Session 2: Informational TextAudience: K-5 Teachers

Become familiar with the K-5 CCSS Informational Text Reading Standards

Identify a few of the standards that may be new (or a new emphasis) for Oregon teachers

Become aware of relevant resources in K-12 Teachers: Building Comprehension in the Common Core, a resource aligned with the CCSS and the Oregon K-12 Literacy Framework.◦ http://www.ode.state.or.us/teachlearn/subjects/elarts/

reading/literacy/have-you-ever.pdf

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Grade Literary Text Informational Text

4 50% 50%

8 45% 55%

12 30% 70%

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The Standards follow NAEP’S lead in balancing the reading of literature with informational texts, including texts in history/social studies, science, and technical subjects.

Literary nonfiction and historical, scientific, and technical texts. Includes◦ Biographies and autobiographies; ◦ Books about history, social studies, science, and the arts; ◦ Technical texts, including directions, forms, and information

displayed in graphs, charts, or maps; and ◦ Digital sources on a range of topics

Emphasis is on text structure other than narrative◦ Cause and effect; chronological/sequential◦ Compare/contrast; enumeration and description◦Opinion and supporting arguments

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Read through the K-5 continuum of several of the Reading Informational Text standards (#1 – 10) on the Handout “CCSS Reading Informational Text Standards K-5.”

Remember that each “step up” in task difficulty is matched by a “step up” in text complexity.

Identify the “step up” in task difficulty at each grade K-5 for several standards. (Begin with Standard 9.)

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1st – omitted “With prompting and support” 2nd – added “most important” points 3rd – added “and key details”

4th – added “Integrate” … “in order to write or speak about the subject knowledgeably”

5th – added “several” texts

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Identify grade-specific standards that are new at your grade(s) or represent a new emphasis in classroom instruction at your grade(s).

Think about the instructional strategies and approaches that you will apply to these standards.

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Some of the additions or changes◦ Standard 2, grades K-3 (main idea & details)◦ Standard 3, grades K-5 (development & interaction)◦ Standard 5, grades 4- 5 (text structures)◦ Standard 6, grades 1-5 (point of view/purpose)◦ Standard 8, grades K-5 (analyze argument)◦ Standard 9, grades K-3 (compare texts)

Complete “Crosswalks” are posted on the ODE website at http://www.ode.state.or.us/search/page/?id=3356

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Standard 3: Development and interaction◦ Asks students to describe the connections, relationships,

interactions among individuals, events, ideas, procedures, steps, concepts, etc.

Standard 6: Point of view and purpose◦ K, 1, 2 focus on role (author, illustrator) and purpose◦ 3, 4, 5 require students to conceptualize two or more points of

view on an event or topic Standard 8: Analyze argument◦ Requires students to differentiate between main points and

the reasons/evidence that support them; logical connection

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The Common Core State Standards tell us WHAT all students should know and be able to do.

The Oregon K-12 Reading Framework suggests HOW districts and schools can succeed in helping all students read well. Its purpose is to ensure students are◦ Reading grade-level text or above by the end of first grade◦ Developing grade-level or above reading skills K-12 across all

classes◦ Receiving intensified instruction to help them read at grade

level, if they are not.http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/literacy/chapter-3-

instruction.pdf

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Explicit comprehension instruction should not be delayed until students are able to read grade-level text independently.

Read-alouds and the use of text-based discussions are opportunities to help students learn from complex informational text, especially when students are just learning to read or if students struggle to read informational text independently (Beck & McKeown, 2001; Snow, Burns, & Griffin, 1998).

– From K-12 Teachers: Building Comprehension in the Common Core

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Students who struggle with reading can successfully handle informational text when instruction includes◦ explicit teaching of text structure, ◦ procedural facilitators such as think sheets, prompt cards, and

mnemonics, and ◦ the use of teacher modeling and guided feedback

(Gersten & Baker, 2000, 2001; Williams, 2008)

– From K-12 Teachers: Building Comprehension in the Common Core

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When discussion followed the read-aloud, students seemed to prefer informational text.

When no discussion followed the read-aloud, the students preferred narrative text.

Research also suggests that students are more likely to select informational for independent reading if their teacher used the informational text in a read-aloud Dreher & Dromsky, 2000; Duke, Bennett-Armistead, & Roberts, 2003). – From K-12 Teachers: Building Comprehension in the Common Core

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Time spent with informational texts Books on a wide variety of topics that interest

elementary grade children Informational texts and stories grouped in a thematic

unit (see http://commoncore.org/free/ ) Graphic organizers Explicit comprehension strategy instruction Teachers and students using a core set of questions More at K-12 Teachers: Building Comprehension in the Common Core,

including specific examples of organizers, strategies, questions, etc.

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Teacher and student-initiated questions about the text Teacher-facilitated read-alouds and text-based

discussions Use of before-during-after reading components to

discuss the text and apply comprehension strategies Students retelling what they learned from an

informational text with a partner Teachers and students using content language and

text-related academic language More at K-12 Teachers: Building Comprehension in the Common Core,

including hyperlinks to resources in Oregon K-12 Literacy Framework

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What will be the percentages of informational text and literature in your grade(s)?

What are some text structures students may encounter in informational text?

What is one standard new or new in emphasis at your grade(s) that will impact your instruction?

What is one strategy, approach, or classroom context that supports learning to read informational text?

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Check out the resources on informational text in K – 12 Teachers: Building Comprehension in the Common Core on the ODE website.

Follow one of the hyperlinks in the above document to the “Instruction” chapter in the K-12 Oregon Literacy Framework to see more concrete examples and resources.

Cross-grade level groups select one standard and develop a short lesson at each grade level, illustrating the K-5 progression.

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