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Kindergarten Informational and Narrative Texts in the Content Areas
- 1. Kindergarten Informational and Narrative Texts in the Content Areas Alisha Winters Grand Canyon University: REA-540 February 26, 2020
- 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)
- 11. Digital Resources Inclusive Schools Network National Education Association National Association for the Education of Young Children
- 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