Teaching Toward the Demands of the CCSS 1

Teaching Toward the Demands of the CCSS 1 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

Fourth Grade

City/State In other words… Text-Based Example How Else Might These Questions Be Worded… Focused Standards: (questions based on Journey by Patricia MacLachlan Reading paired with Literature, My Feelings To You by K.A. Grade 4 Arruda (poem) and What the Baby by Patricia MacLachlan) Standards Say… 4.1 Students can pay attention to key At one point in the passage,  Which sentence from the story explains how it could Refer to details details and events in stories as well as Grandma shows Journey be that ______(inference about a character’s and examples in their knowledge of the world to make photos. actions)? a text when inferences about what texts hint at Why did Grandma likely show explaining what but do not directly say. They can the photos to Journey?  Which sentence from the story explains why the the text says refer to specific examples and details _____ think ______? explicitly and to explain why they have made a Which sentence from the story when drawing certain inference. best helps you learn about why  Which sentence from the story best supports the inferences from Mama has gone? inference that _____ expect ______? the text. Students might… - notice and describe details that allow Why did the author likely have  Which sentence from the story explains why them to envision and experience new Grandma show Journey the ______? things and places. photos? - use knowledge of content to understand  Read these sentences from the story. Based on these key themes and concepts. Grandma tells Journey that the sentences, which with statement would ____(one of - recognize that texts will be much more picture of her was taken in the characters) most likely agree? complex and may require readers to 1930. What information does have more historical, cultural the author give you, the reader,  Which sentence from the story shows____? background knowledge. about that time period? Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT - refer to metaphors and similes as ways  What is the setting? to draw inferences when they are mostly Which sentence from the story explained within the text. best supports the inference that  How does the setting predict the mood? - understand and reference the Grandma was clever for increasingly complex literary language. showing Journey the photos?  The character asks this question because____? - use the increasingly detailed  In the myth ______, why does ______begin to descriptions of setting as integral in What message does the text talk to ______? interpreting the meanings of the story. give you in the way it - read holding onto literal and figurative describes the setting at the  The author included dialogue in the third sentence, levels of the story to truly understand beginning of this excerpt? fourth paragraph because ______? the full text. - use many vocabulary interpreting  What does the author mean when he says in the strategies to access the extremely sophisticated vocabulary. sentence “______”?

 Which sentence from the story shows that _____?

 Which sentence from the story explains why ____?

 What details from the setting show that the story probably took place a long time ago?

 What causes_____ (character) to ______(do a specific action)?

4.2 Students will pay attention to what Across the story, there are  What is the theme of the passage? Determine a characters do and the most several moments when you theme of a important events in the story to think learn important details about  What are the first six paragraphs/ the first three story, drama, or about what messages the author is Mama. Which of the details paragraphs mostly about? poem from trying to teach, or themes that might about Mama seem most details in the be found in story, play, or poem. important, and why? What do  The main theme of this text is ______? text; summarize you learn about her from these the text. Students will also summarize a story, details?  Why are the ______? play, or poem by referencing the key Teaching Toward the Demands of the CCSS 3 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

elements. Which of the details about  What do the ____(characters) do to ______? Mama is most important to the Students might… reader’s understanding of her?  How does ______feel when_____? - explain the conflict within the text and how it relates to the message or theme. What is Journey’s central  What is _____’s reason for wanting to ______? - describe the purpose of the information problem in this scene? that the author is offering within the  Which piece of dialogue supports the story’s text. How does the flashback main theme? - name and explain the theme of the text. support the central theme of - explain the plot as literal step-by-step the passage?  Which sentence best describes the theme of this actions in a story. poem? - consider the “lesson learned” as a way How does the use of to more deeply understand the theme. photographs or pictures  What do these lines show about the speaker? - use details that support the identified represent the theme in the text? theme in the text (and explain how they  Which line from the poem best shows _____? support the theme). What does the cold soup, “… - accumulate the details of a text in order and I ate soup-now cold- as if  What kind of a place is the ______in the poem? to summarize the theme. Mama hadn’t ever gone,” at - find and reference a few lines in a story that exemplify the story’s theme. the end of the scene represent?  What is the best summary of this part of the story?

 Which sentence summarizes what happens when____?

 Which sentence is the best summary of what the ______do at the end of the play?

 Which sentence is the best summary of what happens in paragraph __?

 Which sentence is the best summary of paragraphs __ and __? Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT  The main message in this folktale is ______.

4.3 Students will pay attention to Why did the author likely  Which of the following best describes what the characters’ physical appearances, include the flashback at the reader learns about ____’s character based on her Describe in actions, dialogue, and inner thinking end of this chapter? thoughts? depth a to grow theories about them. character, Students will also pay close attention What might have motivated  In this scene, what do _____’s actions show setting, or event to descriptions of when and where Grandma to reveal the box of about her? in a story or events are taking place to better photographs to Journey? drama, drawing understand the setting of a text.  Which sentence is the best description of on specific How does the setting fit with _____’s response to _____’s actions? details in the Students might: the mood in this scene? text (e.g., a - understand that authors use devices such  Which detail from the passage shows that character’s as humor, sarcasm, overt irony to Based on the text, which two ____(character) is _____(trait)? thoughts, develop characters and plot words best describe Journey’s words, or - reference their content knowledge to feelings?  What do these lines show about ____? actions). better understand the complexities of the setting. How does Mama’s photo help  What does ____ say that shows he wants to - recognize when a simile is used to the reader to understand what ____? document a character’s feelings. she wants? - attend to and reference longer  Which sentence supports the idea that ____ is descriptive narratives when explaining What does it mean when _____? theories about a character. Grandma says, “Your mama - attend to major, minor, and secondary always wished to be  Which sentence describes the last event in the characters, along with their multiple stories. somewhere else?” story? - describe what a character is thinking, saying, or doing.  Which detail best shows that the first part of the - look at the character’s perspective and story takes place ______(in a specific setting)? the motivations behind these perspective.  Which sentence best describes this event? Teaching Toward the Demands of the CCSS 5 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

 Which of the following describes what ____ is doing at the beginning/end/middle of the story when ______?

 How does the setting change in paragraph ___?

 What is ______thinking about based on this piece of dialogue?

 Based on the text which word best describes ______?

 Why does the author most likely include ______in the story?

 What make you think the character feels ______?

 At the beginning of the story, why does ______do ______?

 Which of the questions are answered somewhere in the text/ story/ poem?

 Why would ______do what they did?

 What would you predict would happen if____? 4.4 Students will define words in context. What does Grandma mean  Read this sentence from the passage “...” Which when she says, “‘The camera words tell what “…” means? Determine the Students might… knows?’” meaning of - define words that point to character  How does this metaphor change what you words and traits, feelings, and moods. What does the name Journey believed about the character? Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT phrases as they - attend to words that show cause and mean in relation to this are effect. excerpt?  Why does the author describe ______as a used in a text, - pay attention to common roots, prefixes “______”? including those and suffixes to help them define that allude to unfamiliar terms (perhaps Greek and  In Stanza ______it uses ______(simile, significant Latin roots) metaphor etc.). characters - consider literal and figurative meanings found in of words and why the author has used  What does the word ____ mean as it is used in mythology (e.g., that language. this sentence? Herculean). - define words relating to mythology such as medieval, mortal, supernatural,  What is the meaning of ___ as it is used in the Herculean, etc. poem?

 What is the meaning of the word “___”as it is used in line __ of the poem?

 The first line above uses the phrase “____.” What is “_____”?

4.5 Students will understand how Why might the author have  Which of these would most likely happen in the stories, plays, and poems are put chosen to start and end the beginning/ end/middle? Explain major together and their structural scene with description of differences elements. setting?  What would happen if the story was to continue? between poems, drama, and They need to be able to understand The girl in My Feelings  Which statement describes the rhyme scheme of prose, and refer the purpose of a stanza and their Towards You shares some of the stanzas? to the structural elements. In addition, they need to the same emotions as Journey, elements of know the elements of dramas (stage though she describes them a  The poet uses long verses with a fast rhyme to poems (e.g., directions, dialogue, scenes, etc.) and little differently. What create a certain feeling. What is the feeling she most verse, rhythm, their purposes. emotions does the narrator in likely wants readers to experience? meter) and My Feelings Towards You drama (e.g., Students might… seem to feel most strongly, and  Which statement supports the idea that the poem casts of - explain that poems look different from what causes these feelings? uses a particular type of meter to make its rhythm? Teaching Toward the Demands of the CCSS 7 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. characters, stories. Poems might tell stories, but settings, they do not have to. They usually have In one part of the poem, the  What is the main purpose of each stanza in the descriptions, shorter lines and may have white space. narrator writes: poem? dialogue, stage When lines are grouped together, that is I see other girls, called a stanza. Lines and stanzas in directions) laugh with their moms,  How would the information about the setting at poems build on each other. when I go dizzy with swirls, the start of the script help people who wanted to put - think about how poems are organized writing or and crash like a bomb. the play on the stage? and what the main idea is in each stanza speaking about is. a text. - discuss the structure of poems, plays, What does ‘going dizzy with  Which of the following lines gives stage and stories (They need to have an swirls’ or ‘crashing like a directions? understanding of what prose is). bomb,’ probably mean in this - look at dialogue that creates a scene, a part of the poem, based on  Which information is presented to the readers mood, a tone, a conflict, an alternative what you know from the rest through dialogue? perspective. of the poem? And why does - recognize the features of a drama and the narrator feel dizzy, and like  What can you conclude about ______at the the purposes for the narrator, stage crashing? end of ______? director, characters. - question who the players are in a drama  What is the white space for? and how information is given about the players’ actions and feelings to the  How does the author make the poem with audience. patterns?

 How does the poem use white space?

 How does the poet use the stanzas in a way to ______?

 How does the poet use repetition?

 How is the text organized and why did the author organize it this way?

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT 4.6 Students will understand that How do you think Journey  Is the text in first person or third person? authors write from different points feels about Grandma showing Compare and of view. An author makes a him the photos?  When does the text change to third person? contrast the conscious decision about which point of view perspective to write from – the first How does this conversation  How has the author set up contrasting points of from which person, the third person, etc. make you feel? view? different stories Students will figure out who is telling are narrated, the story and from which point of From whose perspective is this  Who is talking in the poem? including the view. story mainly shown? difference  What evidence is there that this is the author’s between first- Students might… point of view? and third- - compare and contrast the different person points of view taking place within and  Why does the author most likely write this text? narrations. across two texts. For what type of audience? - compare and contrast the people talking and whether the voice you hear is first  How do ____’s feelings about the _____ change person or third person or, etc. from the beginning to the end? - compare and contrast the different structures of narration and label these  Which sentence contains the best evidence that structures. this story in written in third-person narration?

 Imagine you could ask the narrator of ____ to say in only one sentence his/her feelings about ______. What would he/she likely say?

 Which statement comparing the points of view in _____ and _____ is correct? 4.7. Students will use illustrations as well When you look at the cover of  How does the author give the reader information as the words to gain understanding. Journey, the reader might have about the setting in the written script of the play? Make They will make connections some ideas about the character, connections throughout the text between written or whether this story will be  Look at the photo taken of the play performance between the text words, visuals, and, possibly, oral happy, sad, or exciting. What and compare it with the written text of this scene. Teaching Toward the Demands of the CCSS 9 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. of a story or presentations of the text. Students kind of mood does the cover How is the mood set up in similar ways? What are drama will be able to identify where each illustration create? What the differences? and a visual or version (written words, visuals, oral details support your idea? oral presentation) reflects specific presentation of descriptions of setting, character, the text, problems, themes, etc. identifying where each Students might: version reflects - discuss the connections between a story specific and its visual representations, descriptions mentioning how one might builds on the and other. directions in the - explain the structures and features of a text. text. - describe how the use of visual elements helps to create deeper understanding of the text.

(RL.4.8 not applicable to literature) 4.9 Students will look across stories, Journey teaches some  Compare what happens when______? myths, and traditional literature important lessons. Think Compare and from different cultures to compare about some of the lessons that  How are ______and ______similar? contrast the and contrast similar themes and Journey teaches. You probably treatment of topics. They will think about how the know other stories that share  Which is a theme expressed by both of the similar themes themes, settings, plots, and patterns similar lessons that Journey folktales? and topics (e.g., are similar and different across texts. teachers. What other story opposition of Students will look to see how each teaches one of the same  Does ______have the pattern of a quest? good and evil) story highlights its theme through lessons as Journey, and how and patterns of uses of metaphor, descriptive do these stories compare?  How are the characters similar? events (e.g., the language, repeated objects, Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT quest) in symbolism, points of view, Journey wrestles with  Which of the following describes an important stories, myths, character’s perspectives, visuals, understanding the important difference between “____” and “____”? and traditional craft moves, lessons learned, etc. roles of people in his life in the literature from text. In Baby (also by Patricia  “_____” and “____” share a topic and a theme. different Students might… MacLachlan) you see that Which best describes the topic and theme that they cultures. - describe the theme in a story, same struggle. What is the share? referencing the specific places in the same about the way the two text that support that theme. main characters feel? What is  “____” and “____” share a theme and tone. - compare repeated objects between two different? Which best describes the theme and tone that they stories to show how they are used in share? each story. - identify patterns in a story and discuss  Which of the following correctly describes a how they help to highlight each story’s similarity (or difference) between “___” and theme. “____”? - describe the point of view of each text and how it influences the theme of the stories.  In what ways do the stories differ from each other?

 Name one way the stories’ endings are similar.

 Both “____” and “____” have the features of quests. Describe two features these stories have of quests.

 Which sentence describes the difference between ______and ______?

 This event happens in one story. Which event in the second story matches that event?

 How does the poem represent the feelings of the author in the memoir you just read? Teaching Toward the Demands of the CCSS 11 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

 What theme runs across both genres? 4.11 Students will be able to compare and What emotions do Journey and  What do both texts tell you about the author/ make connections across texts from a the girl in My Feelings To You writer/time period? Recognize, variety of cultures and genres. share? How do they express interpret and Students will also be able to compare these feelings?  What about the author’s background helps you make and make connections from texts to understand what she wrote in paragraph_____? connections in personal events and situations. You’ve probably read other narratives, stories or poems with poetry, and Students might… characters that remind you of drama, to other - describe similarities and differences Journey, or the girl in My texts, ideas, between cultural customs presented in a Feelings To You. Choose a cultural variety of texts. text you think compares to one perspectives, - compare and contrast events in texts of these – what’s the same or personal events with the events in his/her life. different about it? and situations. - compare and contrast situations presented in a text with personal experiences.

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT City/State In other words… Text-Based Example How Else Might These Questions Be Worded… Focused Standards: (Questions based on If You Lived in Colonial Reading Times by Ann Informational McGovern and June Texts, Grade 4 Otani

What the paired with Standards Say… 1607-1776-Colonial Period) 4.1 Students will need to explain what a What can you infer about  Which of these facts about ______is included Refer to details text says explicitly, but, beyond that, people who lived in colonial in this passage? and examples in they will need to interpret and infer times? a text when the main ideas from a text by  Read this sentence. What would most likely explaining what drawing on key details. What is the most likely reason happen if ______(action occurred)? the text says that people who lived in explicitly and Students might… colonial times did not buy their  After reading the passage a student made this when drawing - refer to details that explicitly refer to the clothing? inference…. Do the details support that inference? inferences from main idea or topic of a paragraph, the text. multiple paragraphs, or an entire text. After reading this passage, a  Which detail from the article best supports the Teaching Toward the Demands of the CCSS 13 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

- put together/synthesize clues to make student made the interpretation idea that…? inferences about what is important in that life in the colonial times the text. was full of hard work. Do the  Read this sentence. Based on this sentence, - listen to the different inflections and details support that inference? which conclusion can you draw? tones of a nonfiction text for clues of importance.  Which of the following explains why______- use prior knowledge to help them (action would occur)? understand what is important in a text. - understand how the features add to or  Which of these is mostly likely ______? distract from the important ideas presented in the text.  Based on the text, which is most likely true - monitor which details are important and about ______? which are not. - look at structures within a text, using them to guide understanding of the text. - use details around a word to help understand and decipher the abstract vocabulary that address the linguistically diverse patterns of the time period. - look at text structures and features to determine importance.

4.2 Students will use different parts of a What is likely a main reason  What is the main idea of the entire article? Determine the text to determine a main idea. They for why this text was written? main idea of a will be able to distinguish between  According to the article ______is true for all text and explain key details that support the main of the following reasons except…? how it is idea and distracting details. In the text Colonial Period, supported by which details would be most  The main idea of section two could be …? key details; When summarizing the text students important to include in a summarize the will include the main idea(s) and key summary?  What is the main reason the author feels this is text. details from the passage. important to know: ______?

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Students might…  Which of the following best states the author’s - look towards reoccurring details and purpose in writing the text? ideas to make inferences about what is important to help determine main ideas.  How would you summarize this (paragraph, - refer to details that not only explain the section, part) of the article? main idea but the author’s purpose for writing the text.  Which of the following is the best summary of - use details, features, and structures to part ______of the text? determine the main idea. - summarize the main idea(s) and key  Which of the following best describes the details from the text. purpose of the section titled _____?

 Which detail is most important to put in a summary of the article?

 Which of these details would you not include in a summary of the article?

 Read this key detail from paragraph _____. “…” What idea does it support?

 Read this sentence from the article. “…” Which key detail from the article best supports that idea?

 Find and describe the main idea of the article. Then find and tell about two key details from the article. Explain how these key details support the main idea.

 What could people interested in (topic) learn from this article?

4.3 Students will pay close attention to According to the author,  Which of the following sentences explains why Teaching Toward the Demands of the CCSS 15 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

Explain events, what takes place in their texts. They colonial times began when…? ______? procedures, will also pay close attention to how ideas, or one event is connected to another in Colonial times ended  What happened as a result of ______? concepts in a order to understand why things because…? historical, happen. They will look for signal  Which sentence best explains what happened in scientific, or words that show cause-effect ______(time period) and why…? technical text, connections (ex. because, therefore, including what as a result, this led to). Students will  Which can explain what ______did to study happened and also pay attention to sequence in ______? why, based on technical texts, looking for details specific that describe what to do and why.  Why are ______? information in the text. Students might…  In paragraph ______, which detail tells why - refer to details that help them ______? understand why something happened, the cause and the reason for what  Which sentence best explains why ______? happened next. - notice and refer to details around the  Which sentence tells what happens when way things happened. ______(something does not happen)? - explain using details around the sequence of how things happened (the  Read the chart below. Which phrase best place, the time period, the situation). completes the chart? (cause/effect) Replace the ? - discuss concepts and ideas and where with the cause. they started and why. - refer to specific information about what  Which sentence from the passage tells why happened. ______. - understand the different text structures and the details that they offer. - think about details that hint at why the  The ______invented ______due to author wanted you to know the ______? information presented in the text.  How can ____ be compared to ______?

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT  What is the contrast between ______and ______?

 Which sentence best supports ______?

 What happens right before/ right after/ as a consequence of/ as a result of ______?

 Which sentence tells what to do just before______?

 Furthermore, this happened after ______?

 Which sentence best explains what happened in (year) and why?

 Which sentence from the passage tells what happens when (event occurs)?

 The sentences below are from _____(section where directions are given). Why should you _____(follow a specific step)?

 In paragraph _____, the author states that ______(problem). Describe what could happen that _____( would be the effect of this problem). Then explain ______( the cause of the problem).

 Explain why ______(following a specific step) will/will not ______(cause a specific result).

 Why is it important to ______(follow a Teaching Toward the Demands of the CCSS 17 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

specific step)?

4.4 Students will understand that there What does the word “card”  What’s the synonym or antonym for this word? Determine the are certain words that appear mean as it used in the context meaning of frequently in informational texts of the text? (“Everyone helped  What does this phrase mean? general (general academic words). They will to make clothes. academic and pay attention to these terms as well Grandmother’s job was to  Another word for ______means domain specific as terms related to the specific area card the wool.”) ______. words or of knowledge of the text (the domain- phrases in a specific terms). Students will use Based on how it used in the  Read these sentences from the story. The word text relevant to context clues to figure out the text, a good definition for the ______in the second sentence most likely a grade 4 topic meaning of both types of words as word “flax” would be____? means ______. or subject area. they are used in the passages. Students will figure out the meaning  What does the word __ mean as used in this of a word by seeing how it used in a passage/article/paragraph __? sentence or paragraph. They will understand that some words are  In your words, write a definition for “___”. Then special when used in texts related to list two words or phrases that helped you define the certain subjects (domain-specific word. words).  What words from the article can help you figure Students might: out the meaning of “___.” - use context clues to determine the meaning of academic vocabulary. - use context clues to determine the meaning of domain specific vocabulary. - use context clues to determine the meaning of figurative phrases and languages. - use context clues to determine the meaning of dialogue. - use context clues to determine the

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT meaning of words with prefixes and suffixes.

4.5 Students will understand that a How has the author organized  Why does the author start/end the article with a Describe the structure of a text helps to this text? question, quote, etc.? overall understand how the writer is structure (e.g., connecting events, ideas, and What is the main text structure  Which reference from ______helps you chronology, concepts with each other. Students the author has used to organize understand the author’s structure? comparison, will understand that a text may have this text? cause/effect, an overall structure of one kind and  Which heading in the article would you look problem/solutio different types of structures within “Colonial times ended when under to find out about…? n) of events, its parts. They will pay attention to the thirteen English colonies ideas, concepts, signal words to help them to figure became the United States.”  What type of sequence do they use in an or information out what types of structures are Which of the following best informational interview? in a text or part used: cause and effect (because describes the text structure of of a text. the…, therefore, so, as a result), this sentence?  Which sentence from the article makes a compare and contrast (both, alike, comparison? similar, different, unlike), chronology (before, then, during, first, next, after,  Paragraph 1 tells about (one topic) paragraph 2 finally), problem-solution (challenge, describes (second topic). What else does paragraph 2 issue, fixed, resolved), and so on. do?

Students might…  Which of the following best describes the main - use the different ways information is text structure of the entire article? presented to gain a better understanding of the text.  The cause-effect diagram below lists one cause - identify the structure and describe how and one effect described in paragraph __. Complete the information is presented within that the diagram by writing one more cause and effect structure. described in paragraph __. - find and point out specific words that help to identify the structure.  Which of the following best describes the text - identify different text features and structure of these sentences? understand their purposes. Teaching Toward the Demands of the CCSS 19 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

 Which sentence from the passage describes a cause and effect?

 Which sentence has a problem-solution structure?

 Which of the following best describes the text structure used to connect the events told in the first two paragraphs?

 Describe the problem and the solution of paragraph ______.

 Describe the evidence you see of the author using a problem-solution text structure in paragraphs __.

 Read the sentences from the passage. Which words most likely go in the blanks? (choices might be signal words relating to different types of text structures) 4.6 Students will know the difference How would the account likely  Suppose the _____ (person involved) wrote Compare and between accounts told from those be different if it were told by about the_____ (event). How would his account contrast a who experienced events firsthand one of the children living in most likely be different than the account given by firsthand and and those who know about events colonial times instead of third the ______(outside observer)? secondhand from what others say. They will person? account of the compare what writers of each type of  In the memoir, where did the author get his facts same event or account pay attention to and the from? topic; describe facts each writer chooses to tell. the differences Students will be able to describe each  Which information did _____(author 1) give that in focus and the article’s focus, the way information was not in the article (written by author 2)? information is presented, and the type of Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT provided. information presented.  What information is in _____’s account but not in ______’s? Students might… - compare and contrast the information  Which best describes the difference in focus presented in two texts. between the accounts? - compare and contrast the way information is presented in two texts.  How are the points of view in the two articles - compare and contrast the way the author different? has written about an event or topic. - describe the similarities and difference between foci of two texts.

4.7 Students will understand they need How does the timeline help the  Why does the author include the text Interpret to use all parts of the text to reader understand the main box______? information understand the text more fully. They purpose of the text? presented will study charts, graphs, time lines,  Why does the author include information about visually, orally, and other visual displays and put How does the information _____? or together the information that these given in the map help the quantitatively give with what the text says to gain a reader understand the main  On the diagram find the features labeled ______(e.g., in charts, deeper understanding. idea of the text? and ______. Look for the differences. graphs, diagrams, time Students might…  The passage describes ______. How does the lines, - identify features of the text that present diagram help the reader better understand this animations, or additional information. description? interactive - explain the information presented in elements on portions of the text that were not  Which of the ____(animals listed in the diagram) Web pages) and covered by the passage. are most likely to _____? explain how the - discuss how a diagram adds to the information understanding of the text.  How does the diagram help the reader contributes to - look at pictures to further describe understand the different temperature zones? an details within a text. understanding - look at maps or illustrations to  How does the time line help the reader of the text in understand and describe why and how understand the journey? something happened. which it Teaching Toward the Demands of the CCSS 21 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. appears. - look at maps or illustrations to  What information do you learn from the graph understand and describe when and about (place one) and (place two) that you cannot where something happened. learn in the passage?

 How does the diagram help the reader better understand this description of (topic)?

 What does the diagram show that helps you understand ___?

 Describe at least one piece of information you can find in the diagram that the passage does not give you.

 What information does the timeline include that helps readers understand (sequence of events)?

 The table contains sentences from the passages about (topic). Use the information in the table to describe how (event occurs). 4.8 Students will be able to identify The author thinks that colonial  Which describes the relationship between these Explain how an author’s points in a text and show people worked hard. Which two sentences? (see document for Grade 3 for other author uses how the author makes her claim(s). sentence has evidence similar questions) reasons and Students will identify the reasons supporting that point? evidence to and the evidence that were provided  What is the author’s perspective? support to support the author’s particular What is the author’s particular points. perspective on why this period  What sentence gives the most specific evidence points in a text. of time is important? for the author’s point that ___? Students might… - explain the author’s perspective on a Explain how the author lets  The author thinks that (opinion)… Which topic. you know what key details are sentence has evidence supporting this point? - state the reasons that the author has the most important. Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT given for a specific point.  Read the sentence below. “…” Why does the - state the evidence that the author used to author most likely say this? support a specific point. - say why an author has included certain  The author uses these sentences to support which evidence or reasons in a text. of the following points?

 What reason does the author give to support her point that…?

 Read this sentence: “…” How does the author support this point?

 The author of … uses the (science experiment) as evidence to support what point?

 How does the author of …support the point that___?

4.9 When presenting (written or orally)  What is similar between ______and Integrate on a topic students will be able to If You Lived in Colonial Times ______? What is the difference between information gather and collect information from and 1607-1776—Colonial ______and ______? from two texts at least two texts to help support Period each provide on the same their ideas and claims. information about what being a  Using details from both articles, answer the topic in order Students might paraphrase or child during colonial times was following questions. (Topic related questions). to write or directly quote from the texts they are like. Do you think it was fun to speak about the referencing. They will also cite their be a child in colonial times?  The facts from the poem came from radio reports subject sources as they refer to texts. Using details from both texts, in the memoir. Where did ___ get their facts? knowledgeably. write an essay in which you Students might… discuss whether or not it was  Which information did the memoir give that - use sentence prompts to begin fun to be a child in colonial wasn’t in the article? referencing outside sources. times. - locate similar information or ideas from  Which information was in one account and not two different sources around the same the other? topic. Teaching Toward the Demands of the CCSS 23 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

- reference texts that have differing opinions on a topic.  Which sentence describes the difference in accounts?

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT