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Reading Literature for 2nd Grade:

R.L 2.5 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.

This is a book report in which students would describe what they read.

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Informational Text 1st Grade:

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

This is a text about an Owl that students would read and answer questions about the text.

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Section 2B Interpretation Emerging, Expanding, Bridging Standard 5

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Key ideas: With prompting and supporting retell story, key details, characters, settings, major events in story.

Craft and structure: Asking & answering questions of unknown words in a text.

Recognizing storybooks, poems, realistic etc.

With prompting and support recognize the author, illustrator and the role each person has.

Integration of knowledge: with prompting and support compare and contrast characters in familiar stories.

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3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA

c. Demonstrate basic knowledge of one-. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Students are introduced to high frequency words

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K: S&L 2a. understand and follow one-two step oral directions. students will understand oral stated information or text as well as answering and asking questions. (checking for understanding)

1st: S&L 2 give and restate simple two-step directions. when information is given simplification is no longer needed, students will comprehend and ask questions based on information given.

2nd: give and follow 3-4 step oral directions. students will be able to apply knowledge and deliver an oral presentation that includes detail and reflection in logical sequence as well as a conclusion.

3rd: S&L 4 a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA

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3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA

f. Read words with inflectional endings.

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3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA

e. Identify words with inconsistent but com mon spelling-sound correspondences.

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Grade 1 Key ideas and details

students need to be able to ask and answer questions about key details in the readings

When retelling a story students should understand the main idea of text and be able to retell key details

students should be able to recount characters, setting and key events in the story

Overall students need to be able to understand and retell main ideas and key details from the story such as the characters and setting.

I would teach this using a class read aloud. I have a print out that asks students to identify the author, setting, characters, and key events. We used a I do, we do, you do method where students gradually build independence in these skills

Grade 3

Students should be able to use maps, graphs, and illustrations along with the words in the text to understand the text( should be able to answer who, when, why, how, and where)

Understand how things are logically sequenced (first, second, third; cause and effect; or comparison)

compare and contrast two texts on the same subject

Overall, students need to master reading comprehension using text and illustrations. They are also critically thinking about logical sequence and comparing and contrasting

We use whole group and small group reading instruction

whole group consists of reading a passage and going over reading comprehension questions together

small group is based on the individual needs of the child based on assessments

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Compare and contrast, use information to describe.

Demonstrating and understanding of the text, when, where, why and how key events occur.

By the end of the year, read and comprehend informational text, including history, social studies, science.

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Writing Standard- Text Types and Purposes- Kindergarten and 1st Grade are similar because they ask for minimal writing and evidence/facts. Kindergarten focuses on formulating an opinion with the help of visuals (drawing). 1st grade does not use drawings anymore, but they ask for more writing and opinion/evidence. 3rd grade is required to write more, stay organized, provide more evidence, and analyze.

K- Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

Grade 1- Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Grade 3- Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

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Room 1 Reading Literature & Informational Text p. 11-16-Priscilla Hernandez

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Room 1 Reading Literature & Informational Text p. 11-16-Priscilla Hernandez

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In the reading standards for literature in the 4th grade( R.L 4.1-3)the students would refer to details and examples in the text. When checking for understanding and explaining what the text says. They can determine the theme of the story and summarize the text. The students should be able to describe depth in their characters, setting, or events in the story. Students can bring up specific details in the text, such as characters’ thoughts, words, and actions.

Lesson: Teachers can read them a 4th-grade-level book and have students share a short summary or poem.

Reading standards for informational text in the 5th grade (R.I 5.7-10)grade students would draw information from multiple sources. Showing how quickly students can locate an answer or solve problems. This demonstrates to students the integration of knowledge and ideas. In class, the teacher can explain how the author uses reasons and evidence to support their facts/reasons. By the end of the year, students must be able to show comprehension of informational text. Such as social studies, science, and technical texts.

Lesson: Teachers can have students write a report on a book assigned in class. Make a book report and cite sources.

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Went over the importance of Ind. and collaborative learning. One of the best ways to learn is to be taught, teach one self, and teach someone else after. Helps build autonomy and collaboration skills with other students.

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Conferring is a relationship building strategy that teachers can use to meet students where they are in terms of their academic progress. Without this trategy, students would be defaulted to utilizing a 'standard' of teaching across the board and differentiation would be far and few between. This Also allows students to hold more power in their own education and reflect on their past behavior and learning experiences.

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Independent learning and collaborative learning

Launching independence in daily routines in each subject: literacy, math, and social studies.

Accountability with clear expectations and assessing student progress

Increasing intrinsic motivation, such as feedback that focuses on effort.

Individualized attention showing genuine interest in their learning journey.

Encouraging words using positive affirmations and boosting self-esteem

Authentic application in reading self-selected books and writing as well

Speaking for students to engage in speaking in class or presentations

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Brain breaks are very helpful

Teaching routines explicitly

having a Consistent structure

daily routines are important

Being independent goes hand in hand with daily schedule and routines. Teaching expectations.

Teaching how to take care of materials. (Why,how and teaching explicitly)

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Launching Independent and Collaborative learning (with support) pg. 71-76

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Launching Independent and Collaborative learning (with support) pg. 71-76

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Jason Marroquin

When it comes to launching Independent and Collaborative work, you want to assign specific goals in mind that are achievable. What is it that you want to students to do? What kind of freedom do you want to give the students? How will the students be able to achieve the goal? And most importantly how will you as the teacher keep track of the students progress?

- Independent learning can be launched by giving clear instructions, after completing any work in class (for example spelling list) the teacher can say "if you finish early, read a book and take an AR test". This allows the student to freely chose what they are reading and allows the goal of reading being met by finishing the book and taking an AR test.

- Collaborative learning can be launched through assigning a group project. For example, during science the students can freely choose a topic to research and create a project on. This can be done through a presentation, a model, a simulation, or an experiment. Students goal is to find topic, research the topic together with group partners and present a demonstration of the knowledge learned. The teacher can keep track of progress through assigning different deadlines for parts of the project. Week 1 topic due, week 2 research and information due, week 3 project work check-in, week 4 presenting the projects in class.

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The importance of building a community in a classroom. Activities like, Me Too! and Would You Rather help to promote communication, social interaction, and relationship building.

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Discussed the importance of monitoring students progress to ensure they are on level. This also provides the opportunity to offer additional assistance if needed.

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Clarity of expectations builds independence.

Predesigned lessons help communicate routine without spending excessive planning time.

Effective classrooms are built on consistent practices, not reactive rewards or consequences.

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- within this section we can incorporate student partnerships to help foster a productive and harmonious working environment

this will help students efficiently assist one another strengths allowing them to focus on the instruction

icebreaker: using puzzle pieces

CL.2 voice level

the use of voice levels such as a quiet voice, loud voice and conversational voice can determine how the class can effectively communicate and respect each other.

CL.3 take turns

taking turns is a structured way to minimize disruptions as well as creating a cooperative atmosphere where students can participate and be included

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A positive and supportive environment sets the stage for meaningful learning experiences.

The physical space of a classroom plays a fundamental role in shaping the overall learning environment.

Visual space in a classroom is equally important.

Showcasing student work in the classroom is a powerful strategy.

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Meeting students at the door

Shower with Kindness

Be realistic share your experiences

worksheets to help navigate them.

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In summary, building relationships (bonds) with your students help make the environment within the classroom feel safe and secure, therefore daily routines will essentially run smoothly as well. The sections also offered "check ins" for the educator to read and use to assure that they are doing their job well and themselves feeling well too.

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Daily Routines:

Start off the day with a smile:)

-Genuine smile makes a positive classroom

-shower them with kindness

-Check in physically and emotionally

Build a schedule that works for your class

Daily routines contribute to improved learning outcomes transitions between lessons

roles and responsibility

DR.1 Quiet Signal

DR.2 Brain Breaks

DR.3 Morning Routine

DR.4 Line Up

DR.5 Walk in the Hall

DR.6 Ending the Day

DR.7 Transitions

DR.8 Book Shopping

DR.9 Sharing

DR.10 Planning Template