Students will know Vocabulary: detail text question who, what, where, when, why, how

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1 First Reading Standards for Literature: Key Ideas and Details Essential Questions: 1. Why do readers read? 2. How do readers construct meaning? Essential detail, text, questions, who, what, where, when, why, how, retell, story, main idea, key details, central message, lesson, summary, moral, theme, character, setting, sequence/order, beginning, middle, end College and Career Readiness Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.1.1: Ask and answer questions about key details in a text. Students will need to have exposure to written, pictorial, and oral stories. listen carefully to a ask questions about a answer questions about a detail text question who, what, where, when, why, how that good readers always ask and answer questions about key details in a text. that certain words and pictures support the text to answer questions. listen carefully to a ask questions about a story answer questions about a

2 College and Career Readiness Anchor Standard 2 for Reading: Determine central ideas of themes of a text and analyze their development; summarize the key supporting details and ideas. (IEFA) RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. Include stories by and about American Indians. Students will listen carefully to a recall key elements of the use key elements to construct the retell (i.e graphics, teacher questioning ). retell story main idea key details central message lesson summary moral theme that American Indians and other cultures retell familiar stories through oral tradition. that focusing on key details during retelling helps discern what is relevant and what is not relevant to the that retelling and summarizing are active reading comprehension strategies that students can apply to a variety of texts across content areas and grade levels. that focusing on key details during retelling provides students with clues to support the identification of the central message or lesson. listen carefully to a recall key elements of the use key elements to construct the retell (with prompting and support ). identify the central message of a answer the question, What is the author telling or teaching us in this story?

3 College and Career Readiness Anchor Standard 3 for Reading: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.1.3: Describe characters, settings, and major events in a story, using key details. Students will put key details in sequential order to retell a story they know. answer questions such as: Can you find the part that tells where the story takes place (picture or words)? Who was in the story? Can you find (picture or words) this character? recognize and name elements in a character setting sequence/order beginning middle end key details that all stories have certain common elements, and these elements help the reader understand the put key details in sequential order to retell a story they know. recognize and describe elements in a story, including characters, setting, and major events.

4 First Grade Reading Standards for Literature: Craft and Structure Essential Questions: How does word choice impact the overall meaning of the text? How does the author s use of structure affect the meaning of the text? How does the author s point of view and purpose shape and direct the text? Essential feeling words, senses, poems, identify, differences, compare, explain, phrases, story-telling, contrast, information giving, entertain, inform, fact, fantasy, character(s), different, text, story teller, author, story, change College and Career Readiness Anchor Standard 4 for Reading: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. listen carefully to a ask questions about unknown words in a answer questions about unknown words in a feeling words senses poems identify that illustrations, words or phrases can create feelings or connect with the senses in a reader. will be able to orally identify feelings. will be able to use picture clues to identify feelings and senses. find the feeling words in this poem/

5 College and Career Readiness Anchor Standard 5 for Reading: Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (IEFA) 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 within cultural contexts, including those of American Indians. listen carefully to a name the type of text presented to them (e.g. storybooks, poems). differences compare explain phrases story-telling contrast information giving entertain inform fact fantasy that books can tell stories and/or provide information. that certain characteristics of fiction and non-fiction text selections help us identify each. that a wide range of reading promotes deep understanding of contentarea material and an appreciation of different perspectives about a given topic, including those of American Indians. identify the genre of the book and justify their thinking. compare and contrast fiction and non-fiction. explain the difference between books that tell stories and books that provide information to determine a purpose for reading in all content areas. College and Career Readiness Anchor Standard 6 for Reading: Assess how point of view or purpose shapes the content and style of a text. RL.1.6: Identify who is telling the story at various points in the text. name the author of a name the illustrator of a define the role of an author and an illustrator. character(s) identify different story-telling text story teller author story change that multiple or a single person may tell one that who is telling the story may change at various points in the text. identify who is telling the discern when the person who is telling the story changes (from character to character or from character to author). identify the person who is telling the story at various points.

6

7 First Grade Reading Standards for Literature Texts: Integration of Knowledge and Ideas Essential Questions: How does analyzing diverse media help us to build our own knowledge? How does the use of evidence impact the author s claim? How does analyzing more than one text help us to interpret the author s intent and build our knowledge? Essential illustrations, details, characters, setting, events, similarities, compare, contrast, difference, identify, similar, adventure, experience College and Career Readiness Anchor Standard 7 for Reading: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events. tell how and when illustrations support the illustrations details characters setting events that illustrations and details describe a story s characters, settings, and events. use the illustrations to describe the characters, setting or events in the College and Career Readiness Anchor Standard 8 for Reading: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RL.1.8: (Not applicable to literature)

8 College and Career Readiness Anchor Standard 9 for Reading: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author takes. (IEFA) RL.1.9: Compare and contrast the adventures and experiences of characters in stories including American Indian stories. name the character(s) in a name the adventures/ experiences of each character in a compare and contrast the adventures and experiences of characters in familiar stories. compare and contrast the adventures and experiences of characters in American Indian stories. similarities compare contrast difference identify similar adventure experience that characters and their adventures and experiences can be compared and contrasted. compare and contrast characters experiences and adventures including characters from American Indian stories.

9 First Grade Reading Standards for Literature Text: Range of Reading and Level of Text Complexity Essential Questions: How does reading add meaning to your life? How do readers adapt when text becomes more complex? Essential prose, poetry College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently and proficiently. RL.1.10: With prompting and support, read prose and poetry of appropriately complexity for grade 1. have experience engaging actively in group reading activities from a variety of text complexity levels and sources. prose poetry that reading all types of literature increases comprehension and fluency at their grade level. with prompting and support, read a variety of self-selected and assigned prose and poetry texts. with prompting and support, read and comprehend text of steadily increasing complexity.

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