B. Listen to, read and comprehend textual, functional, and recreational materials (SAT 10)

1. summarize
2. classify  information (AL COS)
3. retell information in  sequence (AL COS)
4. identify main idea and provide supporting details (SAT 10)
5. identify characteristics of genre (fiction and nonfiction)
6. make predictions
7. draw simple conclusions (AL COS) (SAT 10)
8. determine cause and effect
9. make inferences

Predicting and Gathering Information With Nonfiction Texts
This lesson supports introducing nonfiction to students and using it for informational purposes.

SCORE Teacher Guide: "Too Many Tamales"
Students will use the Internet to discover recipes, build sequencing skills, and learn the value of telling the truth through additional stories.

What's the Big Idea?
Students will be involved in finding the main idea using pictures created by classmates and using teacher-made stories.

Goldilocks and the Three Bears
The students will use the story The Three Bears to practice problem solving.

Character Cluster
This site offers a lesson for identifying, analyzing, and discussing story elements.

Rikki-Tikki-Tavi: Mixing Fact and Fiction
This site offers a lesson with multiple objectives, including: author's purpose, story elements, and differentiating between fact and personification. This is part one of a two part lesson. The second lesson, Rikki-Tikki-Tavi: Mixing Words and Pictures, includes the above objectives and art objectives.

Cloudy With a Chance of ...What?
Students will enjoy reading about a town where no one ever goes hungry because the sky provides all the food. Objectives covered in this lesson include: discriminate between fact, fiction, and opinion, compare and contrast within and between text (facts, characters, author's purpose), and select and use relevant information for discussion, further reading, writing, or a follow-up task.

One * Two * Three * Story
Students will listen to stories and sequence major events in each.

Comparisons
In this lesson students will compare stories The Story of Ferdinand and Roberto and the Bull using their own Venn diagram.

Predicting Skills
In this lesson students will practice predicting what will happen in different stories and understand why predicting is important while reading.

And ... That's the Rest of the Story ....!
In this lesson students discuss what conclusions are and then practice writing conclusions to stories.
 

Working on Comprehension:  Short stories with questions

REAL or MAKE-BELIEVE:  This game tests the player's knowledge about dinosaurs.  All the questions asked in this game come from different books.
 

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding) 

E/B: Respond to simple questions about literature through gestures (i.e. pointing to pictures in a story) or spoken words or phrases.
E/B: Identify sequence of story nonverbally (i.e. gestures, pictures, graphic organizers) or with key words or phrases.
E/B: Create pictures about story read aloud and relate to own experiences with pictures.
E/B: Identify basic facts and sequences through pictorial representations and simple spoken or written phrases and sentences.
E/B: Respond to simple one-step written directions that are supported visually; D: Read and respond to two-step written directions by extracting key words, phrases, and sentences for meaning; E: Read and respond to multi-step directions.
E/B: Identify main events about stories read aloud and relate to own experiences with simple sentences; D: Determine  main events from stories read aloud and use simple spoken or written sentences to describe inference; E: Paraphrase main idea, facts, and sequence of text, drawing inferences and expressing with descriptive sentences.
E/B: Create a pictorial main idea diagram as you verbalize the parts. Draw the diagram both ways, with the details "adding up" to the main idea and vice versa. Have students point to the main idea in both diagrams; D, E: Have small groups review a topic they've learned in class (i.e. Community workers). Model creating a main idea diagram for one of the workers. Then have students make a main idea diagram about another worker. Invite groups to share their diagrams with the class.
D: Locate the title page, table of contents, and chapter headings while reading.
D: Answer questions about literary elements with simple spoken and written sentences.
E: Use features of text to locate information and to support comprehension.
E: Identify, interpret, and express facts and sequence through descriptive spoken and written sentences.

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