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Ask and answer questions about key details in a text.

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CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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Key Ideas and Details Question Stems

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Grades K-1 Student Center Activities: Literature (CCSS)

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Kindergarten Reading Literary Text Activities

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Author

Assessment systems that work are difficult to find. I've been teaching for just over 20 years now, and I'm quite sure I've tried nearly that many systems for organizing assessment information. I've tried mailing labels, note cards, file folders, and post-its (that was a mess!). I've created charts, templates, grids and checklists. I'm fascinated to see how other teachers collect information in their classrooms, and until a few years ago was always looking for a system that worked for me. I think that's the key: finding a system that works in YOUR classroom. About five years ago I tried to find a system that allowed me to keep individual conference notes over time in one handy place. Using a spiral notebook, I divided the pages so each child had 3-5 pages, and kept notes on reading and writing conferences.

The spiral notebook worked well for tracking conversations with individuals. Whether it is reader's or writer's workshop, I sit down beside a student and record our conversation. I usually record the piece the student is writing or the book we discuss, what I noticed about the reader/writer, and then write my teaching point off to the right side of the page. By recording the teaching point, I am sure when I sit down the next time to be purposeful in my instruction to the reader/writer. Recording the teaching point helps me to stay focused on the child, and not teach to the piece of writing or the book. It makes it easier to notice patterns over time, strengths of individual students, and provide tailored support. These notes are bread crumbs I leave for myself so I know where I've been as I venture down the trail. I love this system and, amazingly, am still using it today.

By using a notebook to record notes, I have allowed myself to move beyond the "levels of my readers", and focus more on the behaviors of the readers in my classroom. I've been able to think more about the strengths, patterns, and areas of support of individual children. I believe in using opportunities to teach readers across my day. However, you can imagine the challenge with a notebook. You know the difficulty in checking a student's conference notes during a read aloud. I don't think my first graders will wait patiently while I return to conference notes in the middle of our discussion. Additionally, individual notes made it challenging to notice small group and class trends. I realized I needed something that allowed me to look at my class in a glance.

My friend Deb Frazier teaches across the hall. Everyone needs a friend that will push your thinking, help figure out the teaching pieces that aren't working as well as you'd like, or just send chocolate across the hall in times of desperation. She suggested I try putting the reading information on a grid. She was using a grid, and I eagerly gave it a try. I've been using it ever since! As we've been working together over the last few years we've added to the grid. It has evolved as a result of new district assessment systems and changes in our thinking as we work with readers. It will likely change again this year.

As a first-grade teacher, I take several benchmark running record assessments across the year. I like a little data to back up my thinking about student progress. I record the individual information from the benchmark assessments to the class grid so it is in one place for quick reference. I fill out a reading grid at the beginning of the year using the previous year's assessment data, several times across the year as I reassess readers for a better picture of progress in our room, and at the end of the year. (Yes, even at the end as I like to compare my end-of-year data across groups of students. I'm crazy like that!) You can access a blank copy of the grid by clicking here.

You can view a sample of the completed grid (with student names obscured) by clicking here.

What's Included on the Class Reading Grid

Here is what I include on the class reading grid. Your grid elements will be different from mine, depending upon your required assessments. The key is to find the mix of notes, codes, and numbers that work well for you.

Instructional Text Level: You will find instructional level at the beginning of this grid, but not because I think it is most important. It is usually the information I am asked to report to the district. If I were putting this grid together by importance levels would probably be at the end. When completing benchmark running records, I stop my students when I find instructional information. Rarely do my students stop because of accuracy scores. Most often their reading accuracy is easily above 95%. Typically students have difficulties in areas of comprehension, so I stop because I have gained the instructional information I need, and because the structures of the text seem to have an appropriate level of challenge. These levels give me a range of books students might be successful reading, making it easier for me to make decisions when choosing books for instruction, but these levels will not confine or dictate the books students are reading in my room. I am quite certain I could take any "level" of reader, and give them a book that is two levels lower that would be difficult or one that is one to two levels higher that could be read successfully.

Information on Strategies Used to Sustain Reading (i.e., accuracy, cues used, self-correction, and rereading): In these sections of the grid I record the accuracy for this benchmark assessment, circle the cues used (meaning, structure, and visual information), record the self-correction rate, and note rereading. I'm looking at the behaviors of the reader in this section. I like to see accuracy scores that are 95% or above, self-correction scores that are 1:3 or better, and rereading that supports the reader at difficulty. I often note the cues used to self-correct. Did the child use omitted information to self-correct? If so, that means she/he is beginning to notice new information and is usually a sign of progress. Did the child further search information to make the correction? If a child has used meaning, structure, and visual information, I consider that to be a good error. If he/she goes on to self-correct because he/she searched further in one of these errors that is a sign of progress. I also make notes about the amount of rereading the child does. Early readers tend to go further back in the text. More experienced readers can often reread a word or two to make self-corrections or make sense of difficult text.

Fluency: This score is determined from a rubric in our assessment system. Students can receive a 1-4 score on fluency (one is least fluent, four is fluent). Our district is currently using the Fountas and Pinnell Benchmark System that has a rubric for fluency. I also note in my grid what I noticed about this child's fluency by circling the letters of the fluency behaviors I noticed. Was the pace (P) of the reading appropriate? Did the reader read in helpful phrases (PH)? Did the reader use expressive (E) intonation to demonstrate understanding?

Comprehension: The comprehension section of the grid is the largest section, and for me the most important. This part of the grid is divided into two parts: within and beyond the text. These sections correspond to the sections in the benchmark assessments we use. The within section includes an understanding of the main idea, use of story vocabulary, demonstrating sequencing, and noting details. To me, the within section of thinking demonstrates a reader's ability to understand key ideas in the story as they were explicitly stated in the text. The beyond section includes use of evidence, connections, predictions, questions, and inferences. This is the section that demonstrates a reader's ability to think beyond the text - to put thinking and learning from the story in the bigger context of her/his world. When marking this section I use the letters B (beginning), D (developing), A (achieving), and E (extending). Any set of symbols will work, but these match our grading system so it makes it easier for me to use them consistently. Noting these behaviors allows me to quickly reference a child's strengths and challenges in reading new text.

Notes: This is the section where I add student goals and any notes I want at hand immediately when planning and working with students. I write microscopically so it is easy for me to fit my comments into this space. Additionally, I only want key words that will grab my attention quickly. This isn't the place for a narrative, just quick notes about where I think students need to be moving forward.

Readers change a lot in first grade, and it usually seems that in about six weeks (for those of you that like numbers) I find myself needing to rethink instructional plans for my students as a class and as individuals. Six weeks is an approximation as I create a new grid when I start to feel like the grid I am using, even with updated scratchings, no longer gives me good information about my readers. As a first-grade teacher, I find the information about readers changes quite often in comparison with other grade levels as growth is in giant measurable leaps. There are also a lot of changes in text structures these young readers can handle across the year. I'm quite sure I take more benchmark running records than most teachers at other grade levels.

The grid allows me to look at the class as a whole and consider the reading behaviors I need to support with the class, small groups, and individuals. After completing a grid, I take some time to really think about the information student data has provided. Recording information on the grid allows me to look first for students who may stand out from classmates as having difficulty keeping up with peers, exceeding the growth of other peers, or having different needs than most students. I usually take a yellow highlighter and mark individual places on the grid where students were not as strong as I'd like them to be, and highlight in pink those areas where students seem to be in urgent need of support.

After noting individual strengths, needs and setting student goals I look at the class as a whole. What trends do I notice across students in the class? These trends often help me to plan my whole group instruction and focus lessons. For example, it seems that there is a point in first grade where illustrations begin to give students less support in their reading. It is at this point that readers have to learn to notice more of the details in the actual text of a story, and use evidence from the words to support their thinking. The highlighted grid really helps me to notice class trends. Additionally, small groups of children with common needs are apparent when looking at the class grid as a whole.

Using this information, I can easily plan and manage the time I spend with class, small groups of students, and individuals. The completed grid, placed on my clipboard for quick reference, helps me to plan weekly instruction, make teaching decisions on the run, and be purposeful across the day. The grid also provides a place for me to quickly mark student progress in daily literacy instruction. During read aloud, I can quickly tailor questions and discussion points to students.

If I know Sarah is having a hard time making predictions, I can stop to ask her what she thinks will happen next and why. I can support Sarah during the read aloud with this strategy she is learning. In a classroom where students use their reading time to make their own book choices, the grid allows me to sit down with the books a student has chosen and have a conversation specific to the reader's needs. For example, I may join Sarah for a conference in which she has several self-selected books of varying topics and levels in front of her, I can choose one that will help me support her ability to predict or ask her to show me a book where making predictions helped her to think about the story. The grid is a tool that complements my spiral notebook, and allows me make effective use of my planning and teaching time. I think it's a tool that is here to stay in my assessment system.

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Assessment Beyond Levels: The Reading Grid

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Author Assessment systems that work are difficult to find. I've been teaching for just over 20 years now, and I'm quite sure I've tried nearly that many systems for organizing assessment information. I've tried mailing labels, note cards, file folders, and post-its (that was a mess!). I've created charts, templates, grids and checklists.

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* FREEBIE * Print on cardstock and laminate for a long shelf life! Students will enjoy these bookmarks, as they help remind them of key elements in the story. Based on the 5 W's (who, what, when, where, why), this bookmark is sure to be a hit!

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FREE LANGUAGE ARTS LESSON - "5 W's Bookmark"

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FREEBIE * Print on cardstock and laminate for a long shelf life! Students will enjoy these bookmarks, as they help remind them of key elements in the story. Based on the 5 W's (who, what, when, where, why), this bookmark is sure to be a hit!

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Youtube video of who, what, where, when, why, how?

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Good Charlotte - "Who, What, Where, When, Why & How" Music Video (The Electric Company)

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Free Worksheets

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Explaining texts through pictures.

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Vocabulary cards

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"What's an ox?"

That was the confounding question assistive technology specialist Neal McKenzie faced a year and a half ago from one of the 100-plus visually impaired students he helps in the classrooms of Northern California's Sonoma County. The blind 5th-grader had to write a report on rural life and someone had suggested including an ox. But the boy had never touched an ox or even a cow and had no reference for the animal.

In the past, that particular problem might have sent McKenzie scrambling to find a toy or model ox for his student to explore by touch. Fortunately, his department had just acquired a 3D printer and he had taught himself Tinkercad, a 3D design app. He downloaded an ox file from Thingiverse, a vast library of 3D designs for physical objects, fired up the printer and, five hours later, had a 3" x 4" plastic ox that he handed to his student. "As soon as the boy held it in his hands, he said, 'Oh, I get it now,'" recalls McKenzie. "It was that simple."

McKenzie has since created dozens of his own designs for objects to help bridge the accessibility gap between his visually impaired students and the sighted counterparts with whom they share classrooms and teachers. Along the way he has amassed a wealth of knowledge that can help special ed teachers-indeed, all educators-incorporate 3D design and technology into their curriculum, with a meaningful impact on student learning.

Make content accessible

"A fact of life for these students is that they have to deal with the extra burden of getting accessible materials before they can even tackle the content," says McKenzie. He collaborates with teachers and students on specific needs, then "whittles out different solutions." It's an "amazing learning process," he says.

"Technology," says McKenzie, "has leveled the playing field quite a lot. With computer assisted design in particular," he adds, "it's sometimes possible to create instant access."

For instance, the teacher of a blind sixth-grader asked McKenzie for help with a math problem of sorts. The class was going to be charting graphs for months, and ordinarily the blind student would need a separate embossed graph for each problem-a burdensome process. So McKenzie designed and made a plastic quadrant graph that can be charted with push pins. "Now the student can find a plot point instantly and keep up with the rest of the class," says McKenzie. "He can worry about content, not access."

Involve everyone in the process

When a visually impaired student is learning a very visual concept, says McKenzie, the goal of any 3D design project is full inclusion. So if he makes tactile 3D prints for a science class, the teacher incorporates the prints into the lesson for the whole class. "Although crucial for the specific student," he explains, "it makes the whole lesson accessible and better for everyone."

McKenzie believes that 3D printing's greatest value lies in its possibilities. He says that he get emails from students who have come up with design ideas; they ask if it would be possible to make a 3D print. "That in itself is such an expansion to critical thinking. I just love the maker mentality," he says.

On the Job Training

Neal McKenzie
Twitter: @neal_at
YouTube: AT Neal

McKenzie was a tile layer struggling to find enough work to pay the bills ten years ago when, on a whim, he interviewed with the Sonoma County Office of Education for a job helping a blind student one-on-one. Like most of the teachers he works with, he says he had no real design or engineering background. He taught himself to use Tinkercad, his "only gateway into designing," and found the payoff to be huge. "For me to be able to come up with an idea for a specific problem and make something that's tactile?" he asks. "That's a dream come true."

It used to be difficult for teachers to see this kind of design and technology work up close and in person, McKenzie says. "Today," he explains, "there are makerspaces and 3D printers popping up in resource rooms, libraries, schools and communities everywhere." He advises educators new to 3D design to "sniff around and go see these things in person, and talk to the person who's running them." He also considers Twitter a great resource.

McKenzie stresses that you don't need a 3D printer to start learning. "Playing around with simple free 3D modeling programs is a great way to realize how easy it is to make a design."

Design, make, repeat

"Everyone who works with blind and low vision students has at one time or another thought to themselves, 'I really wish they had this thing that does this,'" says McKenzie. He has made many such things, including hooks to hold a white cane alongside a shopping cart, a tactile dial for a cellphone, and for a student who has the use of just one finger-a little plastic crayon holder.

3D printed crayon holder

One of his inventions has garnered widespread attention, recently winning an Infy Makers award. McKenzie's Braille Thing? is an interactive Braille teaching device. He created it specifically for a kindergartener who was losing her sight from a degenerative condition but was resistant to learning Braille. "It was a way to teach her Braille that wasn't scary to her, that she could have fun with," he says. And it has worked for other students as well.

Its success isn't surprising. "This is nothing new for Teachers of the Visually Impaired (TVI), who have been Makers for a long time," explains McKenzie. "They've had to make this crazy stuff-like a giant cell membrane made out of glue and different types of paper-to help VI kids learn a concept and give them tactile access to whatever they need." Technology has made these longtime Makers' lives easier, says McKenzie. "With CAD and 3D printing, they are able to do it in a more concise way, and repeat it."

And it's the repetition, he says, that allows these teacher Makers to impact students far beyond their own classrooms. "The beautiful thing is once you make something, it's there, you have the file," he says of a 3D design. It can be revisited, tweaked, reused. Over time, he adds, the library of such 3D designs will grow, as will the number of students who can benefit from them.

Collaboration is essential

McKenzie recently created groups for the visually impaired on both Thingiverse and Tinkercad, where he and everyone else in his relatively small world can share their designs. "I live and die by collaboration," he says. "Those of us in this niche-helping kids with visual impairments-are kind of on our own islands." So sharing ideas and resources is essential. "When you're plugged into the community, everyone is willing to help."

To that end, he has a Google form on which teachers in his department can make requests and suggest ideas for assistive objects to address student needs, specifying rough dimensions, color preferences, etc. He then tries to find an existing design to match the need, or designs something himself.

Push the envelope

The next accessibility gap McKenzie is eyeing is the 3D design and printing process itself. His beloved 3D printer has no voice output, only visual controls, making it out of reach for visually impaired users. The same is true for software. "I love Tinkercad but because it's all visual, it would have to be completely coded for a voice reader in order for visually impaired people to use it," he says.

What's more, McKenzie hopes that design concepts and Maker technologies will soon be embraced across special education with the same enthusiasm as they have been in general education. Indeed, he believes 3D design and printing's impact is poised to extend well beyond visually impaired students. "I think in special education as whole this tool could bring these amazing kids to the next level."

Neal McKenzie's Maker Resources for Teaching Visually Impaired Students

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With 3D Technology, Special Education Students Can Focus on Content-Not Access - EdSurge News

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"What's an ox?" That was the confounding question assistive technology specialist Neal McKenzie faced a year and a half ago from one of the 100-plus visually impaired students he helps in the classrooms of Northern California's Sonoma County. The blind 5th-grader had to write a report on rural life and someone had suggested including an ox.

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Students who are behind

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Advanced third grade worksheet

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Back to basics. Describe what is happening in the picture.

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Creating and inventing interactive reading.

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First grade

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Writing Informative Texts assessment - Teach, Assess, Analyze with the Largest K-12 Resource Catalog

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assessment: Writing Informative Texts by Kayte Jones free

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Colorado Libraries for Early Literacy (CLEL)

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Repetition in Storytime | Colorado Libraries for Early Literacy (CLEL)

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Have you ever noticed how young children seem to be constantly repeating themselves? They try to stand, fall down, and try again. They build puzzles a

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Activities for non-readers

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My first few years of teaching I struggled to create literacy activities that could engage all of my students. I think literacy is so important but I struggled to think of ways for my students who are nonverbal and nonreaders to participate. Adapted books to the rescue! Fast forward a few years - an now I am overloaded with adapted books. Now when I say I have tons of adapted books, that may even be an under statement. I think I still have blisters on my hands from cutting out all the laminated pictures years ago.

Basically an adapted book has small velcro pictures to match within the story. You can make any book an adapted book or even make your own! This has worked great with my kids because they have something to do (match the picture) while listening to a story. It's more hands on and the expectations are clear. Sometimes I think our kids don't know what to do while listening to a story - do I look, do I sit, do I move my hands? Having the match-the-picture option gives a concrete task to be done.

There are a lot of types of adapted books that can target any type of student or skill set. Here are the types of adapted books you can utilize:

Adapt Story Books You Already Have: I have a made a ton of my own adapted books but also adapted some books we already loved. You can scan the book pages and create small images. Print, laminate, velcro, and you're ready to go! Here is my Very Busy Spider adapted book:

Pretty much you can take any book and add some clip art pictures.

Make Your Own Adapted Books: I got a little crazy making my own books. I love being able to make books about topics my kids are interested in! Talk about motivating! We have books about dinosaurs, race cars, princesses, and (hate to admit it) a lot of books about food. Pizza Hut, Taco, McDonalds - you name it - we probably have a book for it. I know, I know, I know - I hate to encourage all this unhealthy eating ... but if it's going to motivate reading - I'll take it.

Student Made Adapted Books: We've done kid-made books, where they color in the pages or draw their own - which always turn out super cute:

Student Picture Adapted Books: You can include student pictures in the adapted books and make it all about them. These books can be highly motivating!

Adapted Books Choice Board: I made a choice board for my books! I made a PECS picture for each book, put strips of hard velcro on cardboard, and laminated a sentence strip. Then students can request what book they want!

Check out my pinterest board of adapted books for even more ideas and options!

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Adapted Books {Literacy Activities for Nonreaders} - The Autism Helper

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My first few years of teaching I struggled to create literacy activities that could engage all of my students. I think literacy is so important but I struggled to think of ways for my students who are nonverbal and nonreaders to participate. Adapted books to the rescue!

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Reading and Autism - Teaching Kids to Read and Comprehend

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Children with autism learn more effectively with corresponding visuals. Reading Eggs provides reading lessons with visual accompaniment. Free 2 Week Trial

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Gets students engaged in this game.

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Now that I have students' attention, I read them the classic story, Miss Nelson is Missing. To thoroughly understand any story, students need to understand the key details. Understanding the key details of a story will help the students when they learn to retell, write stories themselves, and build up to deeper meaning and understanding of what the author is trying to tell them.

To support students in understanding the details, throughout the story I stop and ask about the details within each of the story elements (characters, setting, problem, solution, and theme). When I stop after a page or two, I think aloud to model the question a good reader would ask.

"Who are the characters I am reading about?"

"What do they do and how do they act?"

"Where is the story taking place?"

"How do I know?"

By doing this students get a better understanding of when in the story they should stop to ask questions about what they read. Also they hear questions that they should be asking as they read. After I answer the question, I write it on a post-it note and place it under the heading on our story elements chart. As I continue to read and think aloud, I have the students help me answer some of the questions. I pull sticks out of my apron to choose students at random. By doing this students are paying attention because they are unsure if they will be chosen to answer. It also eliminates the same students with their hands up being called on each time.

Moving beyond just the story elements, students should also be able to ask more in depth text dependent questions. Here are some examples of text dependent questions I ask to get students thinking deeply about the story as we read:

I ask "Why do you think the students miss Miss Nelson?" and "If you were in classroom 207 would you miss Miss Nelson?" (text to self connection)

Detective McSmogg scratches his chin and says, "I think Miss Nelson is missing." Then the next line reads, "Detective McSmogg would not be much help." I ask them why they think he would not be much help. Sometimes my students have a hard time with this because they assume that since he says that, he will start searching. We look for clues in the text that would lead us to believe that he will start searching, and we find none.

The story goes into unlikely events that could have happened to Miss Nelson. We discuss why they are unlikely and what are some likely things that could have happened. Some students think Miss Nelson has quit or gotten sick.

Vocabulary Strategies:
Before class, I chose a few words, interesting words, for our vocabulary word wall. These are words they will come in contact with in other literature and conversation (tier 2 words). Appendix A of the CCSS. This appendix has a great discussion of tiered vocabulary starting on p.33.

As I read, I will ask my students what they think these words mean and have them use the story clues to help them figure it out. These words were: misbehaving, squirmed, detective, refused, discouraged, and unpleasant. I like to figure the words out with the students as we read (as opposed to telling them what the words mean before hand). This allows us to practice using context clues and paying attention to the text. As we figure them out we add them to our vocabulary word wall. We also delve into words that students bring up as I read. For example, A student asked what "arithmetic" means. I used the picture of the note Miss Swamp is holding as a clue - it says "math." Then I turn the page and turn their attention to the board that the students are solving math problems. They can deduce that "arithmetic" has something to do with math.
Engagement/Joy Strategies
When I get to the part when Miss Viola Swamp becomes the teacher instead of Miss Nelson, my students are always in shock. I recently have brought a black robe to school and whirl around and put it on while reading the story when she is the teacher. (She wears a black dress.)

When Miss Nelson comes back I take off my robe, and you can see the relief on my student's faces. The students in the book are very well behaved for Miss Nelson now that she is back. Miss Nelson asks the students, "What brought about this lovely change?" and the kids say that it is their secret. I ask my students if they know what the kids' secret is. The secret is that they don't want Miss Nelson to leave and Miss Swamp to come back. You can check for understanding in a few different ways. I had my students whisper their answer to their elbow buddy. Another way would be to have students write or draw their answer on their white board.

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Now that I have students' attention, I read them the classic story, Miss Nelson is Missing. To thoroughly understand any story, students need to understand the key details. Understanding the key details of a story will help the students when they learn to retell, write stories themselves, and build up to deeper meaning and understanding of what the author is trying to tell them.

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Worksheet

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Cute activity for free time

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Fun activity to take the stress out of learning.

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Fun ways to assess understanding.

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eSpark Learning: Ask and Answer Questions Framing Video (1.RL, Quest 1) Video - Teach, Assess, Analyze with the Largest K-12 Resource Catalog

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Video: eSpark Learning: Ask and Answer Questions Framing Video (1.RL, Quest 1) by eSparkLearningVideos free

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Multiple Worksheets that assess First Graders

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Multiple Worksheets that assess First Graders

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Great worksheets for assessment.

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Answering questions from the wheel of a story. If student does not know, they must go back and read the text to find the answer.

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Using Photos With English Language Learners

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Using Photos With English Language Learners

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Uses a multitude of ways to dictate, compare/contrast, writing and much more through pictures.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.