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Level 1

• Meeting the Common Core State Standards

• Text Complexity: The Itsy Bitsy Spider

• Standard: SL.1.4

Teacher Teacher Resource BookResource BookTeacher Resource Book

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Common Core State Standards© Copyright 2010. National

Governors Association Center for Best Practices and Council of

Chief State School Officers. All rights reserved.

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Program: CCSS_TRB_FM

Vendor: Aptara

Component: FM

Grade: 1

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P rinter P DF

SRA Imagine It! CCSS Teacher Resource Book is designed for educators who are planning to implement the Common Core State Standards (CCSS) and need additional guidance, support, or confirmation that they are interpreting and implementing the standards with fidelity. It provides educators with an in-depth explanation of the Common Core English Language Arts Standards for grade 1. It also identifies the resources and strategies in SRA Imagine It! that support educators in meeting the standards and provides explanations and criteria to help interpret and then clarify their use in guiding classroom instruction.

Using the CCSS Teacher Resource BookUsing the CCSS Teacher Resource BookTo help teachers implement the Common Core State Standards, the SRA Imagine It! CCSS Teacher

Resource Book follows the order of the Common Core State Standards with one exception. It begins with what is probably the most difficult of the standards: Text Complexity. The SRA Imagine It! CCSS

Teacher Resource Book is arranged as follows:

• Text Complexity Ratings

• Reading Standards for Literature and Informational Text

• Foundational Skills

• Writing Standards

• Speaking and Listening Standards

• Language Standards

Following the Text Complexity Ratings, SRA Imagine It! CCSS Teacher Resource Book goes into detail about the standards that will be most likely to pose particular difficulty for students. For each target standard, an explanation of the standard is offered in “Understanding the Standard.” Then the SRA Imagine It! CCSS Teacher Resource Book provides a breakdown of the “Key Ideas and Details” of each standard. In this way teachers can help students with each individual part of the standard. Finally, “SRA Imagine It! Resources and Strategies for Scaffolding” highlights parts of the SRA

Imagine It! lessons that cover the standard and provides scaffolding for additional practice.

Samples and explanations of the various types of entries found in SRA Imagine It! CCSS Teacher

Resource Book follow:

Understanding Text Complexity Understanding Text Complexity The Common Core State Standards call for students in grade 1 to build their stamina and skill to read grade-appropriate prose, poetry, and informational text (RL.1.10/RI.1.10). Research shows that close reading of complex text, regardless of a student’s abililty, leads to significant gains in reading proficiency. While reading demands of college and the working world have held steady or risen over the past fifty years, K-12 texts have become less demanding. Students need to encounter increasingly complex texts at each grade level to be prepared for college and career demands. “Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks.”—CCSS Appendix A, pp. 3–4.

Meeting the Common Core State Standards

4 CCSS Teacher Resource Book


Vendor: Aptara

Component: FM

Grade: 1

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Close ReadingThe CCSS call for the close reading of complex texts from across the curriculum. When students closely read complex texts, they understand the text’s key ideas and details because they have thoroughly read the text and comprehend its meaning. In order to do this, students may need to reread a passage or the entire selection thoughtfully and deliberately in order to reflect on what the passage or selection covers. Students may come across difficult vocabulary or sentence structure. They will need to think about, reread, or associate a context with the meanings of individual words or sentences when vocabulary or language becomes complex. In addition, students should reflect on the development of the ideas within a text from beginning to end, to understand how an author might state and defend an argument or use narrative features such as foreshadowing or flashbacks in telling a story. Finally, in closely reading a selection, students should be able not only to compare and contrast a wide variety of selections—especially on the same topic—but also to synthesize the ideas from those selections into a sensible whole.

How Can Text Complexity Be Determined?CCSS has defined Text Complexity Bands for grades spanning 2 through College and Career Readiness. Each band represents a range of text difficulty. To help grade 1 students with close reading of complex texts, SRA Imagine It! has provided a rubric for each selection. An overall Text Complexity Rating is provided at the beginning of each rubric, and then individual criterion is rated from 1–5. Not all of the criteria have been included in this book; however, all criteria that may pose difficulties for students have been included. Each criterion is rated from the least challenging (1) to the most challenging (5) and may include a subset of information that is outlined below. For each measure above a “3,” a Close Reading scaffold is provided so that teachers may help students reread, make connections with, and understand whatever issue is causing the complexity to rise.

Text Complexity Rating This is an overall rating of the text provided for each selection. The rating is based on a five scale rubric ranging from 1 (Simple) to 5 (Complex). The rating is based on a reasonable average of all the scores on the total rubrics.

1 2 4 5

Simple Complex

3

Levels of Meaning/Purpose A text is rated from 1–5 based on whether it has a single level of meaning or multiple levels. A text with a single level of meaning is easier to read than one with multiple levels of meaning, such as stories with a lot of symbolism. Also, it is easier to read a text with an explicitly stated purpose than one with an implicit purpose.

1 3 4 5

Single Level of Meaning Multiple Levels of Meaning

2

Structure Structure can take many forms, from simple to complex. Literary texts with low complexity have simple, well-marked, and conventional structures such as chronological order. Complex literary texts include manipulations of time and sequence such as flashbacks or point of view. Graphics may range from simple to sophisticated. Teachers will help students determine whether or not a story is told chronologically, understand how some selections rely on graphics, and comprehend why conventional structures with a beginning, middle, and end or with a single narrator is more easily understood than those with more complicated structures.

1 2 3 5

Common Genre Traits Specific Genre Traits

4

CCSS Teacher Resource Book 5


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Language Conventionality and Clarity Texts with low complexity have literal, clear, contemporary, and conversational language. Complex texts include figurative, ambiguous, academic, or unfamiliar language and vocabulary. The level of language complexity could also depend on whether a text has simple sentence structure or a more complex sentence structure. Close Reading scaffolds are provided for teachers to preteach/reteach difficult vocabulary to students, clear up any unfamiliar or ambiguous language, and break down complex text.

1 2 3 5

Literal Figurative or Ironic

4

Knowledge Demands Texts with low complexity make few assumptions about readers’ life experiences and their cultural, literary, or subject area knowledge. Complex texts make many assumptions in one or more of these areas. Knowledge demands can fall into three separate categories.

• Life Experience Simple texts may describe common experiences while more complex texts may contain distinctly different experiences from the reader’s.

• Cultural/Literary Knowledge Simple selections may make few references to other texts, while complex texts might reference many texts that students are expected to know.

• Knowledge Demands A selection may be understood with students’ everyday knowledge or may require more sophisticated and specialized knowledge.

1 3 4 5

Single Themes Multiple Themes

2

Reading Standards Reading Standards The goal of the Reading Standards for Literature and for Informational Text is to have students understand text that becomes increasingly difficulty. Students may need to ask and answer questions about specific details, retell those details, or compare and contrast two stories with the same character. Students will need to offer reasons to support points being made in a single text as well as integrate information from two texts on the same topic or theme. These standards culminate in the reading and understanding of a wider range of complex text.

Foundational Skills Foundational Skills Students with a strong background in phonological and phonemic awareness learn to read more quickly than those who do not. Connecting sounds to letters is the backbone of learning to read, starting with sound-by-sound blending and then moving to whole-word blending. Learning to read words, sentences, and paragraphs fluently and with understanding is the goal of this section.

Writing StandardsWriting StandardsStudents will know the differences among narrative, informative/explanatory, and opinions and will produce these genres using the steps of the writing process: plan, draft, revise, edit, and publish. Students may need to research topics and build up a body of knowledge before writing. These writing standards help students make the connection between reading and writing as they draw on text evidence from both narrative and informative texts in their responses to literature.



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Speaking and Listening Standards Speaking and Listening StandardsBecause of the nature of presentations, students need to use good speaking and listening skills not only to help them present the findings of their inquiries to their audience, but also to pick up on their audience’s questions and responses to the presentation. Students must learn how to speak and listen carefully, use multimedia in their presentations, and collaborate with their fellow students.

Language StandardsLanguage StandardsEnglish language conventions allow students to understand how the English language works. Knowing how the language works will help students choose the best words for their writing and understand how authors craft their writing. Vocabulary acquisition plays a large role for students as they gather knowledge about the English language, understand the definitions and nuances of words, and learn to use academic and domain-specific language in their own speaking and writing.

Sample Entry

RL.1.6 Identify who is telling the story at various points in a text.

Understanding the Standard This standard calls for students to recognize the different points of view that authors use in stories.

Identify who is telling the story.Key Ideas and Details SRA Imagine It! Resources and Strategies for Scaffolding

• By identifying who is telling a story, students develop understanding of point of view and how authors use different points of view.

• Being able to identify when the person telling a story changes from author to character or from character to character supports comprehension.

Scaffolding “Pigsty” (Unit 3, Lessons 8–9) Reread Unit 3 Big Book 1, pages 8–9 of “Pigsty” and ask students to identify the points at which Wendell tells the story and when the author tells the story.

Scaffolding “The Special Day” (Unit 6, Lesson 9) Have students reread First Reader pages 42–43. Ask them to identify the characters who are telling the story. (Mom, Dad, Jason) Next, have them explain who speaks first, second, and third, and then tell how they know. If needed, remind students that when a character speaks in a story, the words that he or she says is called dialogue and is put inside quotation marks.

Scaffolding “The Mice in Council” (Unit 10, Lessons 13–14) Have students reread the story. Ask, “Who tells the first part of the story?” (the author) “Who else tells the story?” (a clever mouse and a wise mouse) “How do you know when a character is telling the story?” (look for dialogue inside quotation marks)



Vendor: Aptara

Component: FM

Grade: 1

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ItItsyBitsyThe

Spider

81

as told and illustrated

by Iza Trapani

Focus QuestionsWhere do spiders spin

webs? What does it mean

to reach a goal?

80

Rhyming Fiction uses

rhyme to

entertain readers.

VisualizingAs you read,

picture in your

mind what is

happening in

the selection.

GenreGenre

Comprehension StrategyComprehension StrategyThe Itsy Bitsy SpiderThe Itsy Bitsy Spider

as told and illustrated by Iza Trapani

Genre Rhyming FictionUnit 7 I Think I Can, Student Reader, Book 1,

pages 80–93

Text Complexity Rating

2 3 4 5

Simple Complex

1

This expanded version of the familiar song “The Itsy Bitsy Spider” is told as a straightforward chronological narrative. The text’s single theme of perseverance is clear. Some vocabulary may be unfamiliar to students, and unconventional language structures may be difficult for beginning readers to follow. The overall complexity of this text is a 1.

Levels of Meaning

2 3 4 5

Single Level Multiple Levels of Meaning of Meaning

1

Explanation The story’s single level of meaning—keep trying until you succeed—is directly accessible to students.

Structure: Complexity

2 3 4 5

Simple Complex

1

Explanation The rhyming text structure tells story events in straight chronological order.

Structure: Conventionality

1 3 4 5

Conventional Unconventional

2

Explanation The text contains some language structures, specifically inverted subject-verb order, that are common in poetry but may be difficult for students to follow. Examples: “Down came the rain.” “Out came the sun.” “Off went the fan.”

Program: CCSS_TRB

Vendor: Aptara

Component: U7

Grade: 1

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Close Reading Check students’ understanding of lines that contain inverted word order by having them pause briefly after each line and tell in their own words what the line means. Correct any misunderstandings immediately before moving on.

Structure: Order

2 3 4 5

Events in Events out of Chronological Order Chronological Order

1

Explanation Story events are presented in straight chronological order.

Language Conventionality and Clarity: Vocabulary

1 3 4 5

Few Unfamiliar Many Unfamiliar Words Words

2

Explanation The text contains some vocabulary that may be unfamiliar to students. Examples: creep, flicked, plopped, wove. (Student Reader, Book 1, pp. 86, 89, 93)

Close Reading Before reading, write on the board any words that may be unfamiliar to your students. Provide simple definitions for each, such as “Creep means to move slowly so that no one can hear you.” To show understand, have volunteers use each word in a sentence.

Knowledge Demands: Life Experience: Theme

2 3 4 5

Simple Theme Complex Theme

1

Explanation The theme of not giving up is simple, straightforward, and easy for students to identify and relate.

Text-to-Text Connections The theme of not giving up illustrated in “The Little Engine That Could” (Student Reader, Book 1, pp. 40–69), is also presented in this selection. Discuss with students the similarities and differences between how the two selections show the importance of not giving up.

Knowledge Demands: Cultural/Literary Knowledge: Familiarity

2 3 4 5

Everyday Specialized Knowledge Knowledge Required

1

Explanation Many students will be familiar with the song “The Itsy Bitsy Spider.” However, the text does not require any specialized knowledge to be understood.

Program: CCSS_TRB

Vendor: Aptara

Component: U7

Grade: 1

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SL.1.4 Describe people, places, things, and events with relevant details,

expressing ideas and feelings clearly.

Understanding the Standard This standard calls for students to be able to use key details and to express their ideas and feelings clearly to describe people, places, things, and events.

Use key details to express ideas and feelings clearly.

Key Ideas and Details SRA Imagine It! Resources and Strategies for Scaffolding

• Focusing on key details to describe people, places, things, and events helps young students begin to determine what is most important in what they read and hear.

• Students who can clearly express their ideas and feelings gain important insights that help them to better understand the thoughts and feelings of both fictional characters and real personalities and to visualize the places, things, and events in texts, speeches, and other oral presentations.

• To memorize and recite poems, rhymes, and songs with expression is an extension of this standard.

Listening/Speaking/Viewing Listening/Speaking/Viewing instruction across units offers many occasions for students to express their ideas and feelings clearly as they describe the people, places, things, and events they read about in their fictional and informational selections and in rhymes, poems, and songs. Specific examples of this instruction are found under these headings: Talking about Pictures (Unit 8, pp. T203, T211) and Relating to Characters (Unit 10, pp. T397, T405).

Reading with a Writer’s Eye The Reading with a Writer’s Eye instruction that accompanies the rereading of selections offers opportunities to model how authors describe people, places, things, and events in selections and to have students follow the models when discussing. Specific examples of such instruction appears under the following headings: Character (Unit 7, p. T421), Characters’ Thoughts and Emotions (Unit 1 pp. T189, T191, T193; Unit 3, pp. T174, T177, T179), Setting (Unit 4, pp. T171, T173, T175, T177, T179; Unit 9, pp. T457, T459, T461, T463), and Plot (Unit 7, pp. T423, T425).

Scaffolding: Talk with students about how to be good speakers and listeners. Then tell each student to choose and think about one illustration or photograph from a recently read Big Book or Student Reader selection. Explain that they will describe to the class what the picture shows and tell how it makes them feel. For each presentation, prompt students to provide specific details from the picture, such as facial expressions, settings, colors, and important background figures and objects.

Memorize and Recite Poems, Rhymes, and Songs Across the first four units of grade 1, students have many occasions to engage in activities that address expressing ideas and feelings clearly. For example, the Rhyme Stew Big Books used in Unit 1 Getting Started and Preparing to Read instruction in Units 1–4, offers a selection of rhymes, poems, and songs that students hear several times and quickly memorize and recite with feeling, including “Hey, Diddle, Diddle” and “Frère Jacques.” Instruction in these early units also contains a number of songs, such as “Alphabet Song,” “Alphabet Rap,” “Apples and Bananas,” and “The Short Vowel Song.” Any time that students read a rhyme, poem, or song in a unit is an opportunity to have them memorize and recite the selection in whole or in part.


Program: CCSS_STAND

Vendor: Aptara

Component: SL

Grade: 1

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SL.1.5 Add drawings or other visual displays to descriptions when appropriate

to clarify ideas, thoughts, and feelings.

Understanding the Standard This standard emphasizes the importance of developing the understanding that adding drawings and other visual elements to presentations can increase audience interest in and understanding of ideas, thoughts, and feelings.

Add drawings or other visual displays.

Key Ideas and Details SRA Imagine It! Resources and Strategies for Scaffolding

• Drawings may include student creations that expand or clarify specific ideas, thoughts, and feelings in students’ presentations.

• Visual displays may include photographs, charts, graphs, famous art, or media clips and images.

Presenting Writing Routine 16 Each of the 15 lessons in a grade 1 unit includes a writing activity. On Day 5 of every writing activity, students share their work with partners or small groups before presenting it to the class. This offers an important opportunity for them to identify parts of a presentation that can be clarified by adding drawings and visual displays. See the instruction in the following lessons for examples of how students can use visual displays to their writing to clarify their thoughts or feelings:

♦ Unit 10 T35, T72–T73, T279, T281

Inquiry Process—Share Presentations Every grade 1 unit includes a student inquiry exploration of either a universal-concept or content-related subject. Each exploration ends with a presentation that provides excellent opportunities for students to add drawings or other visual displays to their work. See the instruction in Unit 1 (p. T284) for an example of how students can use visual displays such as collages or posters to clarify their ideas.

Scaffolding Activities in the Listening/Speaking/Viewing instruction across all units in grade 1 provide specific support for adding drawings and visual displays to presentations. This instruction includes strategies for Learning Across Media (Unit 2, p. T381), Getting Information from Videos (Unit 3, p. T369), Presenting a Story (Unit 7, pp. T231, T455), and Talking in Groups (Unit 8, pp. T291, T299, T391, T481).

In addition to these lessons, further instruction and practice can be found in the Common Core State Standards Literacy Handbook (pp. 573–577) or online CCSS Literacy eHandbook .


Program: CCSS_STAND

Vendor: Aptara

Component: SL

Grade: 1

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