PowerPic Reference Sheets for Reading: Literature (R.L.) and Reading: Informational (R.I.

) Common Core Standards

Based on the following PowerPics by Chris Biffle and Jay Vanderfin Kindergarten PowerPics First Grade Language Arts PowerPics Second Grade Language Arts PowerPics Third Grade Language Arts PowerPics

5W+H
Common Core Standards RL.K.1. With prompting and support, ask and answer questions about key details in a text. RL.1.1. Ask and answer questions about key details in a text. 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. RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.1.1. Ask and answer questions about key details in a text. 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. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Question: What are the 5 W + H? Answer: The 5W + H are: who, what , where, when, why and how. Gesture: Using both hands to count, hold up one finger for each of the 5W + H until six fingers are held up. Teaching Suggestion: The 5 W + H provide important reading, writing and critical thinking guides. Ask questions that use each of the 5W + H, Who am I? What am I doing? Where am I? When do we go to recess? Why are we here? How should you answer questions? Students respond with complete sentences, Who you are is Mr. Vanderfin. What you are doing is teaching us. And so forth. Quick Test:Say, Now were going to play Cutie. Im going to say short sentences that are questions. If the question is a who, what, where, when, why or how question, silently raise your hand. 1. Who is the principal? 2. Is your name Jose? 3. Will the bell ring loud? What are you doing after school? Critical Thinking: Play Compare/Contrast with 5 W + H and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for 5W+H and other Power Pix.

Main Idea
Common Core Standards RL.K.2. With prompting and support, retell familiar stories, including key details. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 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. RI.K.2. With prompting and support, identify the main topic and retell key details of a text. RI.1.2. Identify the main topic and retell key details of a text. RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Question: What is a main idea? Answer: The main idea is what everything in a book is about. Gesture: Hold your hand upside down (as in the illustration). Make a circle around the palm. Explain to your students that just as the palm holds all the fingers together, the main idea holds all the smaller ideas together in a book. Teaching Suggestion: Hold up various books that clearly state the focus of the main idea in the title. For example, a book titled Rivers of North America will have information about the rivers of North America as the main idea. Then show students examples of books or chapters in which the main idea is not stated in the title. Point out that the main idea is always an authors central subject, whether or not it is stated in the books title. Finally, construct outlines of imaginary books on the board. For example, a book titled Californias Missions would have chapters about each California mission. Explain to your students that the first topic in the outline is the main idea; subtopics are supporting details. Play Yes/No Way! with questions like the following: 1. The main idea is always in the first sentence. 2. A main idea is the authors most important message. 3. Is this the main idea gesture? (Make various gestures.) 4. There can be many main ideas in one chapter of a book. Quick Test:Play Cutie with statements like the following: 1. The main idea is the same as a title. 2. The main idea in a book about birds, will be about birds. 3. The main idea in a chapter about the ocean does not have to be about the ocean. 4. The main idea is what a book is about. 5. You can understand a book without understanding the books main idea. Critical Thinking: Play Compare/Contrast with main idea and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for main idea and other Power Pix.

Characters
Common Core Standards RL.K.3. With prompting and support, identify characters, settings, and major events in a story. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.2.3. Describe how characters in a story respond to major events and challenges. 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. 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 characters thoughts, words, or actions). RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. 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. 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). Question: What are characters? Answer: Characters are people, animals, or even things in a story. Gesture: Using two fingers on each hand, walk your fingers through the air, as if they were characters running around in a story. Teaching Suggestion: (teach plot, characters and setting together) Tell your class a simple story, like The Three Little Pigs. Explain the difference between plot, setting and character. Ask your students to retell each other a story they have read as a group. After their discussion, ask students to describe the characters. Play Yes/No Way! with questions like the following: 1. Does every story have characters? 2. Could a character in a story be an animal? 3. Is this the character gesture? (Make various gestures.) 4. Could a character in a story be a talking orange? 5. Could a character in a story be a little girl? Quick Test:Play Cutie with statements like the following: 1. Characters are people, animals, or even things in a story. 2. All characters in stories must be people. Every story has characters. Critical Thinking: Play Compare/Contrast with characters and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for characters and other Power Pix.

Plot
Common Core Standards RL.K.3. With prompting and support, identify characters, settings, and major events in a story. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.2.3. Describe how characters in a story respond to major events and challenges. 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. 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 characters thoughts, words, or actions). RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. 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. 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). Question: What is a plot? Answer: A plot is the actions taken by characters in a story to solve a problem. Gesture: Scratch your head to show that characters are trying to solve a problem. Teaching Suggestion: (Teach plot, characters and setting together.) Tell your students a simple story, like The Three Little Pigs. Explain the difference between plot, setting and character in the story. Ask your students to retell each other a story they have read as a group. After their discussion, ask students to describe the plot, i.e. the problem in the story and the actions the characters took to solve the problem. PlayYes/No Way! with questions like the following: 1. Does every plot have characters? 2. Is the plot where the story takes place? 3. Is this the plot gesture? (Make various gestures.) 4. Is the plot the actions taken by characters in a story to solve a problem? Quick Test:Play Cutie with statements like the following: 1. A plot always has only one character. 2. Every plot has a problem that the characters are trying to solve. 3. Every story has a plot. 4. A plot is always stated on the first page of a story. Critical Thinking: Play Compare/Contrast with plot and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for plot and other Power Pix.

Setting
Common Core Standards RL.K.3. With prompting and support, identify characters, settings, and major events in a story. RL.1.3. Describe characters, settings, and major events in a story, using key details. 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 characters thoughts, words, or actions). RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events 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. RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 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).

Question: What is a setting? Answer: A setting is where a story takes place. Gesture: Sweep your arms out in the air, indicating that the classroom could be the setting for a story. California State First Grade Standard: Reading Comprehension 3.1: Identify elements of plot, setting and character(s) in a story. Teaching Suggestion: (Teach plot, characters and setting together.) Tell your students a simple story, like The Three Little Pigs. Explain the difference between plot, setting and character in the story. Ask your students to retell each other a story they have read as a group. After their discussion, ask students to describe the setting. Play Yes/No Way! with questions like the following: 1. Does every story have a setting? 2. Could the setting in a story be a city? 3. Is this the setting gesture? (Make various gestures.) 4. Could the setting in a story be a farm? 5. Could the setting in a story be a character? Quick Test:Play Cutie with statements like the following: 1. Every story has a setting. 2. A setting could be an imaginary place. 3. A setting is where a story takes place. Critical Thinking: Play Compare/Contrast with setting and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for setting and other Power Pix.

Fiction
Common Core Standards RL.K.5. Recognize common types of texts (e.g., storybooks, poems) RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Question: What is fiction? Answer: Fiction is a story that is made up, not real. Gesture: Using three fingers, point to both your eyes and an extra eye in the middle of your forehead. (This symbolizes that a person with three eyes would not be real, would be fictional). Teaching Suggestion: (teach fiction and non-fiction together.) Hold up books that students are familiar with; discuss plots and other elements that make them works of fiction. Ask students about movies, superheroes, cartoons that they know; discuss imaginary, made up elements. Contrast fiction and nonfiction Power Pix. PlayYes/No Way! with questions like the following: 1. Is the story about Batman fiction? (Insert other fictional and nonfictional stories students know.) 2. If a story is fiction, is it made up? 3. Is this the fiction gesture? (Make various gestures.) Quick Test:Play Cutie with statements like the following: 1. All books are fiction. 2. A story about a girl with wings is fiction. 3. A story is fiction if it is not real. Teaching Suggestion: (Teach nonnfiction and fiction together.) Tell your class a short story about what your happiest memory. Explain that the story is nonfiction, because everything you described actually happened. Then tell your class the same story, but introduce fictional elements, for example, you flew to the moon and played checkers with a dinosaur. Explain the difference between nonfiction and fiction. Play Yes/No Way! with questions like the following: 1. Our school has a playground, is that fiction? (Introduce other fictional and nonfictional statements.) 2. Is ___ (insert a story the class has read) nonfiction? (Substitute other stories.) 3. Is this the fiction gesture? (Make various gestures.) Quick Test:Say, Were going to play Cutie. When I say a sentence that is fiction, please raise your hand. 1. Our floor is soft as a pillow. 2. Cars have four wheels. Our principal came to school riding a giant dog. Critical Thinking: Play Compare/Contrast with fiction and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for fiction and other Power Pix.

Nonfiction
Common Core Standards RL.K.5. Recognize common types of texts (e.g., storybooks, poems) RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Question: What is nonfiction? Answer: Nonfiction is a story that is real, not made up. Gesture: Point to both your eyes. Teaching Suggestion: (Teach fiction and nonfiction together.) Hold up a newspaper or other nonfictional documents; discuss the difference between real and imaginary events. Ask students to talk about who they are in their daily lives and who they pretend to be when playing. Contrast fiction and nonfiction Power Pix. Play Yes/No Way! with questions like the following: 1. Is a story about a talking rabbit nonfiction? 2. Is this the nonfiction Power Pix? (Point at various gestures.) 3. Is this the nonfiction gesture? (Make various gestures.) Quick Test:Play Cutie with statements like the following: 1. Nonfiction stories are real, not made up. 2. A story about a flying dog would be nonfiction. 3. A nonfiction story is about something that really happened. Teaching Suggestion: (Teach nonnfiction and fiction together.) Tell your class a short story about what you did yesterday. Explain that the story is nonfiction, because everything you described actually happened. Then tell your class the same story, but introduce fictional elements, for example, you gave a dragon a ride to work. Explain the difference between nonfiction and fiction. Play Yes/No Way! with questions like the following: 1. If I say a fire is hot, is that fiction? (Introduce other fictional and nonfictional statements.) 2. Is ___ (insert a story the class has read) nonfiction? (Substitute other stories.) 3. Is this the nonfiction gesture? (Make various gestures.) Quick Test:Say, Were going to play Cutie. When I say a sentence that is nonfiction, please raise your hand. 1. You are sitting in a room. 2. A tiger is sitting next to you. 2. The name of this school is (insert name). Critical Thinking: Play Compare/Contrast with nonfiction and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for nonfiction and other Power Pix.

Author
Common Core Standards RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Question: What is an author? Answer: An author writes the words of a book, story or poem. Gesture: Pretend as if you were writing in the air with a pencil. Teaching Suggestion: (Teach author and illustrator together.) Hold up books and describe the difference between the tasks of an author and an illustrator. Play Yes/No Way! with questions like the following: 1. Does this have an author? (Hold up books and also non-author materials, like chalk, erasers, etc.) 2. Does every book have an author? 3. Is this the author gesture? (Make various gestures.) Quick Test:Play Cutie with statements like the following: 1. Authors write books. 2. A girl or a boy could be an author. 3. Authors write poems. Critical Thinking: Play Compare/Contrast with author and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for author and other Power Pix.

Illustrator
Common Core Standards RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events 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. RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Question: What is an illustrator? Answer: An illustrator draws the pictures in a book, story or poem. Gesture: Use both hands and make a frame, as if you were a photographer or a painter. Teaching Suggestion: Hold up sample pages from books with illustrations and describe the tasks of an illustrator. Play Yes/No Way! with questions like the following: 1. Does this have an illustrator? (Hold illustrated books and also non-illustrator materials, like chalk, erasers, etc.) 2. Does every book have an illustrator? 3. Is this the illustrator gesture? (Make various gestures.) Quick Test:Play Cutie with statements like the following: 1. Illustrators write books. 2. A girl or a boy could be an illustrator. 3. Illustrators make pictures in books. Critical Thinking: Play Compare/Contrast with illustrator and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for illustrator and other Power Pix.

Narrator
Common Core Standards RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and thirdperson narrations. RL.5.6. Describe how a narrators or speakers point of view influences how events are described. W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Question: What is a narrator? Answer: A narrator is someone who tells a story. Gesture: Hold an imaginary book as if you were narrating a story. Teaching Suggestion: Show students examples of narrators in various stories. Point out that the narrator is found by asking, Who is telling the story? Play Yes/No Way! with questions like the following: 1. Is the narrator always a character in the story being told? 2. Can the narrator can be anyone who is telling a story? 3. Is this the narrator gesture? (Make various gestures.) 4. Does the narrator always tells the truth? 5. Does every story have a narrator? Quick Test:Play Cutie with statements like the following: 1. Every good story has a narrator. 2. Narrators tell stories but not all stories have narrators. 3. The narrator of a story is the one who tells the story to the reader. Critical Thinking: Play Compare/Contrast with narrator and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for narrator and other Power Pix.

Comparison
Common Core Standards RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 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). RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 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. RI.2.9. Compare and contrast the most important points presented by two texts on the same topic. 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). 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). RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. 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. 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. RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Question: What is a comparison? Answer: A comparison describes how two things are alike. Gesture: Lace your fingers together and nod your head (indicating the two hands are joined together and are like two things being compared). Play Yes/No Way! with questions like the following: 1. Is it a comparison to say a tennis ball and a basketball are both round? 2. Is it a comparison to say a basketball is round and a block is square? 3. Is it a comparison to say cats and dogs both run fast? 4. Is this the comparison gesture? (Make various gestures.) Quick Test:Say, Now were going to play Cutie. Im going to say some sentences. When the sentence is a comparison, raise your hand. 1. A hand has five fingers and a foot has five toes. 2. Birds have feathers but fish dont have feathers. 3. Chairs have four legs and desks have four legs. Critical Thinking: Play Compare/Contrast with comparison and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for comparison and other Power Pix.

Contrast
Common Core Standards RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 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). RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 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. RI.2.9. Compare and contrast the most important points presented by two texts on the same topic. 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). 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). RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. 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. 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. RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Question: What is a contrast? Answer: A contrast describes how two things are different. Gesture: Bring your two fists together and shake your head (indicating two things being contrasted that dont fit together). Teaching Suggestion: (Teach comparison/contrast together) Explain the concept of contrasting events and things to your class. Play Yes/No Way! with questions like the following: 1. Is it a contrast to say a tennis ball and a basketball are both round? 2. Is it a contrast to say a basketball is round and a block is square? 3. Is this the contrast gesture? (Make various gestures.) 4. Is it a contrast to say feathers are light and cars are heavy? Quick Test:Say, Now were going to play Cutie. Im going to say some sentences. When the sentence is a contrast, raise your hand. 1. A hand has five fingers and a foot has five toes. 2. Birds have feathers and fish have fins. 3. Chairs have four legs and people have two legs. Critical Thinking: Play Compare/Contrast with contrast and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for contrast and other Power Pix.

Prediction
Common Core Standards RL K.10.b Use illustrations and context to make predictions about text RL 1.10.b Confirm predictions about what will happen next in a text RI K.10.b Use illustrations and context to make predictions about text RI 1.10.b Confirm predictions about what will happen next in a text Question: What is a prediction? Answer: A prediction is a guess about the future. Gesture: Scratch your head (a guess) and then point straight in front of you (the future). Teaching Suggestion: Explain to your students the concept of prediction. Contrast predictions with statements about the past and with facts. Ask questions like the following, What happened to you yesterday? What happened to you today? What do you think will happen to you tomorrow? What do you predict will happen to you tomorrow. Point out that the last two questions are the same. Play Yes/No Way! with questions like the following: 1. Is it a prediction to say yesterday was cloudy? (Substitute other statements that are, and are not, predictions.) 2. Is it prediction to say that tomorrow will be cloudy? 3. Is this the prediction gesture? (Make various gestures.) 4. Is it a prediction to say that two plus two is four? Quick Test:Say, Now were going to play Cutie. Im going to say some sentences. When my sentence is a prediction, silently raise your hand. 1. Today I ate breakfast. 2. Yesterday I ate breakfast. 3. I predict that tomorrow I will eat breakfast. 4. I guess tomorrow Ill eat breakfast. 5. I think the Dodgers will win the World Series. 6. I think the Dodgers wont win the World Series. 7. The Dodgers are a baseball team. Critical Thinking: Play Compare/Contrast with prediction and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for prediction and other Power Pix.

Front cover
Common Core Standards RI.K.5. Identify the front cover, back cover, and title page of a book.

Question: What is the front cover of a book? Answer: The front cover of a book has the books title and the authors name. Gesture: Hold one hand palm up. Tap twice on this hand as if tapping on the title and authors name on a book cover. Teaching Suggestion: Hold up books in a variety of ways, front cover to the front, to the back, upside down and so forth. Ask students to tell you when you are holding the book the right way. Tap the back cover, front cover, spine, inside pages of the book. Ask students to tell you when you are tapping the books front cover. Your prompt is, Am I tapping the front cover? Students respond in chorus with complete sentences, Yes, you are [or are not] tapping the front cover. Play Yes/No Way! with questions like the following: 1. Is this the front cover of this book? (Hold up and point at various parts of books.) 2. Does the front cover of a book have the books title? 3. Is this the front cover gesture? (Make various gestures.) Quick Test:Play Cutie with statements like the following: 1. All books have front covers. 2. The front cover of a book has the authors name. 3. The front cover of a book is always red.

Critical Thinking: Play Compare/Contrast with front cover and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for front cover and other Power Pix.

Title
Common Core Standards RI.K.5. Identify the front cover, back cover, and title page of a book. Question: What is the title? Answer: The title is the name of a book, story or poem. Gesture: Put both palms together. (This symbolizes a closed book.) Then, with one finger, tap on the back of the other hand. (This symbolizes tapping on the books title.) Act out and explain this routine with your hands and also with books. Teaching Suggestion: Point at various parts of a book, the title, the title page, the table of contents. Explain the concept of the title. Holding up sample books, explain the difference between the table of contents, cover, title, and title page. Using as many different books as possible, hand each student a book. Ask them to quickly point at the title. Then, ask your students to open their book to the title page. Check to see if they have opened to the correct page. Finally, ask your class to trade books and do the exercise again. Repeat as many times as necessary. Play Yes/No Way! with questions like the following: 1. Is this the title? (Hold up books and point to various parts of each book.) 2. Is the title the same as the table of contents? 3. Is this the title gesture? (Make various gestures.) Quick Test:Play Cutie with statements like the following: 1. The title shows a books parts.. 2. The title of a book is on the front cover. 3. The title of a book is in the middle of the book. Critical Thinking: Play Compare/Contrast with title and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for title and other Power Pix.

Title page
Common Core Standards RI.K.5. Identify the front cover, back cover, and title page of a book. Question: What is the title page? Answer: The title page has the books title and the authors name. Gesture: Put both palms together. (This symbolizes a closed book.) Then, open your hands. (This symbolizes opening a book.) Then, with one finger, tap once on the palm of the other hand. (This symbolizes tapping on the title page.) Act out and explain this routine with your hands and also with books. Teaching Suggestion: Point at various parts of a book, the title, the title page, the table of contents. Explain the concept of the title page. Holding up sample books, explain the difference between the table of contents, cover, title, and title page. Using as many different books as possible, hand each student a book. Ask them to quickly point at the title page. Check to see if they have opened to the correct page. Finally, ask your class to trade books and do the exercise again. Repeat as many times as necessary. Play Yes/No Way! with questions like the following: 1. Is this the title page? (Hold up books and point to various parts of each book.) 2. Is the title page the same as the table of contents? 3. Is this the title page gesture? Quick Test:Play Cutie with statements like the following: 1. The title page shows a books parts.. 2. The title page has the title of the book. 3. The title page of a book is in the middle of the book. Critical Thinking: Play Compare/Contrast with title page and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for title page and other Power Pix.

Table of contents
Common Core Standards RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Question: What is the table of contents? Answer: The table of contents is near the front of a book and shows the books parts. Gesture: Put both palms together. (This symbolizes a closed book.) Then, open your hands. (This symbolizes opening a book.) Then, with one finger, tap several times on the palm of the other hand. (This symbolizes tapping at various places on the table of contents.) Act out and explain this routine with your hands and also with books.

Teaching Suggestion: Point at various parts of a book, the title, the title page, the table of contents. Explain the concept of a table of contents. Holding up sample books, explain the difference between the table of contents, cover, title and title page. Using as many different books as possible, hand each student a book. Ask them to quickly open their book to the table of contents. Check to see if they have opened to the correct page. Finally, ask them to trade books and do the exercise again. Repeat as many times as necessary. Play Yes/No Way! with questions like the following: 1. Is this the table of contents? (Hold up books and point to various parts of each book.) 2. Is the table of contents the same as the title page? 3. Is this the table of contents gesture? Quick Test:Play Cutie with statements like the following: 1. The table of contents shows a books parts.. 2. A table of contents is near the middle of a book. 3. A table of contents is near the start of a book. Critical Thinking: Play Compare/Contrast with table of contents and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for table of contents and other Power Pix.

Index
Common Core Standards 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. Question: What is an index? Answer: An index is a list of important words found at the end of a book. Gesture: Open an imaginary book; turn many pages until you get to the end. Then say, ah, the index! Teaching Suggestion: (Teach glossary and index together.) Show students examples of indexes in a variety of books. Explain how to use the page numbers found next to words in an index. Show students the difference between an index and a glossary. Play Yes/No Way! with questions like the following: 1. An index is always found at the beginning of a book. 2. An index is a books dictionary. 3. Is this the index gesture? (Make various gestures.) 4. Important words in a book are found in the books index. Quick Test:Play Cutie with statements like the following: 1. Every book has an index. 2. An index is the same as a glossary. 3. To find important words in a book, you could look them up in the index. 4. The words in an index are in abc order. Critical Thinking: Play Compare/Contrast with index and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for index and other Power Pix.

Chapter heading
Common Core Standards RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 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.

Question: What is a chapter heading? Answer: A chapter heading is the title of a chapter. Gesture: With one hand, hold up an imaginary chapter heading; sweep your other hand back and forth under this imaginary heading, to show all the words in the chapter that follow. Teaching Suggestion: Show students examples of chapter headings in a variety of books. Play Yes/No Way! with questions like the following: 1. Does a chapter heading go at the end of a chapter? 2. Does a chapter heading go in the middle of a chapter? 3. Is this the chapter heading gesture? (Make various gestures.) 4. Does a chapter heading go at the start of a chapter? 5. Is a chapter heading the same as the title of a chapter? Quick Test:Play Cutie with statements like the following: 1. Every chapter in a book has the same chapter heading. 2. A chapter heading is the title of a chapter. 3. A chapter heading goes before the first sentence of a chapter. Critical Thinking: Play Compare/Contrast with chapter heading and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for chapter heading and other Power Pix.

Glossary
Common Core Standards RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 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. L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. E. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Question: What is a glossary? Answer: A glossary is a dictionary near the end of a book. Gesture: Open an imaginary book; turn many pages until you get to the end. Then say, ah, the glossary! Teaching Suggestion: (Teach glossary and index together) Show students examples of glossaries in a variety of books. Explain the difference between a glossary and an index. Play Yes/No Way! With questions like the following: 1. Is a glossary always found at the beginning of a book? 2. Is a glossary a books dictionary? 3. Is this the glossary gesture? (Make various gestures.) 4. Is a glossary always found near the end of a book? Quick Test: Play Cutie with statements like the following: 1. Every book has a glossary. 2. Every dictionary has a glossary. 3. A glossary, like a dictionary, lists words in abc order. 4. A glossary is a dictionary found at the end of a book. Critical Thinking: Play Compare/Contrast with glossary and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for glossary and other Power Pix.

Map
Common Core Standards 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). Question: What is a map? Answer: A map is a drawing that shows the location of places like cities, countries, rivers and mountains. Gesture: As you say cities, states, rivers and mountains point at different places in the air as if you were looking at a map. Teaching Suggestion: After showing students maps and explaining their key features Play Yes/No Way! with questions like the following: 1. Could there be a map of the United States? 2. Could there be a map of this school? 3. Is this the map gesture? (Make various gestures.) 4. Is this school a map? 5. Could we find our city on a map? Quick Test:Play Cutie with statements like the following: 1. Maps show the location of states. 2. Maps show the location of cities. 3. A city is a map. Critical Thinking: Play Compare/Contrast with map and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for map and other Power Pix.

Chronological order
Common Core Standards 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. 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). 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. 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. RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Question: What is chronological order? Answer: Chronological order is the order events happen in, first to last. Gesture: Tap an imaginary watch on your wrist (symbolizing that chronological order is determined by time). Teaching Suggestion: Explain the difference between chronological order and abc order. Play Yes/No Way! with questions like the following: 1. Are these events in chronological order; breakfast, lunch, dinner? 2. Are these events in chronological order: lunch, dinner, breakfast? 3. Is this the chronological order gesture? (Make various gestures.) 4. Is it a chronological order to say that elephants are bigger than lions and lions are bigger than dogs? Quick Test:Say, Were going to play Cutie; Im going to make statements. If the statement contains a chronological order, please raise your hand. 1. When I got home from school I had a snack, did my homework and then played video games. 2. My desk has a pencil, paper and a notebook. 3. I can run faster than you and you can run faster than her. 4. The bell rang, the kids cheered and then the teacher laughed. Critical Thinking: Play Compare/Contrast with chronological order and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for chronological order and other Power Pix.

Cause and effect

Common Core Standards 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. 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). 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. 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. RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Question: What is cause and effect? Answer: Cause and effect is when one event makes another event happen. (If you prefer kid language which we usually dont, you could use the following as an Answer: Cause and effect is when something makes something else happen.) Gesture: Kick your foot like youre kicking a soccer ball. Teaching Suggestion: Give numerous examples to show that in a cause and effect relationship, the cause comes first and the effect follows. Play Yes/No Way! with questions like the following: 1. When a baseball breaks a window, is the baseball the cause? 2. When a pin pops a balloon, is the pin the cause? 3. Is this the cause and effect gesture? (Make various gestures.) Quick Test:Play Cutie with statements like the following: 1. Cause always comes before effect. 2. The cause of a car engine starting is turning the car key. 3. Cause and effect is when one event makes another event happen. Critical Thinking: Play Compare/Contrast with cause and effect and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for cause and effect and other Power Pics