Exploring Informational Text in Transitional Kindergarten and Kindergarten

Presented by

Megan TholeAcademic Support Teacher

Fairfield Suisun Unified School District

Kindergarten Common Core Standards Addressed

ReadingInformational Text

1. With prompting and support, ask and answer questions

about key details in a text.

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

10. Actively engage in group reading

activities with purpose and understanding.

Speaking and Listening

1. Participate in collaborative

conversations with diverse partners about

kindergarten topics and texts with peers and adults in small

groups.

2. Confirm understanding of a text read about or

information presented orally or through other media by asking and

answering questions about key details and requesting clarification if something

is not understood.

Language

1. Demonstrate command of the conventions od standard English grammar and usage when

writing or speaking.2. Demonstrate command of the conventions od

standard English capitalization, punctuation, and spelling when writing.

4. Determine or clarify the meaning of unknown and multiple meaning words and phrases

based on kindergarten reading and content.

Writing

3. Use a combination of drawing, dictating, and

writing to compose informative/explanatory text in which they name

what they are writing about and supply some information about the

topic.

Foundations in Language and Literacy

Listening and Speaking

2.0 Vocabulary

2.1 Understand and use an increasing variety and specificity of accepted words for

objects, actions, and attributes encountered in both real and symbolic texts.

Reading

4.0 Comprehension and Analysis of Age Appropriate Text

4.1 Demonstrate knowledge of details in a familiar story, including characters, events, and ordering of events through answering questions (particularly

summarizing, predicting, and inferencing), retelling, reenacting, and creating artwork.

4.2 Use information from informational text in a variety of ways, including describing, relating, categorizing, or comparing and contrasting.

Shifts in English Language Arts/Literacy with Common Core

• Build knowledge through content rich nonfiction• Reading, writing and speaking grounded in

evidence from text both literary and informational

• Regular practice with complex text and its academic language

The Common Core requires a 50-50 balance when reading literature and informational text.

Reading for Meaning

• Previewing and predicting before reading

• Actively searching for relevant information during reading

• Reflecting on learning after reading

Classroom Norms:

• Established choreography for think/pair/share• Teaching space with chart paper, markers, stand, and

big book• Student materials: paper, pencil, writing surface, sticky

notes• Some practice with discussion starters and sentence

frames

“Research shows that students in discussion-rich classrooms experience real academic

and social benefits; deeper comprehension, greater empathy and respect for their peers, and an increased ability to handle rigorous

content.”

Silver, Dewing, and Perini, The Core Six

Discussion Starters• I learned…• I think…• I didn’t know that…• I think the author…• I find it interesting that…• What would happen if…• This is confusing because…• I think this means….• The information here reminds me of….• This is like…

Vocabulary is Key

• Vocabulary is the foundation for improved literacy.

• Vocabulary fuels learning.

• Academic Vocabulary is at the center of the Common Core Standards.

Before ReadingStudents will…

• predict what vocabulary, facts, features you might encounter to help you understand the text.

• preview photographs/pictures and text structures.

• draw their attention to features of informational text.

• connect content to previous experiences.

Examples for this lesson that support vocabulary…

• Students think about words they expect to see when they begin to read.

• It is important that they tell why they expect their word to appear.

• Students list words as a group and the teacher may implant other terms necessary for comprehension.

If applicable, teacher highlights and focuses on one or two terms selected

for vocabulary.

Students should have multiple opportunities to say, read, and write these

words if they are to become part of their

language bank.“I think we will read the word ____because ______.”

Think/Pair/Share/Write

• Students think about facts they already know about the topic in the text.

• They share their ideas with a partner.

• Students write their ideas. (For this lesson, the students used sticky notes)

RAN chart to organize our ideas and facts(Reading and Analyzing Nonfiction Text)

During Reading

• Text features are “called out” for relevance and as a tool to gather information.

• As the reading progresses, students confirm or clarify their misconceptions of facts about the topic.

• Teacher facilitates “pause and ponder” moments and facilitates discussion with structured academic talk.

The teacher demonstrates using physical response to support

comprehension for all learners.

Nonfiction text features that communicate information visually

• Photographs• Illustrations• Diagrams

• Charts• Graphs• Tables

• Flowcharts• Storyboards

• Maps• Keys/Legends

• Timelines

This text had “fun fact” text boxes that provided more information in addition to what was provided in the main body of text. There was a focus on the importance of reading these features to gather more information.

Nonfiction text features that draw attention to important ideas and

concepts• Title/headings

• Subheadings• Arrows

• Boldface• Captions

• Table of Contents• Glossary

• Index

• Text Boxes• Bullets

After Reading

• Students revisit key vocabulary and using evidence from text, describe importance of key words for comprehension.

• Students finalize their confirmations or misconceptions about content.

In this lesson, there were no preconceived

misconceptions about apples.

Therefore, that box on the organizer was empty.

The notes the students wrote in the beginning of the lesson are moved to appropriate categorieson our RAN chart.

If students knew factsabout apples, that

were not represented in the text, these ideas were

placed under“Wonderings”

“New Learning”information

is completed with facts collected during the reading of the

text.

Writing

• Students are asked to write to inform using the facts they learned from the text.

• Criteria for writing, such as capitalization, spacing, and punctuation are expected.

• Students are encouraged to use illustrations, or other text features in their writing.

Citations

Hoyt, Linda. Solutions for reading Comprehension: Strategic Interventions for Striving Learners. Portsmouth, NH: Heinemann, 2011. Print.

“Search.” Achievethecore.org. N.p., N.d. Web. 04 June 2013.

Silver, Harvey F., R. Thomas. Dewing. Matthew J. Perini, and Heidi Hayes. Jacobs.The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Alexandria, VA: ASCD, 2012. Print.

Stead, Tony., Hoyt, Linda. A Guide to Teaching Nonfiction Writing, Explorations in Nonfiction Writing. Portsmouth, HN: Heinemann, 2011. Print.