Common Core Resources

Web Site Evaluation Form - Here’s an idea from one of the lessons in my Just-Right Comp Lessons book for teaching students of all ages to evaluate web sites for reliability and credibility. Click here for a form to guide your instruction and their Internet research.
5-Day Plan for Using Predictable Charts for Shared Reading - This is a plan that can be used powerfully at kindergarten and first grade to give students a firm foundation in print and language concepts from the beginning. Click here for the 5-Day Plan.
Information Text Little Book - Here's another template for making Little Books. This one encourages you to teach the text signals that students need to know to be successful at reading. Follow the directions for folding a little book (in this section) and then teach mini-lessons about each of the page headings. Students can hunt for those text signals and list them on the pages provided.
I Wonder… Bookmarks - Middle school teacher, Joy Dewing, from Kokomo, Indiana, shares this great set of "I Wonder…" bookmarks for use in Guided Reading and Self-Selected Reading.
Strategies Bookmarks - Middle school teacher, Joy Dewing, from Kokomo, IN, shares this set of bookmarks for students to use as they apply particular strategies you teach.
Thinking Strategies Bookmarks - Joy Dewing shares these bookmarks that will encourage your students to go beyond the literal level in their reading. These bookmarks can be used to teach students to question themselves as they read or to facilitate discussion between partners or among small groups.
Five Finger Strategy for Informational Text - Here's a graphic that shows the 5-Finger Strategy for teaching students how to preview informational text. Be sure to model by thinking aloud the processes of making the necessary connections among the elements

Why Informational Text is Important http://www2.scholastic.com/browse/article.jsp?id=4483

Critical Content

Comprehension Monitoring
- Students self-monitor reading to facilitate comprehension

Be aware of what you understand
Identify what you do not understand
Use appropriate strategies to resolve problems in comprehension

Metacognition – “Thinking about thinking”

Identify where the difficulty occurs
Identify what the difficulty is
Restate the difficult sentence or passage in own words
Look back through the text for clarification
Look forward in the text for information that might help resolve the difficulty

FLUENCY: accuracy, expression/rhythm/volume, rate/flow

READING/THINKING STRATEGIES:
- Before Reading

Activate background knowledge
Setting a purpose for reading
Predicting text content: infer, confirm, modify, or reject predictions
Reviewing and clarifying vocabulary

- During Reading

Establishing the purpose for each part of reading
Infer
Visualizing
Summarizing
Confirming/rejecting predictions
Identifying and clarifying key ideas (think about what’s read)
Questioning self

- After Reading

Assessing if the purpose for reading was met
Paraphrasing important information
Identifying the main idea and details
Making comparisons
Connecting: connect to text, to self, to world
Drawing conclusions: Infer
Summarizing - retell
Analyzing (Students make judgments and form opinions using explicit information from the reading, fact/opinions)

Teaching Text Structures

- NARRATIVE TEXT STRUCTURES:

Description: characters, setting, events, problem, resolution
Sequence
Problem/Solution

- INFORMATIONAL TEXT STRUCTURES:

Table of contents
Glossary
Captions
subheading/subtitle
bold font
picture/photo/illustration

AUTHOR’S PURPOSE:

To explain or inform or teach
To persuade or convince
To entertain or amuse

WRITING PROCESS: prewriting, drafting, revising, editing/proofreading, publishing

6+1 TRAITS OF WRITING:ideas, organization, word choice, voice, sentence fluency, conventions, presentation

GENRES TO WRITE:
- Narrative: beginning, middle, end
- Expository: lists, notes, letters, journal writing
- Persuasive-argument

VERBAL/NON-VERBAL COMMUNICATION STRATEGIES

Audience and purpose: statements vs. questions
Needs and wants
Facial expressions
Body movements and posture
Gestures
Eye contact
Space
Tone/Volume/Voice
Time, pacing, rate
Turn-taking behavior: respectful, relevant responses, appropriate language and vocabulary
Active listening

RESEARCH STRATEGIES:

Locate and access sources
Engage in the resources: read, listen, view, touch
Organize information from sources
Evaluation: judge your product

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