Connecting Pictures and Words in Writer's Workshop

I was so excited to see that some of my favorite bloggers are doing a book study on In Pictures and in Words by Katie Wood Ray.  As I present at different conferences across the United States,  I am consistently asked, "How do you keep your students from spending so much time on their illustrations?  Do you limit their time?  Do you make your students write first then let them draw pictures."  I have always had my own philosophy on this subject but was so relieved when a good friend recommended this book about 1 1/2 years ago.  I read the entire book while I was traveling through airports to present at a conference in North Carolina.  If you haven't had a chance to read this book, it is a "must read" for the early childhood teacher. 


Dee Dee Willis is hosting the first 6 chapters and has links to other bloggers who are participating.  Click here to view her comments.  


My students love Mo Williems and the "Pigeon" series books.  For the past 3 years, we have made a class book based on his work.  This is a glimpse inside our collaborative class book after I had read In Pictures and in Words.  I looked at the book from an entirely different perspective, and we focused on how Mo Williems used illustrations to give voice and tone to his books.  Here is our class version.  I always begin by using a mentor text to help support the concepts I am teaching.  The pigeon series books are developmentally appropriate for Kindergarten and 1st grade students to use as mentor texts to foster their love and skill of making books and using illustrations to support the text and tell the story.  We brainstormed a list of what we might not want the pigeon to do.  I charted the list together as a class.  We then voted on what our topic would be.  The students knew they would be using their Writer's Workshop time to create their own pigeon books, so this helped relieve any anxiety about their idea not being chosen.  Here is a picture of our list.

Brainstorming Ideas

Title Page that I illustrated.  

Upon reflection, I should have turned that over to the students.   Keep on reading and you will see why.  They were much more detailed in their illustrations:)

I love the point of view that these 2 students took as a view of our classroom.  It is as though you are looking down into our room.  They said that they want everyone to see how we sit at our tables.  Notice the table legs and the 3 hooks on each side of the table.  Those hooks are part of our table.  I was amazed at their detailed drawings.

What do you notice about this drawing?  These students drew the pigeon peering in from the side.  I asked why?  Their response - because he is trying to listen to what they are saying.  He is being sneaky.  We had actually discussed why the author sometimes placed only part of the pigeon within the readers' view.

We talked a lot about how illustrators use the eyes to show emotion.  Notice the pigeon's eye as he tries to suggest that they take a detour from Readers' Workshop and go to Walmart.  Raz-Kids is a computer program my students use for online reading.  See the computer in the background to support the text.  Also notice that speech bubbles also play an important part of this book.  We always discuss how some authors use speech bubbles to show conversation or add interesting details.

I love this picture.  What do you notice about the drawing ?  The clothes are on actual hangers like they would be in the store.  The pigeon is covered in snow to support that he is freezing.  

This little girl had just had a baby sister, so she could totally relate to stinky diapers.   At first I thought she drew a shopping cart, but upon listening to these students' explanation, that is actually a changing table with the baby on it.  The family is standing away saying, "Shoo, shoo!"  Pictures are such an important part of young children's stories.  We need to listen to why they drew the pictures instead of always saying, "Read me your story."  Look what I would have missed had I not been made aware of this.  Thank you Katie Wood Ray for confirming this for me.

This is actually an add on page by a student who struggles with writing.  He was wanting to show other things that were at Walmart that the pigeon might suggest.  The pigeon is looking at the meat counter.  Notice the pigeon if facing away from us and we are looking at a back view of the pigeon.  Meat is on the counter and in the shelves and there is a man behind the counter ready to help.

Do you recognize this illustration?  I didn't at first.  I wasn't paying close attention to the details of their interpretation of what Walmart looks like.  Those are the actual aisle shopping check out lanes with the numbers above each aisle.  Amazing.  I wouldn't have thought of that.

These little stinkers actually slipped in something to get back at me for being gone to the conference.  This is a drawing of our classroom with a view of the front part of our classroom.  Notice the right side at the top.  That is a whiteboard.  They wrote the name of the substitute who had taken my place while I was presenting at the North Carolina conference.  This little girl was not happy when I was gone.  Notice all of the details of our room.  The gray is our Smart Board with our Secret Story Phonics beside it.   They have included part of the whiteboard where the date is always written.  Three girls worked on this picture and I really enjoyed their conversations while illustrating this page.  Sometimes we must take the time to listen as they work.

Notice the point of view from the pigeon.  My students said that he kept popping in and out to try to talk the reader into taking the money.

Being persuasive takes on a whole new meaning here.  Smelly markers are a special treat in my class only used for interactive writing.  These students were really trying to make us say yes to the pigeon.  Notice the pigeon above.  I asked about this detail in their drawings.  Normally, I would have assumed the black part was an error or a cover up mistake. Their response - He is starting to get frustrated and is flapping his wings up and down like when we throw a fit with our parents and jump up and down.  The black is because he is doing it so fast. (Side bar:  We had role played what a fit looked like and of course my students' dramatic portrayal of their fits were very comical and most likely spot-on:)

What do you notice here?  I asked what is happening on this page?  Their response - The pigeon is starting to get more upset and is popping in and out of the book saying please.  Wow - That's a lot of "please" words but represented by pictures.  

Wow again!!!  Look at the pigeon's blood shot eyes and the steam coming off of his head.  He is also at different views on the page.  These boys said they wanted him to look like he was really upset that he wasn't getting to go to Walmart.  They said he was sooooo loud that everyone in the class had to cover their ears.  I will never ever forget this illustration.  There is power in their pictures and their words.

And we end our story with a more calm pigeon and a last view of our classroom.  You can tell my students love their Smart  Board:)  It is shown as black here with our Secret Story Phonics behind it.

I compared this version to my previous year's version, and I was amazed at the difference between the illustration details after I put Katie Wood Ray's book to practice in my classroom instruction.  


So how do I build stamina in getting my children to write?  Model, model, model my enthusiasm and do "Think Alouds about Illustrations" just like I do "Think Alouds" about the comprehension of text.  Validate the pictures in the story and give them many examples of mentor text to view and discuss.  Give your students time to draw and confirm their attempts at the story telling process.  Let them enjoy "making books."  A picture IS worth 1000 words.  


I referenced The Secret Stories by Katie Garner in my students' illustrations.  It is a FANTASTIC phonics' program.  For more information click (HERE).  For The Secret Stories Face Book page click (HERE).


Thanks for stopping by.  My next blog post will show a student sample of a pigeon book that happened during their individual writing time.  And you will LOVE her attention to details in her illustrations.  Feel free to leave comments, questions, or your thoughts about what you noticed.  

In Pictures and In Words

Time flies when you are busy, and I can't think of a busier time than the last 2 weeks of school.  I also decided to teach a master's class at OSU during those last 2 weeks.  Needless to say, I have been too busy to blog.  I did want to share my students' culminating art project where they painted a mural to hang around our room to finish our Ocean Inquiry Nonfiction Study.   The class decided to turn our classroom into the "Ocean Express" since we did a train inquiry project last December and ended it with the Polar Express.   I had such a creative class this year and the Ocean Express was their idea.


We brainstormed what should be in our room, and as always, I used it as an opportunity to make a list.  The students then divided the area of the rooms into parts and wrote their ideas on post-it-notes.  They put their post-it-notes under the titles of "Island" "Ocean" "Submarine" and "Sound Effects."  They chose great categories.  Instead of the normal end of the year activities, we stayed busy up until the last day of school building our Ocean Express.  I put butcher paper up on our fences outside, so the painting would be less messy.  So all 25 children had a paintbrush and paints and we created our artwork for the room.  Since it was a hot day, it dried very quickly.  The wind did interfere just a bit, but then we learned a little science lesson about how to secure our murals and protect them from the wind.  I am sure it was quite comical from afar to watch as I got tangled up in the whole painted mess, but we quickly problem-solved that situation:)


Here are the pictures of the perimeter of my classroom.  We moved the chairs and tables to the sides and created a wide area.  We brought beach towels, our favorite books, and just enjoyed our relaxing ocean.  If you haven't seen the Disney Ocean movie, it is an amazing nonfiction movie with great ocean sound effects.  We watched about 15 minutes a day over a period of 2 weeks while we had a snack.  All in all it was a wonderful inquiry unit of study, and I am looking forward to implementing more of this type of study in my class next year.  And when the school bell rang and my darling little 1st graders left my room for the summer, I found it hard to take down all of their artwork off our walls.  It was truly a collaborative project that spanned over 6 weeks of time where we learned so much about each other's learning styles, preferences, and interests and the ocean.  It was a calming end of the year activity where learning continued and authentic children's work appeared everywhere.  

Nonfiction Research Project with Student Generated Facts 

"In Pictures and in Words" - My favorite book - Keep reading below.

Our Island

More of our Island - Working Collaboratively 

Working together sharing time, space, and materials.  Isn't that the early childhood way?

More "In Pictures and In Words"  See below for a book study.

The students chose a submarine to paint for our classroom to take a pretend ride on just like they did for the Polar Express.  6 boys painted side by side to accomplish this task.  I love the details.  Can I say book study again? LOL!  Keep reading . . . 

We needed 2 submarines to go along our wall.  Plus painting a submarine is a lot of fun.  The girls joined in to help finish this one.  

My 2011-2012 first graders taught me so much about creativity and learning this year.  However, it did start by reading the book "In Pictures and In Words" by Katie Wood Ray during the 2010-2011 school year.  Here is what the book looks like:

Click HERE to find the book on Amazon.

There are several amazing Kindergarten bloggers that are doing a book study starting in a couple of weeks over this book.  I highly recommend it.  In fact, I believe it is a crucial "must read" in today's educational climate when play and creativity are being pushed aside for "more rigorous academics."  Can you imagine an Eric Carle book without pictures and color? This book empowered me to see the value in children's drawings and learn how to take those drawings to help all children became writers.

So check out Deanna Jump's blog (yes the famous one:) for a timeline of the book study along with the other amazing bloggers who will be leading it.  I plan on posting some of the pieces of my students' writing samples and what I learned from their drawings as I poured over them the last 1 1/2 years.  I look forward to learning more from this collaborative group.

Here is the list of other teachers hosting the book study:

Mrs. Wills Kindergarten
Kathleen at Growing Kinders
Primary Graffiti
Kindergals - Kim Adsit and her daughter Megan

What else do I have planned for this summer?
*RELAX for a few weeks
*Present at the Las Vegas DI (Differentiating Instruction) Conference July 10 & 11
*Present at the Midwest DI (Differentiating Instruction) Conference in Chicago July 24
*Present at the I Teach 1st Conference in Chicago on July 25
*Present at Frogstreet Summer Splash in Dallas, Texas on July 14
*Present at the OECTA Summer Conference Workshop in Tulsa, Oklahoma on Saturday, July 21st.
*Make new materials for Teachers Pay Teachers to complement Growing Dendrites with Kathy Griffin - and a few new surprises.
*LOVE, ENJOY, and SPEND QUALITY TIME with my new grandson (almost 8 months old!)
*Plan my daughter's beautiful wedding that will take place on September 15th.
*Celebrate my 30th wedding anniversary in July!
*And last but not least, clean my office:)

Posts to watch for this summer:
*More examples of anchor charts
*More math (yes I am venturing over to that area too!)
*More Common Core Nonfiction ideas and plans of study
*More organizational tips on how to organize all of my games for differentiating literacy centers and guided reading.
*More technology, Smart Board, iPads, and application to our classrooms.
*More strategies for keep our young students involved and engaged during your group time.
*More posts about empowering YOU to be proactive in your management program.  It's the little things that make a BIG impact on creating a positive, respectful, and engaging learning environment.
*And of course - more singing and movement ideas to get your students ready to learn.

Most importantly - I would love to hear from you!  What are you looking for this summer to get you motivated and ready for your classroom.  There is nothing better than teachers collaborating with each other to solve problems and find solutions.

My favorite song to get me going:  Firework (Glee version).  I listen to it all the time.  Remember, you are a FIREWORK in your classroom and for your profession.

Don't forget to click on the follow me button so you will not miss all of the excitement!

Thanks for stopping by my blog.  Have a happy, safe, relaxing, and amazing summer!

Fun Blog Hopping Weekend

Here's a shout out to all of the teachers who participated in the Teacher Appreciation Jackpot Event & Blog Hop.  It took me about 3 hours to visit all of the blogs featured and download their TpT FREEBIES.  All I can say is WOW!!!! There are some really talented teachers out there with some great products for my classroom.  Check out Erica Bohrer's Linky Party to see what everyone is buying.  And while your on her blog, look at all of the amazing products she has on her blog.

I'm heading to Special Olympics with my daughter for the next 3 days and wanted my students to do an author study on Kevin Henkes.  I love his books! I didn't have time to run to our "teacher store," so I found some great ones on Teachers Pay Teachers.  

Check out Ashley Reed's Kevin Henkes Author Study.  Isn't it wonderful to be able to search for what we need and download it instantly.  Think of all the gas we save by not driving to the "teacher store."  Maybe I can spend some more? - Yes, I can use that as a great excuse.

Here are some other items that I purchased during the sale:

 My students have been during an ocean unit and "Ocean Friends" by Lohren Nolan was a perfect addition to my unit.  There are both literacy and math activities and they are easy to implement into my teaching day.  Click HERE to go check out this packet.

I blog hopped all day Sunday through the Teacher Appreciation Jackpot Event.  JD's Rockin Reader's has some great word sorts that are just what I have been looking for and quite the bargain price too. Click HERE to see this packet.

And thanks to Kim Adsit for putting this packet together on Reading Comprehension Strategies.  I will add many of these to my Readers' Response Journal.   Click HERE to see her packet.

Thanks Erica for starting the Linky Party. 

Stop by my Teachers Pay Teachers store and check out my songs, multimedia files, guided reading books, and literacy centers.  Get a jump start on getting organized for next year and let your current students finish out the year with singing!

FREE for ONE DAY

Five Word Families will be my "FREE for the Day" Teacher Appreciation Gift.  You can download it on Sunday, May 6, 2012.  After Sunday, it will return to its regular price. It is a Quick Time file to use on a computer, Interactive Whiteboard, Smart Board, or with a digital projector.


Here is a small clip or sneak peek of the file:

Click HERE to Download this ONE DAY SPECIAL on May 6, 2012.

Here is a YouTube video of how I use it in my classroom.

If you are looking for a fun literacy centers, check out the "Five Word Families Activity Pack" on my Teachers Pay Teachers store.  My students love the "MUD" game and the Go Fish Game.  The word sorts are great to use in a pocket chart, on a table, or during guiding reading.  The students love to sing the "ack, eck, ick, ock, uck" part and my students sing that part to help them with the sort.  Watch out!  That phrase can get stuck in your head:)

Here is a picture of the activity names.

MUD Game!  

I also have a book set that goes with it too.  I use the 8 1/2 X 11 book for whole group and the listening center, the 1/2 size book for the students' book boxes to support "Just Right Reading."  Do you have students who have a hard time staying on task during "Read to Self" or independent reading.  Here is a strategy that I have used for over 15 years.  Find books that go with songs.  It will help your struggling readers stay on task and work on building sight word recognition and fluency. There is also a one page sheet at the end that I put in a homework reading folder for my students.  I place all of my song sheets into a reading folder, so my parents know and learn the songs too.  Then they know what we are working on in class.  Many of my parents have commented on loving this part of their child's homework because they know what we are working on in class.

8 1/2 x 11 Book for Whole Group or for the Listening Center

1/2 Size Book for Book Boxes and Guided Reading.   There are 2 copies on each page.  If you need 24 copies of the book, you only copy 12 copies of each page.  Save paper and ink too!  I also print them in gray scale to save money when I need to.

Don't forget to add the PROMO CODE when you check out on TpT.

And don't forget - I am also participating in the Teachers Pay Teachers Annual Teacher Appreciation Sale.  All of my items will be 20% off May 6-8, 2012.  Then enter the code below to get 10% off of my sale price for a total of 28% off all of my products.



While you are there, check out  my multimedia files and let your students SING, have FUN, and LEARN while you are getting those last minute details such as assessing your students completed.   And what's nice about my songs, books, and literacy centers is that you can sing, read, and play them ALL YEAR LONG!


Thanks for stopping by!  I would love for you to follow my blog and my Teachers Pay Teachers Store to get updates on the new products I have planned for this summer.  Have a great end to your school year! And Happy Downloading on Teachers Pay Teachers.


Check out these other blogs for their FREE Downloads too.

Teacher Appreciation Jackpot!

May 6-12 is Teacher Appreciation Week.  Many teachers from all over the United States want you to know that we appreciate YOU!  More than 130 bloggers from Teachers Pay Teachers are participating in the first every "Teacher Appreciation Jackpot!"

During this event, you will have the opportunity to download many free teaching resources.  But it is only for this one day!  On May 6, 2012, each participating blogger in the jackpot will be giving away one FREE item from their store on Teachers Pay Teachers (between $3-$8).  This event will be divided into 3 grade level groups because of the number participating.  Thank you to the follow teachers for putting this event together.  You can click on their links below for more specific information on each group. 

PK-Grade 2   April McNair on A Modern Teacher

Grades 3-6 Laura Candler on Corkboard Connections

Grades 7-12 Adrianne Meldrum on The Tutor House

On Sunday, you will be able to go from blog to blog, to see the free products being offered by clicking on the grade specific levels above.  You can view my FREE product HERE, but don't forget to click on the links above and below to view all of the other products being offered.  These free items will go back to their regular price after Sunday's special event.

So remember to check back here on Sunday, May 6, 2012 to see my free item.  You can look over the other PK-2nd Grade blogs that are participating by viewing the links below:

Math Strategies and Anchor Charts

Here are some anchor charts that I post in my room.  There are not fancy, but serve as practical tools or places for children to use as an anchor for learning important math facts and strategies.  We focus on combinations of 5, 10, and double facts.  

How many ways can we make 5?  

Our Math Strategies Anchor Chart

Combinations of 5 Anchor Chart

Combinations of 10 Anchor Chart

Large Double Facts

Doubles Facts

We use our combinations of 5, combinations of 10, and double facts chart to play "Math Performance."  When we have an extra few minutes or transition time, I call on one of my students to come up to the front of group time and tell a math fact.  Sometimes I say which anchor chart or skill we are working on, and sometimes I let them choose.  It is always open ended.  They can use the anchor charts or create their own combinations.  For example:  If I say choose a combination of 10, the student can use the ones posted on the chart (10+0=10, 5+5=10, etc.) or one of their own (100-90 = 10, 5 X 2 =10).  It has really increased my students math facts memorization this year along with giving them more strategies. 

Thanks for stopping by.

Ocean Inquiry - Nonfiction Study & Common Core

My class is devouring all of the nonfiction books that we have in our media center on oceans as we continue our inquiry study.  Many brought in books from home that they had on oceans along with shells they have collected from visits to the beach. They each have a science journal (composition notebook & post-it-notes) to record their Wows (!) New Learning (NL) W ( I Wonder?) as they read about the different life under the ocean. I divided the books among tables and had them jot their findings on post-it-notes.  This was a way to front load our inquiry unit.  Next, the students wrote their top 3 animals on "official" note cards.  I had them choose 3 because 1/2 the class wanted to choose sharks and I am keeping the groups to 4 each (one will have 5).  These are pictures of their science journals on their first browsing through our books on ocean habitats.

The next job was to place the children into groups.  Wow - that was the tough part!  My desk looked like a post-it-note mess.  I place the children by interest and made each group heterogenously mixed in ability. After putting the groups together, I gave each child a post-it-note with their animal on it.  Then we played a four corners game (which would be 6 corners, since we had 6 animals), and they met the members of their team.  There were cheers coming from all corners and the excitement of their research began.


Next, I just let them "hang out" together discussing their animal, talking about what they hoped to find out, and just getting to know their group.  There was laughter, discussion, and questions about how they were going to begin their project. We learned about the different sources to find information, including our media center, books, magazines, the Internet, databases, and websites.  


Our favorites technology tools were:

Our school subscribe to Pebble Go this year.  Love, love, love it!  Click HERE to check it out.

WONDEROPOLIS - I Wonder Questions (FREE Site)

It has a question of the day, but you can type in your topic in the search bar.

To view how Searchasaurus works click HERE to see a "How to Use Video from EBSCO."
Click HERE to go to EBSCO's Elementary School Website.
Check with your school to see if you have access to EBSCO's Searchasaurus.

So are you wondering how to "Fit it All In" during the day?  We have computer lab once a week (no computer teacher - just me) and we used that 45 minute period to take our science notebooks to record our information.  I also have 2 computers in my classroom that the students access during Reader's Workshop.  They have the option of continuing their research during this time.  Here are pictures of the dolphin group's science journals as they record their information.  Notice the exclamation points as a representation of "Wow's" along with NL (New Learning) and W (I Wonder).

 

As we continued our topic of Nonfiction Text Features, the students took it upon themselves to add diagrams to their artwork.  I love that they did it without me even suggesting it.  They are taking their research very seriously and were preparing for their art project on their ocean animal.

Another way to "FIT IT ALL IN" is to use your Guided Reading group time and work with the different research groups.  Since they were heterogeneously mixed by ability, they were able to scaffold their learning, and I was able to guide them through the research process.  I used a mini-chart tablet to write down their thoughts as a springboard to continue our research.  I met with 2 groups each day and was able to finish this part in 3 days which was very manageable.  I incorporated phonics and reading strategies with these students as we came to unknown words in our books, and we also continued our study on Nonfiction Text Features as we found them in our texts.

Guided Reading Group Time - Charting our Learning and Referencing Our Sources

 

Guided Reading Group Time - Charting our Learning and Referencing Our Sources

Charting our WOW's during Guided Reading Groups

Guided Reading Group Time - Charting our Learning and Referencing Our Sources

 

Guided Reading Group Time - Charting our Learning - I wrote in larger print with the first group and realized I was going to go through paper way too fast.  Plus the added benefit of small group learning is that the text can be smaller.

Guided Reading Group Time - Charting our Learning and Referencing Our Sources

Each group had to plan what colors they would need for their art project, make a list, and turn it into me. This was another way to give them ownership and promote cooperative learning.

And we are not finished yet.  I will post my seal group soon along with their finished projects soon.  We are in the planning phases of how to present our information to the class along with how we will share our information with the school.  And the learning continues as many are now continuing their new learning by researching an individual topic of their choice during their "Read to Self,"  "Read to Someone,"  "Listen to a Book," and "Write Something" time during Reader's Workshop.  

Do you want to Know More about the Common Core Standards Used During Our "Ocean Inquiry Study?"  Read below to see specific standards covered from K-2nd grade.

Kindergarten English Language Arts - Reading Informational Text

Key Ideas and Details

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

Integration of Knowledge and Ideas

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

RI.K.10. Actively engage in group reading activities with purpose and understanding.

1st Grade English Language Arts - Reading Informational Text

Key Ideas and Details

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

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

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

Craft and Structure

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

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.

RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas

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

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

RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading Level and Level of Text Complexity

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

2nd Grade English Language Arts - Reading Informational Text

Key Ideas and Details

RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure

RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas

RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8. Describe how reasons support specific points the author makes in a text.

RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading Level and Level of Text Complexity

RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Common Core Writing - Research to Build and Present Knowledge

Kindergarten

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Common Core Writing - Research to Build and Present Knowledge

1st Grade

W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Types of Texts and Purposes

W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Common Core Writing - Research to Build and Present Knowledge 

2nd Grade

W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.