1st Read:
Read the text and discuss it with students. Make sure students
have an overall understanding of the text before getting ready to
read it again the next day. This is simply to get to know the text
before digging
deeper the next two days (no graphic organizer provided). Focus
on: What did this text teach you? {CCSS 1}
Day 2/2nd Read: Tell students focus question of the day: What
information did you learn from the text features?
Focus on: captions, bold words and illustrations {CCSS 5} Review
the non fiction text features with students and then reread the
text. Then students should discuss the text features with a partner
and what they learned. Make a list together on the board and then
students can fill out the
graphic organizer with the facts they learned. Mark up the text
by circling bold words, captions and illustrations. Underline the
meanings of the bold words to ensure students understand the
meaning of the vocabulary in the text.
Day 3/3rd Read: Tell students focus question of the day: What
details does the author give to explain the main topic?
{CCSS 8} Reread the text. Then students should discuss the
details they learned with a partner. Make a list together on the
board and then students can fill out the graphic organizer with the
facts they learned. Mark up the text by underling any new facts
students learned and circling any other words that were important
details within the
text.
Learning to the CoreAC 2014
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All About DinosaursDinosaurs were alive millions of years ago
when they ruled the Earth. People who
study dinosaurs are called paleontologists. We learn a lot about
dinosaurs through the finding of fossils that have been put back
together to see how dinosaurs looked. There were many different
kinds of dinosaurs, including
Triceratops and Tyrannosaurus Rex, before they all became
extinct, or are no longer living.
Triceratops was a dinosaur with three horns on its head. Those
three horns were used to protect the triceratops from other
dinosaurs, such as the Tyrannosaurus Rex. The triceratops was also
known for its large skull and body. It was a plant
eating dinosaur, a herbivore. The Tyrannosaurus Rex was a huge
dinosaur that was known for being very
violent. It had only two legs, a huge head and a heavy, long
tail. Although the arms of a Tyrannosaurus Rex were small, they
were very strong and had two clawed
fingers on each hand.
{Non Fiction}AC 2014
Once the Tyrannosaurus Rex turned 14 years old, its body grew at
a very quick pace, gaining over 1,000
pounds each year.
Triceratops had anywhere from 400-800 teeth in their
lifetime.
Their teeth were constantly replaced with new teeth which is
why they ended up having so many.
Learning to the Core
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All About DinosaursDinosaurs were alive millions of years ago
when they ruled the Earth. People who
study dinosaurs are called paleontologists. We learn a lot about
dinosaurs through the finding of fossils that have been put back
together to see how dinosaurs looked. There were many different
kinds of dinosaurs, including
Triceratops and Tyrannosaurus Rex, before they all became
extinct, or are no longer living.
Triceratops was a dinosaur with three horns on its head. Those
three horns were used to protect the triceratops from other
dinosaurs, such as the Tyrannosaurus Rex. The triceratops was also
known for its large skull and body. It was a plant
eating dinosaur, a herbivore. The Tyrannosaurus Rex was a huge
dinosaur that was known for being very
violent. It had only two legs, a huge head and a heavy, long
tail. Although the arms of a Tyrannosaurus Rex were small, they
were very strong and had two clawed
fingers on each hand.
{Non Fiction}AC 2014
Once the Tyrannosaurus Rex turned 14 years old, its body grew at
a very quick pace, gaining over 1,000
pounds each year.
Triceratops had anywhere from 400-800 teeth in their
lifetime.
Their teeth were constantly replaced with new teeth which is
why they ended up having so many.
Sample Coding for 2nd Read:
captionillustration
bold word
bold word
illustration
Learning to the Core
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All About Dinosaurs1
2
3
4
Name:___________________________________________
14
15
16
AC 2014 AC 2014
17
18
19
5
6
7
10
11
12
13
8
9
Name:___________________________________________
Dinosaurs were alive millions of years ago when they
ruled the Earth. People who study dinosaurs are called
paleontologists. We learn a lot about dinosaurs through the
finding of fossils that have been put back
together to see how dinosaurs looked. There were
many different kinds of dinosaurs, including Triceratops
and Tyrannosaurus Rex, before they all became
extinct, or are no longer living. Triceratops was a dinosaur
with three horns on its
head. Those three horns were used to protect the
triceratops from other dinosaurs, such as the
Tyrannosaurus Rex. The triceratops was also known
for its large skull and body. It was a plant eating
dinosaur, a herbivore. The Tyrannosaurus Rex was a huge dinosaur
that
was known for being very violent. It had only two legs,
a huge head and a heavy, long tail. Although the arms
of a Tyrannosaurus Rex were small, they were very
strong and had two clawed fingers on each hand.
All About Dinosaurs1
2
3
4
14
15
16
17
18
19
5
6
7
10
11
12
13
8
9
Dinosaurs were alive millions of years ago when they
ruled the Earth. People who study dinosaurs are called
paleontologists. We learn a lot about dinosaurs through the
finding of fossils that have been put back
together to see how dinosaurs looked. There were
many different kinds of dinosaurs, including Triceratops
and Tyrannosaurus Rex, before they all became
extinct, or are no longer living. Triceratops was a dinosaur
with three horns on its
head. Those three horns were used to protect the
triceratops from other dinosaurs, such as the
Tyrannosaurus Rex. The triceratops was also known
for its large skull and body. It was a plant eating
dinosaur, a herbivore. The Tyrannosaurus Rex was a huge dinosaur
that
was known for being very violent. It had only two legs,
a huge head and a heavy, long tail. Although the arms
of a Tyrannosaurus Rex were small, they were very
strong and had two clawed fingers on each hand.
Learning to the Core Learning to the Core
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Name:___________________________________________Directions: Draw
a picture showing what information you learned from different text
features using specific examples from the story.
Text Feature: ______________________________________
I learned:
Line #: __________Text Feature:
______________________________________
Line #: __________
Text Feature: ______________________________________
Line #: __________Text Feature:
______________________________________
Line #: __________
2nd Read-CCSS 5AC 2014
I learned:
I learned:I learned:
All About Dinosaurs
Learning to the Core
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1. 2. 3.
Name: ____________________ Directions: Think about the story-
draw pictures of three important details from the story and explain
the three details.
How do these details relate to the main topic? Why did the
author include them?
____________________________________
!
____________________________________
!
____________________________________
1.
2.
3.
AC
2014
What is the main topic? __________________________All About
Dinosaurs
3rd Read- CCSS 8Learning to the Core
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Close Reading Passages for Kindergarten and 1st Grade: Dinosaur
Edition Created by: Aylin Claahsen
www.dailylearningtothecore.blogspot.com Fonts by:
www.kevinandamanda.com Font From the Pond
http://frompond.blogspot.com Font from: Learning with Mrs. Leeby
http://www.teacherspayteachers.com/Store/Mrs-Leeby Graphics by:
Lovin Lit http://www.teacherspayteachers.com/Store/Lovin-Lit
Graphics by: Creative Clips by Krista Wallden
http://www.teacherspayteachers.com/Store/Krista-Wallden Frames by:
The Hazel Owl @
http://www.teacherspayteachers.com/Store/The-Hazel-Owl Graphics by:
Whimsy Clips www.whimsyclips.com Thank you so much for purchasing
this product from my store! Please feel free to contact me at
[email protected]. Please let me know if you have any
questions or if you notice something that needs to be fixed and I
will make the necessary changes right away. Please also follow my
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hear from you in the feedback section about this product on TPT!
Thank you so much! !Note to Teachers: This pack is a great resource
to use anytime during the year to incorporate Close Reading into
your classroom. The lesson plan, themed passage and graphic
organizers are great for guided reading lessons or whole group read
alouds. Students will have the opportunity to dig deeper and show
true comprehension of each passage through completion of the
graphic organizers by providing specific evidence from the text.
The passage is written at a level that should be challenging for
students to read on their own so instead you can read the passage
to your students and complete the close reading lessons together.
Enjoy!
Common Core Aligned: !CCSS.ELA-Litearcy.RI.K.1.1
CCSS.ELA-Litearcy.RI.K.1.5
CCSS.ELA-Litearcy.RI.K.1.8
CCSS.ELA-Litearcy.RI.1.1
CCSS.ELA-Litearcy.RI.1.5
CCSS.ELA-Litearcy.RI.1.8AC 2014
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AC 2014
