Pirates, Ahoy!: Creating Anchor Charts to Model Reading Standard 9

Working with reading standard 9 is a challenge for elementary school students. The goal of this standard is to learn how to gather information from more than one source to learn more about a topic. As with all good instruction, this requires think-aloud modeling and multiple modeling sessions. As I worked with a group of third graders this month, I helped did a whole class modeling session that can be adapted for any topic. It might be useful to use this same process when modeling the thinking involved with this standard with your students.

1 Before beginning this model lesson, select two short passages or excerpts about the same topic.  I like to use passages that can be read aloud together and average about a page in length. This can be challenging, so reading an excerpt is a great alternative.
2 Explain that you have decided to do research on a specific topic.

“I decided to do a little research on (your topic of choice). I want to show you how I compare information from different sources and integrate the information so that I can talk about my topic.”
3 Share one text at a time. As you read, stop and discuss with students. Be certain to think out loud about your wonderings, predictions, or areas of confusion. When you  finish reading the  first text, create a T-chart and write the name of the text at the top.
“Now I want to look back at the text and think about what I learned. Let’s see if I can list
some of the ideas, facts, or information that I have learned from reading this one text.”

4. Begin your own list, referring back to the text as oft en as possible. Invite students to help
add to the list by sharing what they learned from this text. Create a bulleted or numbered

5. Repeat this same activity with the second text and record the information on the
other side of the T-chart. “Let’s try this again with our second text. It is about the same
topic, but it is a different text, by a different author.”

6. Collaboratively discuss the differences between each text, noting characteristics of each.
Circle the points that you  find most important, explaining your thinking to your students. Work
together to create a new list with the most important information. Think out loud and ask for support
from students.

Sound confusing? It isn’t! Here is my chart that I made with students using Jan Adkins, What if you met a pirate? and David Platt’s Pirates.


Students were excited to look for differences between the information in the two texts. We plan to do this as a whole group with another 2-3 paired texts. After that, we want students to work in small groups to complete a few, moving to independence next month.

Do you have a fun, effective way to model reading standard 9? Share your stories here!

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Article written by Dr. Rozlyn Linder

This is the official blog of Dr. Roz Linder, an academic, K-12 Language Arts Specialist, former elementary school teacher, high school journalism teacher, and all-around rabble rouser. I am interested in how we equip students to compete in a global community that grows increasingly flatter every millisecond and the practical application of communication pedagogy and Common Core standards.Situated at the intersection of cultural, racial, social, and digital literacy, my blog is all about fostering and supporting the recognition that we don’t teach in your grandad’s America and being happy about that. Let's stop telling students what to think or believe, but prepare students to think critically and often.

One Response

  1. Nancy
    Nancy December 8, 2013 at 10:19 pm | | Reply

    This is extremely helpful. Thanks!!

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