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Little Mouse Gets Ready Common Core Guide

Little Mouse Gets Ready Common Core Guide

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Published by Candlewick Press

Little Mouse Gets Ready Common Core Guide from Toon Books

Little Mouse Gets Ready Common Core Guide from Toon Books

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Published by: Candlewick Press on Dec 17, 2012
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09/17/2013

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COMICS AND COMMON CORE STANDARDSFOR ENGLISH LANGUAGE ARTS
The Common Core State Standards (CCSS) are organized around the categories (strands):READING RL—Reading Literature/RI—Reading Informational Text/RF—Reading Foundational SkillsWRITING W—WritingSPEAKING and LISTENING SL—Speaking and ListeningLANGUAGE L—Language
Individual grade-specic standards can be identied by the strand, grade level, and standard number. The designation
RL.2.3
, forexample, stands for
R
eading
L
iterature, Grade
2
, Standard
3
.
TEACHING WITH TOON BOOKS
Young readers love comics. In one of the most exciting new trends in education, teachers are using TOON Books, high-qualitycomics designed specically for elementary classrooms, to further their students’ progress along the CCSS. Comics are excellentteaching tools: young readers are naturally drawn to the detail in the pictures, which makes them want to read the words. Emergingreaders and so-called ‘reluctant’ readers are enchanted by a strong visual narrative and instantly feel at ease with comics’ invitingformat. TOON Books provide many opportunities for students to make inferences from illustrations, integrate information fromtext and pictures, acquire new vocabulary supported by the pictures, and recognize the basic elements of the comics format. Afterreading, students participate in TOON activities like creative writing, reader’s theater, and storytelling. With the pedagogicalunderpinnings presented here, teachers have found it easy to engage young minds in the pleasure of reading. In the words of TOONAdvisor, Pulitzer Prize-winning cartoonist Art Spiegelman: “Comics are a gateway drug to literacy.”
THE TOON LEVELSTOON LEVELS AND COMMON CORE STANDARDS
While the CCS Standards apply to all literature and non-ction books, comics’ unique blend of words and pictures and the TOONBooks’ unique use of controlled vocabulary means that they lend themselves extremely well to teaching along all the standards. Thefollowing standards stand out as particularly excellent examples of comics’ t with the CCSS:
READINGWRITINGLISTENING & SPEAKINGLANGUAGEKindergarten
RL.K.1, 2, 3, 4, 6, 7, 9RI.K.1, 2, 3, 4, 6, 7, 9 W.K.1, W.K.2, W.K.3SL.K.1, SL.K.2, SL.K.5, SL.K.6L.K.4, L.K.5
Grade 1
RL.1.1, 2, 3, 4, 6, 7, 9RI.1.1, 2, 3, 4, 6, 7, 9 W.1.2, W.1.3, W.1.7SL.1.1, SL.1.2, SL.1.4, SL.1.5L.1.4, L.1.5
Grade 2
RL.2.1, 2, 3, 4, 6, 7, 9RI.2.1, 2, 3, 4, 6, 7, 9 W.2.3SL.2.1, SL.2.2, SL.2.4L.2.4, L.2.5
Grade 3
RL.3.1, 2, 3, 4, 6, 7, 9RI.3.1, 2, 3, 4, 6, 7, 9 W.3.3SL.3.1, SL.3.2, SL.3.4L.3.4, L.3.5
LEVEL 1LEVEL 2
easy 
-
to
-
read
 
comics
 
for
 
emerging
 
readers
 
300–600 WORDS
SHORT SENTENCES AND REPETITION
STORY ARC WITHFEW CHARACTERS IN A SMALL WORLD
1–4 PANELS PER PAGE
LEVEL 3
 
200–300 EASY SIGHT WORDS
SHORT SENTENCES
OFTEN ONE CHARACTER
SINGLE TIME FRAME OR THEME
1–2 PANELS PER PAGE
first
 
comics
 
for
 
brand
-
new
 
readers
 
800–1000+ WORDS IN LONG SENTENCES
LONG STORY DIVIDED INTOCHAPTERS
BROAD WORLD AS WELL AS SHIFTS IN TIME AND PLACE
READER NEEDS TO MAKE CONNECTIONS AND SPECULATE
chapter
-
book
 
comics
 
for
 
advanced
 
beginners
LEVEL 1LEVEL 2LEVEL 3
 
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RL.1/RI.1RL.2/RI.2RL.3/RI.3
With prompting and support, ask andanswer questions about key details ina text.With prompting and support, retell familiarstories, including key details. / Withprompting and support, identify the maintopic and retell key details of a text.With prompting and support, identifycharacters, settings, and major eventsin a story. / Describe the connectionbetween two individuals, events, ideas,or pieces of information in a text.
1st 
Ask and answer questions about keydetails in a text.Retell stories, including key details, and
demonstrate understanding of their central
message or lesson. / Identify the main topicand retell key details of a text.Describe characters, settings, and majorevents in a story, using key details. /Describe the connection between twoindividuals, events, ideas, or pieces of information in a text.
KEY IDEAS AND DETAILSCRAFT AND STRUCTURERANGE OF READING AND LEVEL OF TEXT COMPLEXITY 
RL.4/RI.4RL.5/RI.5RL.6/RI.6
Ask and answer questions aboutunknown words in a text. / Withprompting and support, ask andanswer questions about unknownwords in a text.Recognize common types of texts (e.g.,storybooks, poems). / Identify the front cover,back cover, and title page of a book.With prompting and support, name theauthor and illustrator of a story and denethe role of each in telling the story. /Identify the role of each in presenting theideas or information in a text.
1st 
Identify words and phrases in stories
or poems that suggest feelings or
appeal to the senses. / Ask andanswer questions to help determineor clarify the meaning of words andphrases in a text.Explain major differences between books thattell stories and books that give information,drawing on a wide reading of a range of texttypes. / Know and use various text features(e.g., headings, tables of contents) to locatekey facts or information in a text.Identify who is telling the story at variouspoints in a text. / Distinguish betweeninformation provided by pictures or otherillustrations and information provided bythe words in a text.
RL.7/RI.7RI.8RL.9/RI.9
With prompting and support, describethe relationship between illustrations andthe story in which they appear (e.g., whatmoment in a story an illustration depicts). /Name the author and illustrator and dene
the role of each in presenting the ideas or
information.With prompting and support, compare and contrast the
adventures and experiences of characters in familiar
stories. / With prompting and support, identify basicsimilarities in and differences between two texts onthe same topic (e.g., in illustrations, descriptions, orprocedures).
1st 
Use illustrations and details in a story todescribe its characters, setting, or events.Identify the reasons
an author gives tosupport points in a
text.
Compare and contrast the adventures and experiences of 
characters in stories. / Identify basic similarities in anddifferences between two texts on the same topic (e.g., inillustrations, descriptions, or procedures).
RL.10/RI.10
Actively engage in group reading activities with purpose and understanding.
1st 
With prompting and support, read (prose and poetry / informational texts) of appropriate complexity for grade 1.
CCSS.ELA-Literacy 
RL/RI—READING STANDARDS FOR LEVEL ONETOON BOOKS(GRADES K-1)
 
LEVEL 1 FIRST COMICS FOR BRAND-NEW READERS
200-300 EASY SIGHT WORDS
SHORT SENTENCES
OFTEN ONE CHARACTER
SINGLE TIME FRAME OR THEME
1-2 PANELS PER PAGE
INTEGRATION OF KNOWLEDGE AND IDEAS
 
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SL.K.1SL.K.2SL.K.3
Participate in collaborative conversationswith diverse partners about kindergartentopics and texts with peers and adults insmall and larger groups.Conrm understanding of a text readaloud or information presented orallyor through other media by askingand answering questions about keydetails and requesting clarication if something is not understood.Ask and answer questions in order toseek help, get information, or clarifysomething that is not understood.
SL.1.1SL.1.2SL.1.31st 
Participate in collaborative conversationswith diverse partners about grade 1topics and texts with peers and adults insmall and larger groups.Ask and answer questions aboutkey details in a text read aloud orinformation presented orally or throughother media.Ask and answer questions aboutwhat a speaker says in order to gatheradditional information or clarifysomething that is not understood.
COMPREHENSION AND COLLABORATIONPRESENTATION OF KNOWLEDGE AND IDEAS
SL.K.4SL.K.5SL.K.6
Describe familiar people, places, things,and events and, with prompting andsupport, provide additional detail.Add drawings or other visual displays to
descriptions as desired to provide additional
detail.Speak audibly and expressthoughts, feelings, andideas clearly.
SL.1.4SL.1.5SL.1.61st 
Describe people, places, things, and eventswith relevant details, expressing ideas andfeelings clearly.Add drawings or other visual displays todescriptions when appropriate to clarify ideas,thoughts, and feelings.
Produce complete sentences
when appropriate to taskand situation.
CCSS.ELA-Literacy 
SL—SPEAKING AND LISTENING STANDARDS AND W—WRITING STANDARDS FOLEVEL ONETOON BOOKS
 W.K.1W.K.2W.K.3
Compose opinion
pieces.Compose informative/explanatory texts.Narrate a single event or several loosely linkedevents.
 W.1.1W.1.2W.1.31st 
Write opinion pieces.Write informative/explanatory texts.Write narratives recounting two or moreappropriately sequenced events.
TEXT TYPES AND PURPOSESPRODUCTION ANDDISTRIBUTION OF WRITING
 W.K.5W.K.6
Respond to peers andadd details to strengthen
writing.
Explore digital tools
to produce and publishwriting.
 W.1.5W.1.61st 
Focus on a topic,
respond to peers and
strengthen writing.
Explore digital tools
to produce and publishwriting.
RESEARCH TO BUILD ANDPRESENT KNOWLEDGE
 W.K.7W.K.8
Participate in shared
research and writingprojects.
Recall information orgather information to
answer a question.
 W.1.7W.1.81st 
Participate in shared
research and writingprojects.
Recall information orgather information to
answer a question.

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