Last week, we took a look at CCSS ELA Reading Literature 1. This week, Easel.ly wants to show you show how easy it is to align your Common Core content with our infographics resources, specifically Reading Information Standard 1. Much like the Reading Information standard, each grade gets more complex, beginning with a Kindergartener’s ability to ask and answer questions about key details in a text.
Kindergarten – 2nd grade teachers:
As a quick review, let’s take a look at the Reading Information Standard 1:
- CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text.
- CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
- CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Nonfiction is an important genre to explore with even the youngest of learners. Most teachers have a number of thematic units throughout the year that embeds reading passages with high-interest topics, such as the five senses. Let’s take a closer look at an example which shows how My Five Senses by Aliki can be used to create an attractive review handout that students showcase their understanding of the book, as well as the five senses.
Teachers can create project this vheme onto a smartboard and complete it as part of whole group instruction. Or, if the teacher is looking for an independent assessment, the worksheet can be printed out and copied. Either way, students are engaged in applying Reading Information Standard 1.
Other extension ideas related to this picture book:
- Create a vheme on Easel.ly that allows students to brainstorm careers where each of the five senses is particularly important.
3rd – 5th grade teachers:
As students transition to the upper primary and intermediate grades, their informational reading skills should include the ability to look back at the text when answering questions. This allows them to see that many times the details provided can aid in answering related questions. At other times, these details can provide “hints” that will allow them to read between the lines and make an inference as to the question’s correct answer. Before looking at an Easel.ly resource that will aid in teaching Reading Information Standard 1, let’s briefly look at the standards for grades 3 – 5:
- CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
A common primary source document that many intermediate age students will explore is The Bill of Rights. Easel.ly can be used to create a post-reading assessment to accompany the Bill of Rights. The vheme can be printed out and copied to allow students to identify which three Amendments they find the most important. On the vheme, they can note note their reasons for picking the Amendment.
Other extension ideas related to this informational passage include:
- Encourage students to create a vheme that compares and contrast life in the United States before one of the amendments was passed.
6th – 8th grade teachers:
A key aspect of middle school reading requires that students are able to accurate cite information from a text. Easel-ly is a great resource that will aid students in their goal to properly “cite” information, while adequately supporting their direct quotations. When students are creating posters for display, Easel.ly has endless possibilities to create just the right presentation style to impress teachers with a great layout that includes dynamic visuals and necessary text. Let’s briefly take a look at the Reading Information Standard 1 for grades 6 – 8:
- CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
While The Declaration of Independence is commonly explored in the middle school social studies curriculum, it is a noteworthy document to discuss in a nonfiction reading unit too. Allowing students to complete inquiry-based learning and analyze the document’s text is a great opportunity to use Easel.ly. Students can create a stunning display that shows their own interpretation of key phrases within the Declaration of Independence.
Completion of a vheme (like the one provided) shows an understanding of key phrases accurately quoted and analyzed from the Declaration of Independence. Clearly, this allows students to increase their ability to cite and reflect on informational writing. Another related idea is:
Assign students to create a vheme on Easel.ly that displays the three branches of government and the functions of each branch.
9th – 12th grade teachers:
Even at the ninth through twelfth grade levels, teachers will find many ways to incorporate Easel-ly into their classroom instruction. A specific vheme may help to clarify the meaning behind a particularly difficult text. Meanwhile, these vhemes can also be used by students to bring dull presentations to life. Let’s briefly look at the standards for grades 9 – 12:
- CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Reading presidential speeches and other primary sources is a vital part of the high school reading curriculum. Let’s take a look at how teachers can use Easel-ly’s resources to create an extended response question for students that explores Abraham Lincoln’s Second Inaugural Address.
Once students have read and discussed the speech with their classmates and teacher, a formative assessment (as shown above) can be completed by students to assess their ability to cite and analyze textual evidence from the speech. In doing so, students can choose two direct quotations to cite and explain in their Easel.ly vheme. This directly correlates with CCSS ELA-RI.11-12.1.
Other extension ideas related to this picture book:
- Create a vheme on Easel.ly to compare and contrast Abraham Lincoln’s first inaugural address to his second. Another possibility is to have students choose another president, research their inaugural address, and then compare and contrast this selection to Lincoln’s second inaugural address. Regardless of the choice, Easel.ly makes displaying the information easy and in creative form!
Now, that we have looked at some activities which incorporate and assess CCSS ELA Reading Information Standard 1, it’s time to get started using Easel.ly to make your own handouts, projects, and resources. There are virtually limitless possibilities at www.easely.ly. Join us next week for more examples of how Easel.ly is correlating with the CCSS ELA Standards to enrich classroom instruction.