By Lisa Morris
Shifting your literature guide to satisfy the typical middle will be tough. the criteria are particular approximately how scholars should still research characters, topics, viewpoint, and extra. during this new publication, Lisa Morris makes it effortless by way of taking you thru the criteria and supplying a whole lot sensible techniques, instruments, and mentor texts for grades 2-5. She exhibits you the way to mix the criteria into potent devices of analysis so you might train with intensity instead of fear approximately assurance. subject matters coated include:
- Teaching wondering, inferring, and author’s purpose;
- Guiding readers to examine subject matters and write summaries;
- Showing scholars find out how to realize structural parts of literature;
- Teaching the craft of writing and vocabulary improvement; and
- Helping scholars examine characters and personality development.
Throughout this hugely sensible e-book, you’ll discover a number of charts and different photo organizers that may be simply adapted for lecture room use. a listing of steered mentor texts is additionally on hand as a loose eResource from our site, www.routledge.com/books/details/9781138856172.
Read or Download Teaching the Common Core Literature Standards in Grades 2-5: Strategies, Mentor Texts, and Units of Study PDF
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Additional resources for Teaching the Common Core Literature Standards in Grades 2-5: Strategies, Mentor Texts, and Units of Study
Example text
7 Sample Chart THREE ________________________ (EVENTS, CHARACTERS, OR CHANGES) EVIDENCE FROM THE TEXT 1. 1. 2. 2. 3. 3. * An easy way to summarize a piece of reading is to look closely at characters, events, and major changes that have taken place. After several days of reading I ask my students to write a 3paragraph summary: one paragraph for the characters, one for the events, and one for the noted changes in the book. 8 KWL Chart KNOW WONDER LEARNED Coding Questions There are many levels of questioning.
Which is better . . Would you agree . . Were you ever . . In your opinion . . 2. Asking the Author Questions Once students become comfortable asking the teacher questions, it is time to “bump up” the activity just a bit and ask the author questions. This type of questioning allows the students to become more connected to what they are reading and even become more connected to the author. These types of questions engage students in the reading and help solidify their understanding of the text.
These can be answered without reading from the book. ” Or, “You told me you have a cat. What might happen in a story called Puss in Boots? ” While the questions that 36 Questioning, Inferring, Author’s Purpose adhere towards background knowledge are not explicitly written within the CCSS, the cue words “to demonstrate understanding of a text” support the necessity of these types of questions. Teachers may not ask students to focus on their background knowledge as much, but I know that, in my classroom, I see it as an effective tool for connecting with the text.
