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CCSS resources

Page history last edited by candace_heath@pender.k12.nc.us 11 years, 4 months ago

Resources shared by Teachers - November 6th PD


Long Range Planning Guides

Nice Checklist for planning during the year! https://sites.google.com/a/kcs.k12.nc.us/kcs-curriculum-instruction/CommonCore/ela-common-core-resources

Planning Guide for whole year with Blooms and Performance Tasks written in!! 1st grade ela CCSS Blooms Performance tasks.pdf 

1st grade ccss planning long term.pdf


**Curriculum Maps at this site: http://commoncorepcssd.wikispaces.com/PCSSD

Click on Resources and Week 1, Week 2, etc for plans



ELA and Math Curriculum Maps created by Teachers in our district!


NCDPI Live Binder- Includes graphic organizers, Crosswalks, unpacking documents and MORE!



Lesson Ideas for All Strands





Civic Literacy



Close/Critical Reading and Writing Lesson Ideas/Templates to download   http://www.firstgraders.org/teacherresources.html



Reading Critically

Lesson Plan http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html


Nonfiction Mentor Texts How To Procedural Lesson.docx

Critical Reading of NF text.docx  


Graphic Organizers for

Transform Fact-Think-Rethink.pdf

Transform primary.pdf

Questioning the Text.pdf

Quick and Deep Thinking Questions.pdf

SUM it up.pdf

The Important Thing.pdf


Coding Questions.pdf

Wonder Infer with Picture.pdf


Content Area Literacy http://score.rims.k12.ca.us/score_lessons/content_area_literacy/index.html

Thumbs Up/Down Evaluating http://www.teacherfiles.com/downloads/graphic_organizers/Thumbs_Up_Down.pdf

Lesson Idea http://kindergartenroom5.blogspot.com/2008/12/critical-literacy-theory-in.html

online reading activities http://www.internet4classrooms.com/month2month.htm


  • Web Site Evaluation Form - Here’s an idea from one of the lessons in my Just-Right Comp Lessons book for teaching students of all ages to evaluate web sites for reliability and credibility. Click here for a form to guide your instruction and their Internet research.
  • 5-Day Plan for Using Predictable Charts for Shared Reading - This is a plan that can be used powerfully at kindergarten and first grade to give students a firm foundation in print and language concepts from the beginning. Click here for the 5-Day Plan.
  • Information Text Little Book - Here's another template for making Little Books. This one encourages you to teach the text signals that students need to know to be successful at reading. Follow the directions for folding a little book (in this section) and then teach mini-lessons about each of the page headings. Students can hunt for those text signals and list them on the pages provided.
  • I Wonder… Bookmarks - Middle school teacher, Joy Dewing, from Kokomo, Indiana, shares this great set of "I Wonder…" bookmarks for use in Guided Reading and Self-Selected Reading.
  • Strategies Bookmarks - Middle school teacher, Joy Dewing, from Kokomo, IN, shares this set of bookmarks for students to use as they apply particular strategies you teach.
  • Thinking Strategies Bookmarks - Joy Dewing shares these bookmarks that will encourage your students to go beyond the literal level in their reading. These bookmarks can be used to teach students to question themselves as they read or to facilitate discussion between partners or among small groups.
  • Five Finger Strategy for Informational Text - Here's a graphic that shows the 5-Finger Strategy for teaching students how to preview informational text. Be sure to model by thinking aloud the processes of making the necessary connections among the elements


Why Informational Text is Important http://www2.scholastic.com/browse/article.jsp?id=4483


Critical Content

Comprehension Monitoring
- Students self-monitor reading to facilitate comprehension

  • Be aware of what you understand
  • Identify what you do not understand
  • Use appropriate strategies to resolve problems in comprehension

Metacognition – “Thinking about thinking”

  • Identify where the difficulty occurs
  • Identify what the difficulty is
  • Restate the difficult sentence or passage in own words
  • Look back through the text for clarification
  • Look forward in the text for information that might help resolve the difficulty

FLUENCY: accuracy, expression/rhythm/volume, rate/flow


  - Before Reading

  • Activate background knowledge
  • Setting a purpose for reading
  • Predicting text content: infer, confirm, modify, or reject predictions
  • Reviewing and clarifying vocabulary

  - During Reading

  • Establishing the purpose for each part of reading
  • Infer
  • Visualizing
  • Summarizing
  • Confirming/rejecting predictions
  • Identifying and clarifying key ideas (think about what’s read)
  • Questioning self

 - After Reading

  • Assessing if the purpose for reading was met
  • Paraphrasing important information
  • Identifying the main idea and details
  • Making comparisons
  • Connecting: connect to text, to self, to world
  • Drawing conclusions: Infer
  • Summarizing - retell
  • Analyzing (Students make judgments and form opinions using explicit information from the reading, fact/opinions)


Teaching Text Structures


  • Description: characters, setting, events, problem, resolution
  • Sequence             
  • Problem/Solution


  • Table of contents
  • Glossary
  • Captions
  • subheading/subtitle
  • bold  font
  • picture/photo/illustration



  • To explain or inform or teach
  • To persuade or convince
  • To entertain or amuse



WRITING PROCESS: prewriting, drafting, revising, editing/proofreading, publishing

6+1 TRAITS OF WRITING:ideas, organization, word choice, voice, sentence fluency, conventions, presentation


  - Narrative: beginning, middle, end
 - Expository: lists, notes, letters, journal writing
 - Persuasive-argument



  • Audience and purpose: statements vs. questions
  • Needs and wants
  • Facial expressions
  • Body movements and posture
  • Gestures
  • Eye contact
  • Space
  • Tone/Volume/Voice
  • Time, pacing, rate
  • Turn-taking behavior: respectful, relevant responses, appropriate language and vocabulary
  • Active listening



  • Locate and access sources
  • Engage in the resources: read, listen, view, touch
  • Organize information from sources
  • Evaluation:  judge your product



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