This document provides information and examples for teaching kindergarten students cross-curricular concepts using both informational and narrative texts. It outlines how to teach math, science, social studies, and other topics while addressing common core standards. Specific lesson examples are given for each subject, such as comparing heights in photos for math or drawing and describing animal behaviors from two texts for science. The document emphasizes the importance of selecting culturally responsive, engaging, and grade-appropriate texts for students. It lists factors to consider like student interests and cultural relevance, and provides resources for finding suitable reading materials.
2. Why is it important to use
informational AND narrative texts?
“To increase understanding, students should have
experience reading a variety of texts, including narrative and
expository literature, as well as "real world" materials such
as brochures, magazine articles, maps, and informational
signs. These varied experiences enable young readers to
build a foundation that will prepare them for future "real life"
reading and writing tasks,” (Vogt, 1997, para. 4).
Teaching Cross-Curricular Concepts
3. Math: Measurement
Texts & Learning Standards
CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a
measurable attribute in common, to see
which object has "more of"/"less of" the
attribute, and describe the difference. For
example, directly compare the heights of two
children and describe one child as
taller/shorter.
CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the
relationship between illustrations and the
story in which they appear (e.g., what
moment in a story an illustration depicts).
InformationalNarrative
4. Math
Math on the Job Super Sand Castle Saturday
Read text aloud to class Read text aloud to class
• Students choose one math job
and take a picture of one page
(photo of job) in the text using
iPad in SeeSaw app
• Record voice explaining
something that worker would
need to measure for their job, ie.
“The grocer will measure how
much oranges weigh.”
• Describe something in the photo
you see more/less of, ie. “There
are more oranges in the grocer’s
hand than on the scale.”
• Students take a picture of one
page in the text using iPad in
SeeSaw app
• Record voice comparing two
objects in that photo, ie, “The
girl’s sand castle is taller than
the boy’s sand castle.”
Teaching Cross-Curricular Concepts
5. Science: Animal Needs
Texts & Learning Standards
InformationalNarrative
K-ESS3-1. Use a model to represent the relationship
between the needs of different plants and animals
(including humans) and the places they live.
CCSS.ELA-LITERACY.RI.K.9
With prompting and support, identify basic
similarities in and differences between two
texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
6. Teaching Cross-Curricular Concepts
Science
Sleep, Bear! Coco Steps Out
Students partner read Shared reading
• Students complete ‘Bear
information chart’, which shows
what bears do in spring,
summer, fall, and winter.
• After reading both texts,
students draw a picture of ’What
Bears Do’ – one picture for each
text.
• Students take a picture of their
drawing on the iPad, using
SeeSaw app
• Students record voice explaining
how each text showed ‘What
Bears Do’
7. Social Studies: Family
Texts & Learning Standards
InformationalNarrative
G2: Understands human interaction with the
environment
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and
writing to compose informative/explanatory
texts in which they name what they are
writing about and supply some information
about the topic.
8. Teaching Cross-Curricular Concepts
Social Studies
Families Same, Same, but Different
Shared Reading Read text aloud to class
• Students select a two-page
spread in the text, ie. “Families
work together. Families cook
together.”
• Take a photo of the two-page
spread on the iPad, using
SeeSaw app
• Record voice and tell what the
environment is on each page
and what the family is doing, ie.
“Families work together shows
families working in a field.”
• After reading both texts,
students think about the families
in both books, then write a book
about their own family using
pictures, words, and labels
9. The Importance of Cultural Responsibility
High
expectations
for all learners
Positive
student
outcomes
Diverse
resources
Developed
diversity
Collaboration
for student
success
(Krasnoff, B. & Region X Equity Assistance Center, 2016)
10. How do I select text?
Culturally
Responsive
Engaging Grade-Level
Appropriate
• Recognize the
need
• Know your
students
• Find culturally
relevant texts
(Sharma & Christ,
2017)
• Administer a
student interest
survey
• Quantitative
measure
• Qualitative
measure
• Knowledge of
reader (Zombro,
2012)
12. References
Krasnoff, B. & Region X Equity Assistance Center. (2016). Culturally
responsive teaching: A guide to evidence-based practices for
teaching all students equitably. Retrieved from
https://educationnorthwest.org/sites/default/files/resources/cultu
rally-responsive-teaching.pdf
Sharma, S.A. & Christ, T. (2017). Five steps toward successful culturally
relevant text selection and integration . The reading teacher (pp.
1-13). doi:10.1002/trtr.1623
Vogt, M.E. (1997). Cross-Curricular Thematic Instruction. Retrieved from
https://www.eduplace.com/rdg/res/vogt.html
Zombro, E. (2012, November 5). Text Complexity. [Video File]. Retrieved
from https://youtu.be/SSfVXnoFEWU
Editor's Notes
Improves reading comprehension
Increases reading interest/enjoyment
Strategies and skills are explored in meaningful situations
Prior knowledge is activated and utilized to access new information, making meaningful connections
Authentic reading and writing occurs
Teachers assess student application of reading and writing skills informally & set goals with students for improvement
Learning is flexible and adaptable (Vogt, 1997)
One informational text and one narrative text that can be used to teach the math concept of measurement.
Texts about measurement:
Math on the Job – Informational read aloud, used to show how all workers use math to do their job; lists specific jobs and gives basic description of how they use math.
Super Sand Castle Saturday – Narrative read aloud, uses key vocabulary terms, illustrations, and descriptions to compare measurement at the beach. For example, two children build sand castles and show which one is taller by using non-customary units of measurement.
Math on the Job -
Integrates reading comprehension as students verbally explain their understanding of the text
Integrates listening as book is read aloud
Integrates speaking as students verbally record their responses
Super Sand Castle Saturday –
Integrates reading comprehension as students verbally explain their understanding of the text and pictures in the text
Integrates listening as book is read aloud
Integrates speaking as students verbally record their responses
One informational text and one narrative text that can be used to teach science concept of animal needs.
Texts about hibernation:
Sleep, Bear! – Informational grade-level text, explains how bears eat all year to prepare for hibernation in the winter.
Coco Steps Out – Narrative shared reading text, uses story elements to describe what life would be like for a bear if it woke up in winter, when it should be hibernating.
Sleep, Bear! –
Integrates reading comprehension as students write ‘what bears do’ during specific seasons on information chart
Integrates listening and speaking as students partner read text and work with a partner to complete chart
Integrates writing as students provide written responses on information chart
Coco Steps Out –
Integrates reading comprehension as students draw a picture of ‘what bears do’ after reading text
Integrates listening as book is read aloud and discussed during shared reading
Integrates speaking as students verbally record their responses
One informational text and one narrative text that can be used to teach Geography concept and how it affects families and their environment.
Texts about family:
Families– Informational shared reading, explores how families around the world are similar and different.
Same, Same but Different – Narrative read-aloud text, uses the relationship of pen pals to describe how a family in America is similar and different from a family in India.
Families–
Integrates reading comprehension as students verbally explain their understanding of the text
Integrates listening as book is read aloud and discussed during shared reading
Integrates speaking as students verbally record their responses
Same, Same but Different –
Integrates reading comprehension as students use ideas from the text to write their own book about their family
Integrates listening as book is read aloud
Integrates writing as students write an informational book about their own family using pictures, words, and labels
Research shows that effective teaching relies on cultural responsibility (Krasnoff, B. & Region X Equity Assistance Center, 2016).
Five qualities of effective teachers:
High expectations for all learners - measured by formal and informal assessment as well as alternative measures
Positive student outcomes - includes attendance, grade-level promotion, graduation, self esteem, and positive behavior
Diverse resources – used for planning and assessment
Development of diversity – learning environment motivated by concern and understanding of the differences of others
Collaboration for student success – among teachers, administration, and families to promote success of students that are considered high-risk or have special needs (Krasnoff, B. & Region X Equity Assistance Center, 2016)
Culturally Responsive
Recognize the need – Understand that students are better able comprehend, make connections, and understand what they read when texts are culturally relevant
Know your students – in order to understand their culture, interests, and needs
Find culturally relevant texts – enables students to “see themselves” in your classroom
Engaging
Student interest survey – for primary students, a parent can fill out a student interest survey, while intermediate students are capable of completing one for themselves
Grade-Level Appropriate
Quantitative measure – Lexile level or readability
Qualitative measure – subject matter
Knowledge of reader – understanding students interests and abilities (Zombro, 2012)
Inclusive Schools Network – an entire website dedicated to inclusive teaching with assessments to determine if you are teaching inclusively, inclusion course offerings, a newsletter, inclusion practices, staff development ideas, instructional resources, literature recommendations, etc.
https://inclusiveschools.org,
National Education Association (NEA) – online resources include information on how to be culturally responsive, a question/answer section of commonly asked question along with answers from experts, sample lessons, print resources, links to additional online resources
http://www.nea.org/archive/16723.htm
National Association for the Education of Young Children (NAEYC) – articles, tips for selecting literature and how to use it
https://www.naeyc.org/resources/pubs/yc/may2016/culturally-responsive-classroom