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Close Reading

Text Evidence
st

100 Pages for 1 grade


Assessments, Lesson Plans,
Reading Tools & More

Graphic Organizers/
Reading Response Pages

I have 3 per standard for


Reading: Literature and
Informational Text

Page 3-4
RAP and RACE Graphic Organizers can be used for any standard.
For these two pages you will provide the question.
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages

5-7 RL.1.1
8-10 RL.1.2
11-13 RL.1.3
14-16 RL.1.4
17-19 RL.1.5
20-22 RL.1.6
23-25 RL.1.7
26-28 RL.1.9
30-32 RI.1.1
33-35 RI.1.2
36-38 RI.1.3
39-41 RI.1.4
42-44 RI.1.5
45-47 RI.1.6
48-50 RI.1.7
51-53 RI.1.8
54-56 RI.1.9

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Use these tools as quick formative assessments or


reading response sheets for Standards Based Grading.

Beginning on page 60 you will find Close Reading Tools.


Click here to go straight there.

Name ____________________

Restate-Answer-Prove

Write the question on the lines below.

Restate and Answer

Prove with Evidence

You can use the following when citing textual evidence.


- For example
- The author stated
- According to the text

Name ____________________

Reword-AnswerCite Evidence
Write the question on the lines below.

Reword and Answer

Cite Evidence

You can use the following when citing textual evidence.


- For example
- The author stated
- According to the text

Name

Directions: Answer the questions in complete sentences.

Who is the main character?

How do you know?

You can use the following when citing textual evidence.


- For example
- The author stated
- According to the text
RL.1.1

Name

Directions: Answer the questions in


complete sentences.

What was the problem in the story?

What was the solution in the story?

You can use the following when citing textual evidence.


- For example
- The author stated
- According to the text


RL.1.1

Question It

Name

Write your own questions for the topic on each sticky note.
Remember to: Stick to the text!

Who?

What?

Why?

When?

Where?

RL.1.1

Name

Date

Remember to restate the question, answer it,


cite evidence and explain your answer.

What is the message or lesson of the text?

Prove with textual evidence!

You can use the following when citing textual evidence.


- For example
- The author stated
- According to the text
RL.1.2

Name

_______________

Determine the
central message
and key details.

Detail

Detail

Central Message

Detail

Detail








RL.1.2

2nd Detail

4th Detail

Central Message

1st Detail

Central
Message

Name ______________

RL.1.2

3rd Detail

Write the central


message and key
details in order.

Name ________________

Setting

Describe It

Character

Major Event

Key Detail

RL.1.3

Key Detail

Directions: Write the


major event, characters,
setting and key details.

Name

_______________

Directions: Write the character name in the gumball machine.


Write the characters traits, motivations or feelings in each gumball.

Character Name

RL.1.3

Directions: Write the key details


of the setting in each sticky note.

Name

_______________

Setting Map

RL.1.3

Name

_______________

Directions: Identify words that make you feel an emotion or help you create
mental images. Write the words on the left and the emotions on the right.

Word

Emotions or Feelings

RL.1.4

Name

_______________

Directions: Identify words that make you feel an emotion or help you create
mental images. Write the word in the top circle and the feeling or what it makes
you imagine using your senses in the bottom circle.

Word

Word

RL.1.4

Directions: Identify words that make you feel an emotion or help you create
mental images. Write the words on the left and the emotions on the right.

Emotions or Feelings

RL.1.4

Phrase

Name

Date

Think about all the kinds of texts you read such as magazines,
instructions, and even picture books with fairy tales.
Explain the major differences between
texts that tell stories and books that give information.

RL.1.5

Name _________________ Date _________________

Whats the difference between the pictures in a book


that gives information and a book that tells stories?

Whats the difference between the purpose of a book


that gives information and a book that tells stories?

Whats the difference between the purpose of a book


that gives information and a book that tells stories?

RL.1.5

Hollywood Changes
Explain the major differences between books that tell
stories and books that give information.

Books that Tell Stories

Books that Give Information

Fiction

Non-Fiction

RL.1.5

Directions: Identify who is telling the


story at the beginning, middle and end.

Name

Who is telling the story


at beginning?

Who is telling the story at the middle?

Who is telling the story at the end?

RL.1.6

Name________________________

Directions: Identify who is


telling the story at the
beginning, middle and end.

Identify the
Speaker
Beginning

Middle

End

RL.1.6

Directions: Identify who is


telling the story at the
beginning, middle and end.

Name ___________________

B.M.E.

End

Middle

RL.1.6

Beginning

Name

Describe
It!

Directions: Use the illustrations and text in the story


to describe the characters, setting, or events.

Date

RL.1.7

Explain how
the graphics
help you to
understand the:
Characters,
setting and
events.

Name________________ Date _________________

Graphics Help!

RL.1.7

Name

Date

Describe the...
Use the illustrations and details in the story to describe the
Characters, Setting and Events

Characters

Setting

Events

RL.1.7

Name________________ Date _________________

Compare and contrast the adventures and experiences of


characters in stories.

RL.1.9

Compare and Contrast

Compare and contrast the adventures and experiences of characters in stories.

Character

RL.1.9

Character

Name ______________

Name________________ Date _________________

Compare and Contrast


Compare and contrast the adventures and experiences
of characters in stories.

Character

Character

RL.1.9

Informational Text
{Non-Fiction}
Reading Response Sheets

Use for literature circles, whole


group-guided- or independent
reading response and in other
content, core curriculum areas
such as science and social studies.

Name________________ Date _________________

What are the key details?

Cite Evidence to show how


they help the main topic!

RI.1.1

RI.1.1

Name________________ Date _________________

state the facts!


Write four facts from the text.

Fact

Facts

Facts

Facts

RI.1.1

Name________________ Date _________________

Ask Questions

Directions: Write four questions about the text.


Think about difficult words, ideas, something you would like to know more about.

RI.1.1

Name________________
Directions:
Write the key
details and the
main topic.

Write the main topic of the text.

_____________________
_____________________

Key Detail #1:

_____________________
_____________________
Key Detail#2:

____________________________
____________________________

RI.1.2

Directions:
Write about
the main topic
of the text.

Name________________ Date _________________

Main Topic

RI.1.2

Directions: Write the key


details and the main topic.

Name___________________

Main Idea

Detail #1

Detail #2

Detail #3

RI.1.2

Name ________________

Extra, Extra:
Tell All About It

Describe the connection between two individuals, events,


ideas, or pieces of information in a text.

RI.1.3

Name ________________

Describe the connection between two individuals,


events, ideas, or pieces of information in a text.

RI.1.3

Name

Date

Connect It!

Transition Words:
Directions: Describe the
First
Before
connection between two
Then Now
individuals, events, ideas, or Next
During
pieces of information in a
Last
Later
text. Use transition words
Finally Eventually
to help connect and relate.

RI.1.3

Name _________

Directions: Ask questions to help determine or clarify the meaning


of words or phrases in the text in each rectangle below.



















RI.1.4

Name

Whats
the
Meaning?

Date

Directions: Write the word then determine the meaning.

Word

Meaning

Word

Meaning

Word

Meaning

RI.1.4

Name

Write a word or phrase in the box.


Then write the meaning in the box below.
Cite evidence to show how you know.

Whats the Meaning?

Word or Phrase

Meaning

RI.1.4

Name _____________________________

Date ___________________________

Tell how the text features helped you locate information.

Text Features

How did it help you?

Table

Cut Away

Maps

Labels

Captions

Time Lines

RI.1.5

Name

Date

Book Navigators

Directions: Tell how each feature helps you

locate key facts or information in a text.

Text Features

How did it help you?

Table of Contents

Index

Glossary

Title

Heading



RI.1.5

Name _________________________

Date ___________________________

Electronic Navigators
Directions: Tell how each feature helps you locate key facts or
information in a text.

Menu

Side Bar

Hyperlink

Icon

RI.1.5

Name

Whats the Difference?


Directions: Discuss the difference between the information provided in
the pictures with information provided by the words in the text.

RI.1.6

Name _______________________________

Distinguish between information


provided by pictures or other
illustrations and information
provided by words in a text.

What Do They Tell You?

Pictures, Illustrations, or Graphics

Words in the Text

RI.1.6

Name ______________________________

Tell the difference between information


provided by pictures and information
provided by words in a text.

What information do the words give?

What information do the pictures give?

RI.1.6

Name_______________________________

Illustration Investigation
Tell how the illustrations help y ou to unders tand the key ideas.

Illustration #1

Illustration #2

Illustration #3

RI.1.7

Name ____________________________

Describe
It!

Directions: Use the illustrations and details in the


text to describe its key ideas.

RI.1.7

Name _______________________________________

Illustrations Help

Write the type of illustration in the center sticky note.


Types of illustrations are: pictures, drawings, tables, graphs, or charts.

How did the


illustrations help?

What did the


illustrations help
you understand?

What type of
illustration was it?

What was the


illustration of?

Draw a picture
of it?

RI.1.7

Name _____________________________

Exclaim the Point


Identify the reasons an author gives to
support a point in the text.
Directions: Write a point given in the text in the first box.
Then on the lines below write the reason or reasons
the author gives to support the point.

Point

Reason or reasons the author gives to support the


point in the box above.

RI.1.8

Name _____________________________

State the Point


Identify the reasons an author gives
to support a point in the text.
Directions: Write a point given in the text in the first box.
In the box at the bottom write the reason or reasons
the author gives to support the point.

Point

Reason or reasons the author gives to


support the point in the box above.

RI.1.8

Give Your Reasons

Reason

Write a point given in the text in the middle circle.


Then write the reason or reasons the author gives to support the point.

Reason

Point

Reason

RI.1.8

Reason

Identify the reasons an author gives to support a point in the text.

Name _______________________

Name _________________________________________

Two Texts, Same Topic


Directions: Look at the illustrations, descriptions or procedures
to identify the similarities and differences between two texts.

Identify the similarities.

Identify the differences.

RI.1.9

Similarities
Name ________________ & Differences

Directions: Look at the illustrations, descriptions or


procedures to identify the similarities and differences.

Write the text name


on the lines. Then,
write the similarities
in the box in the
middle. Write the
differences in the
area labeled
differences.

Differences

Text 1 Name
___________________

___________________

Text 2 Name

________________

________________

Similarities

Differences

RI.1.9

Name ________________

Same but Different

Directions: Look at the illustrations, descriptions or


procedures of two texts that are on the same topic.
Write the texts names in each box with the differences.
Then write the similarities on the lines below.

Text 1 ______________________

Text 2 ______________________

Differences

Differences

Similarities

RI.1.9

Close
Reading
Tools
Close Reading Teaching Points
Anchor Charts
Posters
Small Group Lesson Plan Templates
Text Dependent Question Stem Cards
Bookmarks
Discussion Exchange
Text Dependent Question Sticks

What is Close Reading?


It is the first two words of the first set of anchor standards in the

Common Core.
R.CCR.1 Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Close reading is when students dissect, analyze, investigate and scrutinize text. The students
examine word choice and examine how a text is organized.

Key Features:
Short Passages
(More Read Alouds on the first read in the primary grades)
Complex Texts
Limited frontloading of vocabulary and
connecting personal experiences
Repeated Readings for different purposes
Text Dependent Questions focusing on Main Idea,
arguments, key details, vocabulary, text structure, authors
purpose, inference, and opinion
Text Coding/Marking: Read with a pencil.
Bring in the annotation as early as kindergarten by using
Wiki Sticks with Big Books. Copy a page or two of complex text
for text coding purposes.

Close Reading
Procedure Sequence
Prep: Select a short, complex text passage.
Create TDQs!
st
1 Reading to Discover the text and what it says:

Hook/ Set purpose for reading. Use props when you can.
Students read text independently w/ pencil (code text-Show and
Tell Thinking and underline difficult words, circle confusing parts)
Teacher zooms in on students having difficulty. Optional: Conduct running
records, record anecdotal evidence, phonics mini-lessons.
Discussion: Parrot Paraphrase, Super Summarize.
(Require modeling at first.)

o
o
o
o
o
o
o

Fiction: Describe characters and their response to the events in the story or
plot.

2 nd Reading to Discover how the text works:


Teacher reads aloud and thinks aloud.
Implement: Teacher and Students- Ask Thick or Critical
Questions, TDQs, Detect and Analyze

Use context clues for word meaning (Possible lead in to Word Study or
Structural Analysis)
Examine story structure
Text features
Main purpose of text
Authors purpose for writing text
Points of view
Dialogue

3 rd Reading to discover what the text means:


Students read to Be the Judge and Evaluate.
Analyze graphics, connect with other texts, self, world and
discuss authors purpose.

Close
Reading
Strategies

Parrot Paraphrase
Sum It Up Summarize
Ask Thick Questions
Detect and Analyze
Be the Judge and
Evaluate

Parrot
Paraphrase
Think: What does it say?
Read each sentence.
o Gather what it means.
Draw a picture to show
what it means.
Tell it in your own words.
Write it in your own words.
o Think and be able to
show, tell and write it in
your own words.

Super
Summarizer

Cite textual evidence to


retell what you read.

Cite textual evidence to


write a summary.

Cite the main points of


the text.
Draw pictures of the
main points of the text.

Ask Thick
Questions
Ask Critical Questions
Why did
?
How did
?
Who is telling the story?
How did the characters
change?
How did the characters
respond?
How did the pictures help
the story?

Detect and
Analyze
Identify the key
words, phrases and
concepts.
o Investigate what
they mean.
Using the pictures and
text think about the
meaning.

Be the
Judge
Judge how the
pictures and text
helped you with the:
o Message
o Topic
o Characters
o Setting
o Purpose
o Main Idea
o Key Details

Show & Tell


Evidence
Use these sentence stems
It said so on page
Because
The author wrote
For example
Based on what I read
According to the text
From the pictures I know
On page
it said

Text Coding can begin as


soon as youre ready!

You dont have to wait for


your students to reach a
specified DRA Level.

Use the following


Text Coding Charts or
create your own.

Teach one code at a time


so as not to overwhelm
your little people.

Show & Tell


Your Thinking

Think, Stop, Jot

LOL

N
I

When its funny


When you create a
mental image
When something is
surprising or
important
When you make a
connection
When you wonder
When you feel
New Information
I know this

Text Coding
Think Behind the Text

S = Setting

C = Characters

KD = Key Detail

M = Major Event

CM = Central Message

You can use the


following
Structural Response
Systems to help
scaffold your students
ability to answer text
dependent questions in
complete sentences.

R.A.P.
Restate the
Question.
Answer all the
parts of the
question.
Prove your point
using textual
evidence and
examples.

R.A.C.E.
Reword the
question.
Answer all the
parts of the
question.
Cite textual
evidence.
Explain your
answer.

Close Reading
Lesson Plans

This group of lesson plans were


designed using my Guided
Reading Lesson plan templates:
in response to my district
moving to Common Core and
the requirement of having
small group lesson plans.

I can email you an editable


version as a Word Document of
pages 76-80. Simply email me
at teacher247@icloud.com.

Highlight or
circle ELL
Strategies
used.

Write students names here.


Write in the name of the text


and check off items used.

Date: ______________

Close Reading Observation Sheet

Group: ____________

Book Title:_____________________ Level:______ Vocab. Words:________________


__ Paraphrase __ Summarize __ Thick Questions __ Analyze __ Evaluate
Running Record:

Name:___________ Anecdotal Notes:__________________________________

Running Record:

Name:___________ Anecdotal Notes:__________________________________


Running Record:

Name:___________ Anecdotal Notes:__________________________________


Running Record:

Name:__________ Anecdotal Notes:___________________________________

Running Record:

Name:__________ Anecdotal Notes:___________________________________

Running Record:

Name:__________ Anecdotal Notes:___________________________________

Text Dependent
Question Stem Cards
To conserve paper I put both
RL and RI on each card together
for your convenience.
I keep these cards in my reading
group corner.

If you have any tdqs you would like to see


added to this set please send me an email

and I will gladly add. We are always learning

and as I discover more I will add and

re-upload the product.

My email is
teacher247@icloud.com.

Text Dependent Question Stems

Text Dependent Question Stems


1.4

What does the word __________ or


phrase mean as used in the text?

What helped you understand the


word or phrase?

1.1

What words or phrases suggest


feelings or help you visualize
and/or appeal to your senses.

Text Dependent Question Stems

1.3
Describe the characters, setting, and
major events.
Describe the characters traits,
motivations, or feelings?
Describe how individuals, events,
ideas, or pieces of information are
related.

What clues show you


Cite evidence to show
Cite evidence to prove

Text Dependent Question Stems


1.2
What is the purpose of sentence?
What is the central message of the
text?
What is the topic, lesson or moral?
Explain how the key details in the text
help show the central message,
lesson, topic or moral.

Text Dependent Question Stems


1.5

Text Dependent Question Stems


1.6

1.7

Compare/contrast the adventure


from another story.
Compare and contrast the
experiences of the character with
another character in another story.
Look at two texts on the same topic
and identify the similarities and
differences between the pictures,
descriptions or procedures.

Who is telling the story and how do


you know?
Do the pictures give an information
that the text does not say?
What is the difference between
information provided by pictures and
the information provided by the
text?

Explain the major differences


between books that tell stories
and books that give information.
Explain how the headings and table
of contents help you locate key
facts or information in a text.

Text Dependent Question Stems


1.9

Text Dependent Question Stems

Using the pictures and the text


describe the characters, setting,
or events.
Using the pictures and the text
describe the key ideas.

1.8 R.I Explain how the author proves the


points or purposes of the text.

Close Reading
Bookmarks

Pages 85-92

Keep these bookmarks in your


reading group corner. After you
review a strategy the students
keep the book mark for
reference throughout the week.

Close
Reading
Strategies

Close
Reading
Strategies

Close
Reading
Strategies

Parrot
Paraphrase
Super
Summarizer
Ask Thick
Questions
Detect and
Analyze
Be the Judge
and
Evaluate

Parrot
Paraphrase
Super
Summarizer
Ask Thick
Questions
Detect and
Analyze
Be the Judge
and
Evaluate

Parrot
Paraphrase
Super
Summarizer
Ask Thick
Questions
Detect and
Analyze
Be the Judge
and
Evaluate

Use the bookmarks below when


teaching Strategies, text coding,
RACE or RAP!

Parrot
Paraphrase

Parrot
Paraphrase

Parrot
Paraphrase

Think: What
does it say?
Read each
sentence
- Gather what
it means.
Be able to
show, tell and
write it in your
own words.

Think: What
does it say?
Read each
sentence
- Gather what
it means.
Be able to
show, tell and
write it in your
own words.

Think: What
does it say?
Read each
sentence
- Gather what
it means.
Be able to
show, tell and
write it in your
own words.

Super
Summarizer

Super
Summarizer

Super
Summarizer

Cite text
evidence
to retell
and write
about
what you
read.

Cite text
evidence
to retell
and write
about
what you
read.

Cite text
evidence
to retell
and write
about
what you
read.

Ask Thick
Questions

Ask Thick
Questions

Ask Thick
Questions

Why did _____?


How did _____?
Who is telling
the story?
How did the
characters
change?
How did the
characters
respond?
How did the
pictures help?

Why did _____?


How did _____?
Who is telling
the story?
How did the
characters
change?
How did the
characters
respond?
How did the
pictures help?

Why did _____?


How did _____?
Who is telling
the story?
How did the
characters
change?
How did the
characters
respond?
How did the
pictures help?

Detect and
Analyze

Detect and
Analyze

Detect and
Analyze

Identify the
key words,
phrases &
concepts.
o Investigate
what they
mean.
Using the
pictures &
text think
about the
meaning.

Identify the
key words,
phrases &
concepts.
o Investigate
what they
mean.
Using the
pictures &
text think
about the
meaning.

Identify the
key words,
phrases &
concepts.
o Investigate
what they
mean.
Using the
pictures &
text think
about the
meaning.

Be the Judge

Be the Judge

Be the Judge

Judge how the


pictures and
text helped
you with the:
o Message
o Topic
o Characters
o Setting
o Purpose
o Main Idea
o Key Details

Judge how the


pictures and
text helped
you with the:
o Message
o Topic
o Characters
o Setting
o Purpose
o Main Idea
o Key Details

Judge how the


pictures and
text helped
you with the:
o Message
o Topic
o Characters
o Setting
o Purpose
o Main Idea
o Key Details

Show & Tell


Evidence
Use these
sentence stems

Show & Tell


Evidence

Show & Tell


Evidence

Use these
sentence stems

Use these
sentence stems

It said so on
page
The author
wrote
For instance
For example
Based on what
I read
According to the
text
From the
pictures I
know
On page _______
it said

It said so on
page
The author
wrote
For instance
For example
Based on what
I read
According to the
text
From the
pictures I
know
On page _______
it said

It said so on
page
The author
wrote
For instance
For example
Based on what
I read
According to the
text
From the
pictures I
know
On page _______
it said

Show & Tell


Your Thinking

Show & Tell


Your Thinking

Show & Tell


Your Thinking

Think, Stop, Jot

Think, Stop, Jot

Think, Stop, Jot

LOL When its


funny
P When you
picture
something in
your mind.
! When its
surprising or
important
C When you
make a
connection.
? When you
wonder.
When you feel
N New Information
I I know this

LOL When its


funny
P When you
picture
something in
your mind.
! When its
surprising or
important
C When you
make a
connection.
? When you
wonder.
When you feel
N New Information
I I know this

LOL When its


funny
P When you
picture
something in
your mind.
! When its
surprising or
important
C When you
make a
connection.
? When you
wonder.
When you feel
N New Information
I I know this

R.A.P.

R.A.P.

R.A.P.

Restate
the
Question.
Answer
all parts
of the
question.
Prove
your point
using
textual
evidence
and
examples.

Restate
the
Question.
Answer
all parts
of the
question.
Prove
your point
using
textual
evidence
and
examples.

Restate
the
Question.
Answer
all parts
of the
question.
Prove
your point
using
textual
evidence
and
examples.

R.A.C.E.

R.A.C.E.

R.A.C.E.

Reword
the
question.
Answer all
the parts
of the
question.
Cite
textual
evidence.
Explain
your
answer.

Reword
the
question.
Answer all
the parts
of the
question.
Cite
textual
evidence.
Explain
your
answer.

Reword
the
question.
Answer all
the parts
of the
question.
Cite
textual
evidence.
Explain
your
answer.

Discussion Posters

Reciprocity of discussion
and exchange are critical within
the realms of Common Core.
Many students need to be
taught proper discussion
techniques.

Use these posters to help.

Discussion Exchange
I agree/disagree
because
Why do you think that?
I would like to talk
more about
How do you know ?
What else could
explain that?
I noticed
Id like to go back to
what you said about
I was confused when
According to the text

Listening
Tips & Tricks
Face the speaker.
One person talks at a
time.
Invite someone to have
a turn to speak.
Piggyback to add on to
what someone shares.
Let everyone have a
chance to talk.
Throw ideas back and
forth.
Compliment!

Compliment
To Get More

Your brain is on fire!


I appreciate your input!
That was deep!
That was intriguing.
That was very
interesting to listen to.
I really liked how you
said that.
That was stimulating!

Close Reading Sticks


Based on Common Core
Standards

Put the Circle Toppers on a


popsicle stick and place in a
cute cup or simply leave as
circles to pull from a little baggy.
Use during small group time or
any time.

As a bonus I included 4
different cup labels.

Stop by my blog 247teacher.blogspot.com to see them in action.

Retell the
text. Cite
Evidence.

What is the
main topic?

When did the


story take
place?

Cite the main


points of the
text. Use
evidence.

Describe
the
characters.

What did the


main
character
learn?
evidence.

Who is
telling the
story?

Describe
the
setting.

What words
or phrases
make you
feel?

What is the
central
message?

Parts that
are different
are

Parts that
are similar
are

How does the


table of
contents help
you?

How does the


glossary help
you?

How do the
headings help
you?

Retell the key


details.

Describe the
connections
between the
events or ideas.

How does the


author
support the
points made?

Describe the
connections
between the
points in the
text.

What does the


word _______
mean? Cite
evidence.

What does the


phrase _________
mean? Cite
evidence.

Compare the
adventures of the
characters in
stories.

What are the


similarities
between?

What is the
difference
between?

Bonus: Cup Topper for Close Reading Sticks


Cut out topper and place on cup with sticks. Use Close Reading Sticks during Guided Reading or any
time you Closely Read such as in Science or Social Studies.
Just choose a topper on the next two pages to make a cute cup.

Close
Reading
Sticks

Close
Reading
Sticks

Close
Reading
Sticks

Close
Reading
Sticks

Reading Standards Addressed in This Unit

Key Ideas and Details

RL.1.1 Ask and answer such questions about key details in a text.

RL. 1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.

RL. 1.3 Describe how characters, settings, and major events in a story, using key details.
Craft and Structure
RL. 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal
to the senses.
RL.1.5 Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types.
RL.1.6 Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events.

RI.1.8 Not applicable to literature.

RI.1.9 Compare and contrast the adventures and experiences of characters in stories.

This standard can be assessed using the first two graphic organizers with
RACE and RAP.
Range of Reading and Level of Text Comple xity
RI.1.10 With prompting and support, read prose and poetry of appropriate complexity
for grade 1.

Reading Standards Addressed in This Unit

Key Ideas and Details

RI.1.1 Ask and answer such questions about key details in a text.

RI.1.2 Identify the main topic and retell key details of a text.

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of
information in a text.

Craft and Structure


RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and
phrases in a text.
RI.1.5 Know and use various text features (e.g. headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.

RI.1.6 Distinguish between information provided by pictures or other illustrations and


information provided by the words in a text.

Integration of Knowledge and Ideas

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

RI.1.8 Identify. the reasons an author gives to support points in a text.

RI.1.9 Identify basic similarities in and differences between two texts on the same topic
(e.g., in illustrations, descriptions, or procedures).

This standard can be assessed using the first two graphic organizers with
RACE and RAP.

Range of Reading and Level of Text Comple xity

RI.1.10 With prompting and support, read informational texts appropriately complex for
grade 1.

Thank You for Purchasing:


1st Grade CCSS Toolkit
I cant take credit for any ideas. This product was made through a lot
of hard work and research. Ive spent hours and hours with teachers
and district personal dissecting the Common Core Standards,
researching Close Reading and Text Evidence.

24/7 Teacher

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