Teaching the Common Core Literature Standards in Grades 2-5

<p>Shifting your literature instruction to meet the Common Core can be tricky. The standards are specific about how students should analyze characters, themes, point of view, and more. In this new book, Lisa Morris makes it easy by taking you through the standards and offering tons of practical strategies, tools, and mentor texts for grades 2-5. She shows you how to combine the standards into effective units of study so that you can teach with depth rather than worry about coverage. Topics covered include:</p><ul> <p> </p> <li>Teaching questioning, inferring, and author’s purpose;</li> <p> </p> <li>Guiding readers to look at themes and write summaries;</li> <p> </p> <li>Showing students how to recognize structural elements of literature;</li> <p> </p> <li>Teaching the craft of writing and vocabulary development; and</li> <p> </p> <li>Helping students analyse characters and character development.</li> </ul><p>Throughout this highly practical book, you’ll find a variety of charts and other graphic organizers that can be easily adapted for classroom use. A list of suggested mentor texts is also available as a free eResource from our website, www.routledge.com/books/details/9781138856172.</p> <p>Meet the Author</p><p>Chapter One: Embracing the Language of the Standards and Creating a Curriculum</p><p>General Information About the Common Core State Standards</p><p>Key Shifts for English Language Arts and Literacy</p><p>Key Features of the Standards</p><p>Common Concerns of the Standards</p><p>Reasons I Have Embraced the Standards</p><p>An Overview of the Reading Standards for Literature</p><p>My Curriculum Crates</p><p>A Glimpse at My Notes</p><p>Explaining My Methodology</p><p>I Can Statements</p><p>It Takes a Village</p><p>Looking Beyond Your Own Grade Level</p><p>Hard Work Pays Off</p><p>Units of Study: Depth not Coverage</p><p>Content Area Reading</p><p>Resources for Teachers</p><p>Common Core Resources</p><p>Choice Boards</p><p>Closing Thoughts</p><p>Chapter Two: Questioning, Inferring, and Author’s Purpose: A Likely Trio for Comprehension</p><p>I Can Statements</p><p>Another Look at My Notes</p><p>Questioning and Inferring – Intertwining the Two</p><p>Starting from the Beginning</p><p>Quality Questioning</p><p>Breaking down the Verbiage</p><p>Generic Organizers for Responding to Reading</p><p>Descriptions with Evidence</p><p>Coding Questions</p><p>Flip-It</p><p>Asking Questions</p><p>Mentor Texts for Questioning</p><p>Three Ways to Ask Questions</p><p>Going Deeper Within the Study</p><p>What Is A Prediction?</p><p>Mentor Texts for Predicting</p><p>Making Predictions from the Blurb</p><p>What is an Inference?</p><p>Text-based Inferences</p><p>Layering the Instruction</p><p>Thinking Stems for Inferring</p><p>Inferring with Poetry, Pictures, and Wordless Books</p><p>Poem Examples and Inference Questions</p><p>Questions to Help Make Inferences</p><p>Inference Answer</p><p>Additional Resources for Poetry</p><p>Mentor Texts for Poetry</p><p>The Power of Pictures</p><p>Inferring with Wordless Picture Books</p><p>Inferring vs. Predicting</p><p>Predicting and Inferring Bookmarks</p><p>A Closer Look at Author’s Purpose</p><p>Keeping a Running Record</p><p>Closing Thoughts</p><p>Chapter Three: Guiding Students to Write Sensational Summaries and Recognize Themes</p><p>I Can Statements</p><p>Another Look at My Notes</p><p>The Importance of Summarizing</p><p>Why Use Summarizing in the Classroom?</p><p>What Makes a Good Summary?</p><p>Summarizing Versus Retelling</p><p>Why Use Retelling in the Classroom?</p><p>How do we Use Retelling in the Classroom?</p><p>Determining Importance</p><p>Thinking within the Text: The Backpack Analogy</p><p>Summarizing to Evaluate Comprehension</p><p>Looking Closer at Themes</p><p>Using Themes to Tie in Writing Instruction</p><p>Additional Ways to Teach Themes</p><p>Using Quotes to Tie in Themes and Messages</p><p>Thematic Conflict</p><p>Some Sample Thematic T-Charts</p><p>Excellent Resources for Incorporating a Genre Study</p><p>Keeping on Track</p><p>Choice Board</p><p>Closing Thoughts</p><p>Chapter Four: Reading with Close Comprehension Through Character Analysis and Story Elements</p><p>I Can Statements</p><p>Another Look at My Notes</p><p>Character Analysis</p><p>A Chance Meeting</p><p>Why a Unit of Study on Characters?</p><p>Mentor Texts and Author Choices</p><p>Possible Mini-Lessons for Character Analysis</p><p>Cause and Effect</p><p>Signal Words</p><p>Mentor Texts for Teaching Cause and Effect</p><p>Organizers for Documenting Cause and Effect Relationships</p><p>The Domino Effect</p><p>Choice Board</p><p>Closing Thoughts</p><p>Chapter Five: Reading Closely to Recognize the Importance of Craft and Vocabulary Development</p><p>I Can Statements</p><p>Another Look at My Notes</p><p>The Craft of Writing</p><p>Reading like a Writer</p><p>Teaching Students to Notice Craft of Language</p><p>Four Categories of Craft</p><p>Activities and Mentor Texts for Teaching Word Craft</p><p>Vivid Verbs</p><p>Strong Verbs</p><p>Mentor Texts for Teaching Strong Verbs</p><p>Similes</p><p>All About Similes</p><p>Idioms</p><p>Hyperbole</p><p>Activities and Mentor Texts for Teaching Audible Craft</p><p>Tying in Vivid Vocabulary</p><p>Graphic Organizers to Aid Vocabulary Study</p><p>Monitoring the Mood and Tone</p><p>Passage Samples</p><p>Mood Task Cards</p><p>Identifying the Author’s Tone or Mood</p><p>Connecting with Illustrations</p><p>Illustration Task Cards</p><p>Choice Board</p><p>Closing Thoughts</p><p>Chapter Six: Recognizing the Structural Elements of Prose, Poetry, and Drama</p><p>I Can Statements</p><p>Another Look at My Notes</p><p>Comparing Prose, Poetry, and Drama</p><p>A Chart to Keep Focused</p><p>Keeping Track of Reading Selections</p><p>Taking a Genre Walk</p><p>Teaching Students to be Pros at Prose</p><p>Poetry</p><p>Rhythm</p><p>Digging Drama</p><p>Point of View</p><p>Thought Provoking Activities for Point of View</p><p>Choice Board</p><p>Closing Thoughts</p><p>Appendix</p>