Hameray Classroom Literacy Blog!

Comparing Literature to Informational Text—with FREE Download!

Posted by Amanda Ross on May 19, 2015 3:30:00 PM

Ross-biopicThis is a guest post by blogger Amanda Ross. If you like what you see here, you can check out her blog, First Grade Garden, for more of her writing.  

It's me again—Amanda from First Grade Garden. I am back today to share with you an idea for comparing literature to informational text.

I love to compare fiction and non-fiction texts with my students. It really gets them looking closer at the texts. We dig deeper into the books to look at specific text features and elements. When I discovered the Story World Real World series, I was so excited! They match up ten common fairy tales with companion non-fiction books. There are three different non-fiction titles to match each fairy tale. I used the books Three Little Pigs and All About Pigs for this activity with my students.

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The first day, we read Three Little Pigs, one of my favorite fairy tales! After reading, we discuss the story elements—characters, setting, problem, and solution. We also practice retelling it, sometimes by acting it out or by using finger puppets. 

The next day we read the companion non-fiction book All About Pigs. Before reading, I have the students look closely at the covers of the two books and tell me what they notice. What is similar or different about the two books? While we read the All About Pigs book, we look at all the features as we come across them: table of contents, bold words, labels, index, etc. We discuss the reason for each feature and then discuss whether we noticed it in the Three Little Pigs book or not. Sometimes we go back and check, because that is what good readers do! 

Once we have read and discussed both books, we complete a Venn diagram to compare and contrast them. The students come up with some great ideas! Sometimes I have to prompt them with questions such as “What did you notice about the pictures in both books?” or “Who wrote these books?” Usually, after I ask one question, it sparks a lot of other discussions and observations about the books.

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You could do this activity with any fairy tale and non-fiction book. In the download below, I have included the headings for the “Three Little Pigs” Venn diagram or just generic “Fiction” and “Non-fiction” headings that can be used with any book! There is also a student recording sheet.

Try this activity out with your favorite fairy tale from the Story World Real World series!

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Amanda Ross is a first grade teacher in Canada. She has been teaching for seven years. The last three years have been in first grade, and that’s where she plans to stay! She is currently on maternity leave with her daughter Zoe, but she will be heading back to first grade in September. You can find her over at her teaching blog, First Grade Garden.

~~~

To learn more about Story World Real World, click here to visit our website, or click the series highlights image to the left below to download information sheets with key featuresTo download the freebie, click the image to the right.

New Call-to-Action   Comparing Literature Freebie Packet CTA

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Topics: K-2 Literacy, Literature, Story World, Real World, Narrative Text, Informational Text, Fairy Tales, Amanda Ross

Bringing A Fairy Tale to Life—with FREE Download!

Posted by Malissa Lewis on Feb 12, 2015 8:00:00 AM

This is a guest post by blogger Sarah Cooley. If you like what you see here, you can check out her blog, First Grader... At Last!, for more of her writing.

One of the most popular reading stations in my classroom is my Poetry & Plays basket. This station is an interactive experience for my students, where they can explore poetry or reenact their favorite stories in play form. Y'all... my students just love doing this, especially when props are involved!

 

My props for this workstation basket vary. Some are as simple as drawings of characters that I have hand-drawn, laminated, and cut out. Other times, I’ll find an adorable clip art set that can be made into stick puppets.

This week, we read the popular fairy tale Little Red Riding Hood of the Story World Real World series. After reading the book, I typed up the story as a reader’s theatre.

Then I added a variety of props to the Poetry & Plays basket. As soon as I introduced the props, my students could NOT wait to get to the station to begin acting out the story!

I found many of the items around my classroom and house – the basket, little toy cookies, scarf and glasses. I purchased a red apron from Hobby Lobby for around $2. A helpful hint—if you ever find yourself without props, many parents are willing to help out by donating items!

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Sarah is a first-grade teacher in Alabama. Sarah loves to make learning fun and you can find here at her blog, First Grader...At Last! You can also visit her TPT page here.

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To learn more about Story World Real World, click here to visit our website, or click the series highlights image below to download information sheets with key features. To get today's free activity download, the prop basket list and script, click the image to the right below!

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Topics: K-2 Literacy, Story World, Real World, Fairy Tales, Sarah Cooley

Using Gingerbread Cookies to Teach Writing—with FREE download!

Posted by Malissa Lewis on Jan 20, 2015 8:00:00 AM

This is a guest post by blogger Laureen Stewart. If you like what you see here, you can check out her blog, Teach with Laughter, for more of her writing.

Hi again! I’ve been enjoying my visits here on the Hameray Classroom Literacy Blog.  The last time I was here I shared my excitement about one of the Story World Real World sets and today I’m excited to share another activity with you that can be used with the Story World Real World Gingerbread Man set.  

I am sure that you are familiar with the traditional tale of The Gingerbread Man.  Well, Hameray has published the most adorable version and paired it up with three informational texts, Gingerbread Kids, Fun With Food and Run! Run! As Fast As You Can! 

Today, I’m going to focus on Gingerbread Kids.  It explains how to make gingerbread cookies—from putting on the aprons through until after they are eaten, and even includes a recipe!

My suggestion—bake the  cookies with your students. Not only will they be excited, but the school kitchen will smell delicious!!!

Have you ever used flip-flap writing books with your students?  I’ve created one to use with gingerbread cookies and I am thrilled with how it turned out.Stewrat-9-300

Before students begin writing, I’d have then brainstorm, as a class, all about gingerbread cookies. I’ve included a header and the can, have, and are gingerbread men to use in a pocket chart or on chart paper. Students can write in their flip-flap books by using the list.

~~~

Laureen is a first-grade teacher in Canada. She has been teaching kindergarten and grade one for more than twenty years. Laureen loves to make learning fun and you can find her at her blog, Teach With Laughter. You can also visit her TPT page here.

~~~

To learn more about Story World Real World, click here to visit our website, or click the series highlights image below to download information sheets with key features. To get today's free activity download, click the image to the right below!

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Topics: K-2 Literacy, Story World, Real World, Laureen Stewart, Writing Activity, Gingerbread

Using Literacy Work Stations to Teach Compound Words—with FREE download!

Posted by Malissa Lewis on Jan 13, 2015 8:00:00 AM

This is a guest post by blogger Laureen Stewart. If you like what you see here, you can check out her blog, Teach with Laughter, for more of her writing.

Hi again! I’ve been enjoying my visits here on the Hameray Classroom Literacy Blog.  I enjoy creating engaging, hands-on literacy activities for my students and am delighted that I have been asked to share some of them here.

The last time I visited, I shared a writing activity that could be used with the Story World Real World Gingerbread Man set.  Each year, when I do a gingerbread theme in my classroom, I take the opportunity to do some review of compound words.  After all, gingerbread is the tastiest compound word I know!

Here is a word work literacy station that students can work at independently:

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Students will match the gingerbread cards to create compound words and the recording page will allow you to check for understanding.  I have included a student instruction card to build independence. 

I know I’ve said it before but you really should check out the Story World Real World series. 

~~~

Laureen is a first-grade teacher in Canada. She has been teaching kindergarten and grade one for more than twenty years. Laureen loves to make learning fun and you can find her at her blog, Teach With Laughter. You can also visit her TPT page here.

~~~

To learn more about Story World Real World, click here to visit our website, or click the series highlights image below to download information sheets with key features. To get today's free activity download, click the image to the right below!

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Topics: K-2 Literacy, Story World, Real World, Laureen Stewart, Compound Words

Using Mirrors to Build Vocabulary—with FREE Download!

Posted by Tara Rodriquez on Dec 2, 2014 8:00:00 AM

This is a guest post by blogger Laureen Stewart. If you like what you see here, you can check out her blog, Teach with Laughter, for more of her writing.

Hi again, it’s Laureen from Teach With Laughter.  I am so excited to be using the Story World Real World books in my classroom that I’m here to share another activity with you that you can use with The Greedy Dog and the Very Big Bone theme set.

As mentioned in my last post, the traditional story of The Greedy Dog and the Very Big Bone comes with three related informational texts.  The activity I’m sharing with you today can be used with the narrative book Mirror Magic.

One of the activities my students enjoy during literacy centers is using mirrors to read backward words.  Not only does it build vocabulary, but it also helps with fine motor skills and it’s FUN!

At the bottom of this page, I've included a packet of mirror activities for vocabulary that your students will find engaging and fun!

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I picked up a few mirrors at our local dollar store and students use them to read the twelve word cards.  I have included a student instruction card to keep students on task and a recording page to check for understanding.

You can download the worksheet below, and be sure to check out the Story World Real World series—you won’t be disappointed!

~~~

Laureen is a first-grade teacher in Canada. She has been teaching kindergarten and grade one for more than twenty years. Laureen loves to make learning fun and you can find her at her blog, Teach With Laughter. You can also visit her TPT page here.

~~~

To learn more about Story World Real World, click here to visit our website, or click the series highlights image below to download information sheets with key features. To get today's free activity download, click the image to the right below!

New Call-to-Action   Mirror Vocabulary Activity Packet

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Topics: K-2 Literacy, Story World, Real World, Vocabulary, Laureen Stewart

Fairy Tale Activities Make Learning Fun! (Includes FREE download!)

Posted by Tara Rodriquez on Sep 23, 2014 8:00:00 AM

susan_paulThis is a guest post by Susan Paul, who will be contributing a series of posts over the next few months. If you like what you see here, check back frequently for more posts from here and click here to read her blog, The Fun FactoryClick here to see her other posts on our blog!

My last two blog posts were about fairy tales. The posts discussed the importance of reading fairy tales for teaching the basics of story elements, teaching the difference between fiction and non-fiction and making predictions. Enriching a child’s imagination and creativity by using fairy tales was also discussed as was the connection to problem solving.



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Today I would like to talk about another reason we should read fairy tales to our children. How about because children love them?!
How many times do children beg to hear Goldilocks and the Three Bears or Three Little Pigs over and over again? They don’t ask to reread the stories because they are learning skills. Children ask for rereads because they love the stories!

One story the kids ask to read over and over again is The Princess and the Frog. The Story World-Real World theme set is great to use when the kids ask to re-read the story again and again because their love of the story
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makes it easy to bridge to the nonfiction books Fantastic Frogs and Castles. These
books provide fun and interesting facts that tie into the elements of The Princess and the Frog. Fantastic Frogs helps teach interesting, fun facts about frogs. Castles describes what life was like inside real castles. What I found was that the students not only asked to reread The Princess and the Frog, they also asked to reread Fantastic Frogs and Castles over and over again!!

In conclusion, remember that we must read fairy tales to children for many reasons. But the most important reason to a child is because they love them!

~~~

Susan Paul is an Early Childhood Specialist from Houston, Texas. Susan has taught more years than she is willing to admit, all in prekindergarten through second grade. Her passion is in pre-K but she has the most years in second grade. Susan loves dressing up as different book characters and has written a book. The book is a collection of songs she has written over the last twenty-five years to help teach skills and transitions. Visit Susan at her Facebook page, blog, and on Teachers Pay Teachers for more great teaching ideas.

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For more information about the Real World series shown in this post, click here to visit our website, or click the image on the left below to download a series information sheet with key features. To download the freebie, click the image to the right.

New Call-to-Action   Princess and the Frog Activity Packet Download

 
 
 
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Topics: Story World, Real World, Fairy Tales, Susan Paul

Why Are Fairy Tales Important? (Includes FREE download!)

Posted by Tara Rodriquez on Sep 16, 2014 8:00:00 AM

susan_paulThis is a guest post by Susan Paul, who will be contributing a series of posts over the next few months. If you like what you see here, check back frequently for more posts from here and click here to read her blog, The Fun FactoryClick here to see her other posts on our blog!

If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.” 
― Albert Einstein

This is one of my all-time favorite quotes! I use it often. My last blog post was about the importance of reading fairy tales to our children. We talked about how fairy tales help us teach the basics of story elements—setting, characters, and plot (rising action, climax, and resolution)—as well as the difference between fiction and non-fiction. Once a child understands story elements, his ability to make predictions and comprehend other stories is enhanced. Today I am going to continue our discussion about fairy tales.


Paul-4-180Have you ever wondered why reading a fairy tale is important?
 Fairy tales enrich a child’s imagination and creativity. Children learn many things when we read them books. From stories, a child can learn how a good person behaves and also can begin to realize how some people can behave badly or “evilly.” Fairy tales show children how to handle problems. They learn from the characters in the stories as they make connections to their own lives, and consider what they would do if in the characters’ shoes. Even though fairy tales can be unrealistic, they still teach a universal lesson.

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A great example of this is The Little Red Hen from the Story World Real World series. The book is adorable and the children LOVE, LOVE, LOVE the illustrations! What a great lesson this traditional story teaches about learning to be helpful and not to be lazy! Bridge this story with Great Grains, the informational text to connect the tale to real-life circumstances.

With the book Great Grains, we learn about the different types of grains. After that, we read Different Kinds of Bread to see how the grains then become bread to eat. Guess what kind of “bread” the children wanted to make? Pizza dough! So we made dough and each child made their own little pizza. They loved it. When we finished, we reread The Little Red Hen, and every single child said they would not be lazy and would help the Little Red Hen.

The “moral” to this lesson is this: use fairy tales to teach morals and lessons. What can you learn from Goldilocks? How about Cinderella or Jack and the Beanstalk?

Enjoy the freebie. I would like to leave you with one final quote from Albert Einstein:

“When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than any talent for abstract, positive thinking.”

~~~

Susan Paul is an Early Childhood Specialist from Houston, Texas. Susan has taught more years than she is willing to admit, all in prekindergarten through second grade. Her passion is in pre-K but she has the most years in second grade. Susan loves dressing up as different book characters and has written a book. The book is a collection of songs she has written over the last twenty-five years to help teach skills and transitions. Visit Susan at her Facebook page, blog, and on Teachers Pay Teachers for more great teaching ideas.

~~~

For more information about the Story World Real World series shown in this post, click here to visit our website, or click the image on the left below to download a series information sheet with key features. To download the freebie, click the image to the right.

New Call-to-Action   Little Red Hen Word Family Packet Download

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Topics: Story World, Real World, Fairy Tales, Susan Paul

Using Paired Texts to Meet Common Core ELA Standards—with FREE download!

Posted by Tara Rodriquez on Sep 11, 2014 8:21:22 AM

Lesley_Boatright-150This is a guest post by Lesley Boatright, who will be contributing a series of posts over the next few months. If you like what you see here, check back frequently for more posts, click here to see her other posts, and click here to read her blog, Practice Makes Perfect.

Hi! It's Lesley again, with another blog post about using paired texts. I've loved doing this series of blog posts, because it has introduced me to this great series of books, Story World Real World, which pairs fiction and nonfiction books on related topics. The fairy tale fiction books are great to use as a familiar taking-off point for the content of the nonfiction topic.

Through the units I've designed to accompany these books, I've been able to integrate ELA common core standards RL.1, RL.1.3 RL.1.5, and RL.1.7, as well as RI.1.4, RI.1.5, and RI.1.6. You can find the standards written out at many sites online. I use CoreStandards.org.

Today, my fiction focus is on the story of Goldilocks and the Three Bears.

This is a fantastic story to use to review the comprehension skill of sequencing. The events of the story happen in a clear-cut sequence that make it easy for the children to summarize the story. Summarizing a story helps the child understand the story because he or she has to wade through the fluff and just get down to the bare bones. If you've ever listened to a six-year-old tell a story, you know how hard that is for him or her to do!

To help out with the sequencing and summarizing, I developed these cards:

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And this sequence chain:

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After reading the story, the pictures are placed in the sequence chain in the order they happen in the story. Once the pictures are in order, the child can then summarize the story with the help of the pictures.

As an added practice, or as an assessment of sequencing and summarizing, I have two items I can use. I have a printable and a tabbed booklet condensing the story even more into a beginning, middle, and an end. 

You can see how all these activities are a great way to reach the reading literature standards in the common core.

In my next blog post, I will share how I tied Goldilocks and the Three Bears to the nonfiction story Too Hot! Too Cold! Just Right!

Thanks for joining me today! I hope to talk to you again soon.

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Lesley Boatright is an Early Childhood/Elementary Education teacher from Southwestern Pennsylvania. After graduating college, she moved to South Florida, where she taught kindergarten in the Palm Beach County School District for 8 years. After having children, she decided (with her husband) that Florida was too far away from the rest of the family, and she moved back to her hometown, where she took a few years off to spend time with her son. She has been teaching in the parochial school system for 18 years now, first at kindergarten, and currently in a first grade classroom. Lesley has also taught 2nd and 3rd grade Spanish and 4th grade social studies. Visit Lesley at her Facebook page, blog, Pinterest, and on Teachers Pay Teachers to get great teaching ideas.

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For more information about the Story World Real World series shown in this post, click here to visit our website, or click the image on the left below to download a series information sheet with key features. To download the lesson packet, click the image to the right.

New Call-to-Action   Goldilocks Retelling and Sequencing Packet Download

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Topics: Story World, Real World, Narrative Text, Lesley Boatright, Fairy Tales

Using Paired Texts to Teach about Homes, Part 2—with FREE download!

Posted by Tara Rodriquez on Sep 3, 2014 8:00:00 AM

Lesley_Boatright-150This is a guest post by Lesley Boatright, who will be contributing a series of posts over the next few months. If you like what you see here, check back frequently for more posts, click here to see her other posts, and click here to read her blog, Practice Makes Perfect.

Using Nonfiction Text

A few weeks ago, I shared ideas on how to use the fiction story Three Little Pigs from the Story World series to learn a bit about houses. Today, I'm going to show you how I plan to use the nonfiction text Where Would You Like to Live? from the Real World series to learn more about houses.

Before we begin reading, I plan on introducing the features of a nonfiction text to the class by looking through the book and pointing out and discussing the features the book has. Then I will let the children put sticky notes on the features in the book.

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After reading the book to the class, I have flashcards that show different types of houses from all around the world. We will discuss the different houses. Using a map, I will have the children find the different places in the world where the houses are found. They will glue pictures of the houses onto the map.

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Next, I will ask the children to pick two houses to compare and contrast using a Venn diagram. They will have to tell at least one way the houses are the same and different.

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Finally, the children will work with partners to complete a class book about homes, using the format found in the Where Would You Like to Live? story. I will encourage them to be creative and silly, with nothing being too far out there to use as a house!

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After writing, making pictures, and assembling the class book, I will put all three books into a take home bag, and the children will take turns taking the bag home to share our stories with their families!

Check back in a few weeks for another post about using paired texts in the classroom. I will be showing how I will use The Little Red Hen and Who Made our Breakfast? to teach about food from the farm to the table.

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Lesley Boatright is an Early Childhood/Elementary Education teacher from Southwestern Pennsylvania. After graduating college, she moved to South Florida, where she taught kindergarten in the Palm Beach County School District for 8 years. After having children, she decided (with her husband) that Florida was too far away from the rest of the family, and she moved back to her hometown, where she took a few years off to spend time with her son. She has been teaching in the parochial school system for 18 years now, first at kindergarten, and currently in a first grade classroom. Lesley has also taught 2nd and 3rd grade Spanish and 4th grade social studies. Visit Lesley at her Facebook page, blog, Pinterest, and on Teachers Pay Teachers to get great teaching ideas.

~~~

For more information about the Story World Real World series shown in this post, click here to visit our website, or click the image on the left below to download a series information sheet with key features. To download the lesson packet, click the image to the right.

New Call-to-Action   A Home for Me Nonfiction Packet Download

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Topics: Story World, Real World, Informational Text, Lesley Boatright

Classic Post: Using Narrative Texts in the Common Core Classroom for Grades 1–2

Posted by Tara Rodriquez on Jul 17, 2014 8:00:00 AM

6358 Cover teacher reading 44645287  iofotoThis classic post was originally published in May 2013. Check our archives for more great Common-Core-related posts!

The Common Core State Standards (CCSS) require students to gain exposure to a wide variety of texts, including narrative text (literature) and informational text. The CCSS for English Language Arts states the following:

"Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts."

With this idea in mind, the Story World-Real World series was created. Written by Alan Trussell-Cullen, this series is leveled for the first- and second-grade reader. It takes traditional story tales, updates them with modern, easy-to-read language and bundles them with a set of informational texts that tie in to real-life elements of the narrative text that children might be curious about. Today we will focus on the narrative texts, and how they can be used to satisfy the literature standards required for the early elementary classroom. For easy reference, I've reproduced here the standards that students are expected to meet with regards to prose literature in the sidebar.*

Narrative Text and Literature Standards:

Grade 1

Students should be able to do the following:

~ Ask and answer questions about key details in a text.

~ Retell stories, including key details, and demonstrate understanding of their central message or lesson.

~ Describe characters, settings, and major events ina story, using key details.

~ Identify words and phrases in stories that suggest feelings or appeal to the senses.

~ Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

~ Identify who is telling the story at various points in a text.

~ Use illustrations and details in a story to describe its characters, setting, or events.

~ Compare and contrast the adventures and experiences of characters in stories.

~ With prompting and support, read prose of appropriate complexity for grade 1.

Grade 2

Students should be able to do the following:

~ Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

~ Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

~ Describe how characters in a story respond to major events and challenges.

~ Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story.

~ Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

~ Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

~ Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

~ Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

~ By the end of the year, read and comprehend literature in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Story World-Real World series was specifically tailored to help students meet these Common Core standards, and the free Teacher's Guide (available for download in June) will include many ideas to support teaching narrative texts.

Below are example lessons extracted from the Story World-Real World Teacher's Guide for using children's favorite traditional tale: Cinderella. Note: there's a flip book of the story below, so you can read how the story was adapted for the this reading level**.

Example Lesson: Cinderella

Before Reading: introduce the idea of folktales (to support the Grade 2 standard on the topic): "We are going to read a story that people love so much that they have been telling it for hundreds of years." Examine the cover and the title with the students ask them what they think the story is going to be about.

As you read the narrative text with the children, encourage them to join in with the reading when they think they know the words. Before turning the page, encourage them to predict what will happen next. This gets them thinking about the structure of a story and allows them to draw upon the illustrations for clues.

After Reading: The Teacher's Guide provides a wide variety of "after-reading" activities to engage the children once you've finished the book. Here are a few examples:

•    Reread pages 6–7. What do you think Cinderella felt when she saw her fairy godmother appear? Role play: If you were Cinderella and you suddenly found yourself wearing a beautiful ball gown and sparkling glass slippers, what do you think you would say to your fairy godmother? What would you tell her about how you felt? Look at the illustration. Is there anything in the picture that might help you predict what is going to happen next. (Answer: the pumpkin and the mice.)

Cinderella 6 spread resized 600


•    Reread pages 8–9. Look at the illustrations. How can you tell what the coach was made from? What about the “horses”? Can you draw a clock and show where the hands would be at midnight? What does the fairy godmother mean when she says about the clock “striking” twelve? How do you think Cinderella was feeling as she drove off in the coach?

Cinderella 8 9 spread resized 600


•    Reread pages 14–15. Why do you think so many people wanted to try on the glass slipper? (Perhaps they all wanted to marry the Prince?) Do you think the Prince would have liked to marry one of Cinderella’s sisters? Why not? Look at the illustration closely—what do you think Cinderella is thinking and feeling?


Cinderella 14 15 spread resized 600

child drawing 44797486 Jane September
•    Shared writing activity: Get the children to retell the events of the story (CCSS Grade 1 #2). Then help them turn this retelling into captions, for example:

- Student: “Cinderella is made to do all the work. Her ugly sisters do nothing.” Teacher: What happens next? 

- Student: “The King’s invitation to the ball arrives.” Teacher: What happens next?

- Student: “Cinderella’s fairy godmother gets Cinderella ready for the ball.” Teacher: What happens next?

- Student: “Cinderella dances all night with the Prince.”

Write each caption for the children on large cards. Then divide the children into groups. Give each group a caption, a sheet of art paper for each child, and suitable art materials. Help them plan and complete their own illustration for each caption (CCSS Grade 1 #7). Mount their drawings on the wall with the captions in sequence to make a wall story. Prepare a “title page,” too, e.g, “‘Cinderella’ retold by room 4 at Sunshine School. Illustrated by (the children’s names).” Read the story with the children.

 This was a sample lesson from the Story World-Real World Teacher's Guide. The suggested text is meant to help guide the discussion and facilitate interactions, but is in no way meant to dictate exactly how a lesson is taught.

 Features of the Narrative Text Cinderella:


•    Aligned with the Common Core State Standards (see Reading Standards for Literature Grade 1 #1, 2, 3, 4, 5, 7, 10).
•    Punctuation: speech punctuation, exclamation marks, questions marks.
•    Opportunities to develop reading for inference skills.
•    Dialogue between characters.
•    Vocabulary development
•    Words and phrases that suggest feelings or appeal to the senses (CCSS Reading Standards for Literature, Grade 1 #3).
•    The characters’ actions and feelings (CCSS Reading Standards for Literature Grade 1 #4).

Check back tomorrow to see how the informational texts related to Cinderella can be used to to help children make connections between the fictional narrative text of the story and things that exist in the world around them! To see all titles available in the series, you can visit our website or take a look at our brochure for the series by clicking below.

- Tara Rodriquez

Story World Real World Brochure

*All information regarding the CCSS comes directly from the Common Core website and can be found in the downloadable PDFs available on that site.

** Because this is a sneak-preview of the forthcoming Teacher's Guide, which is still in draft form, the final downloadable Teacher's Guide soon available may deviate slightly from what is presented here.

Photo credits: Iofoto (classroom scene); Jane September (child drawing)

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Topics: K-2 Literacy, Common Core, Story World, Real World, Narrative Text, Alan Trussell-Cullen

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