The books that help you most are those which make you think that most. The hardest way of learning is that of easy reading; but a great book that comes from a great thinker is a ship of thought, deep freighted with truth and beauty. -- Pablo Neruda

Overview

Prior to working for High Tech High, I taught at Stevenson PACT Elementary School, where my teaching partner and I taught to the Common Core State Standards for Reading. We primarily developed our own curriculum, although I also drew on resources from Ralph Fletcher and Reader's Workshop. We administer reading assessments with the Developmental Reading Assessment. In my current position, our grade-level team continues to use those standards and resources to inform our work. With my students, I have developed success criteria for all classroom practices, including math assignments, and it is available here.
2015-2016 Reading Slides | 2015-2016 Read Aloud Slides
2014-2015 Reading Slides
2013-2014 Reading Slides

Common Core State Standards for Reading

Second Grade

Literature
  • Key Ideas and Details
    • CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
    • CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
    • CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges.
  • Craft and Structure
    • CCSS.ELA-LITERACY.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
    • CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
    • CCSS.ELA-LITERACY.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
  • Integration of Knowledge and Ideas
    • CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
    • CCSS.ELA-LITERACY.RL.2.8 (RL.2.8 not applicable to literature)
    • CCSS.ELA-LITERACY.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
  • Range of Reading and Level of Text Complexity
    • CCSS.ELA-LITERACY.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Informational Text
  • Key Ideas and Details
    • 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.
    • CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
    • CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • Craft and Structure
    • CCSS.ELA-LITERACY.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
    • CCSS.ELA-LITERACY.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
    • CCSS.ELA-LITERACY.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  • Integration of Knowledge and Ideas
  • Range of Reading and Level of Text Complexity
    • CCSS.ELA-LITERACY.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.​
Foundational Skills

Third Grade

Literature
  • Key Ideas and Details
    • CCSS.ELA-LITERACY.RL.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.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
    • CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
  • Craft and Structure
    • CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
    • CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
    • CCSS.ELA-LITERACY.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
  • Integration of Knowledge and Ideas
    • CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
    • CCSS.ELA-LITERACY.RL.3.8 (RL.3.8 not applicable to literature)
    • CCSS.ELA-LITERACY.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
  • Range of Reading and Level of Text Complexity
    • CCSS.ELA-LITERACY.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.​
 Informational Text
  • Key Ideas and Details
    • 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.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
    • CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
  • Craft and Structure
    • CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
    • CCSS.ELA-LITERACY.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
    • CCSS.ELA-LITERACY.RI.3.6 Distinguish his or her own point of view from that of the author of a text.
  • Integration of Knowledge and Ideas
    • CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
    • CCSS.ELA-LITERACY.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
    • CCSS.ELA-LITERACY.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
  • Range of Reading and Level of Text Complexity
    • CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.​
Foundational Skills

Fourth Grade

Literature
  • Key Ideas and Details
    • CCSS.ELA-LITERACY.RL.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.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
    • CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
  • Craft and Structure
    • CCSS.ELA-LITERACY.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
    • CCSS.ELA-LITERACY.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
    • CCSS.ELA-LITERACY.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
  • Integration of Knowledge and Ideas
    • CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
    • CCSS.ELA-LITERACY.RL.4.8 (RL.4.8 not applicable to literature)
    • CCSS.ELA-LITERACY.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
  • Range of Reading and Level of Text Complexity
    • CCSS.ELA-LITERACY.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.​
Informational Text
  • Key Ideas and Details
    • 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.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
    • CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  • Craft and Structure
    • CCSS.ELA-LITERACY.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
    • CCSS.ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
    • CCSS.ELA-LITERACY.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
  • Integration of Knowledge and Ideas
    • CCSS.ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
    • CCSS.ELA-LITERACY.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
    • CCSS.ELA-LITERACY.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
  • Range of Reading and Level of Text Complexity
    • CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Foundational Skills
  • Phonics and Word Recognition
    • CCSS.ELA-LITERACY.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
    • CCSS.ELA-LITERACY.RF.4.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  • Fluency

Reading Assessments

Four times each year, I administer formal reading assessments with the Developmental Reading Assessment or D.R.A., to gauge students' reading engagement, oral reading fluency, and comprehension. Reading engagement begins in early grades with questions about students' literacy support at home and book handling skills and transitions into questions about students' selection of books and ability to set reading goals. They are consistently asked about what kinds of books they enjoy. Oral reading fluency begins in early grades with questions about whether students can self-monitor their reading mistakes and use cues to read unknown words and transitions into questions about students whether students can use appropriate phrasing and expression, while reading. Students are also briefly asked about directionality, letters, words, and sounds during early grades. Comprehension questions include students' ability to first preview books and then make predictions about them, summarize books or retell important facts from them, remember important details, make connections with their lives, reflect on events in books and interpret their meaning, and use fiction and nonfiction text features. I have created a list of general questions for each of these criteria based on the assessment questions and rubrics and organized them by DRA level, and it is available here. My second, third, and fourth graders read independently from DRA 18 to DRA 50. A chart used to convert DRA levels to commonly used leveling systems, such as Fountas and Pinnell, is available here.

Leveled Reading Lists

Atlanta Neighborhood Charter School

Hamilton Township School District

Wesley Chapel Elementary School

Book Clubs

In order to teach students how to discuss and write about literature and informational texts, I write definitions for key vocabulary, sentence frames, and examples from anchor texts to scaffold their discussions with parent volunteers and each other.
I believe that education is a process of living and not a preparation for future living. -- John Dewey