1 listen carefully to a identify, with prompting. and support, the main topic of a retell, with prompting and support, key details of the First Reading Standards for Information: Key Ideas and Details Essential Questions: 1. Why do readers read? 2. How do readers construct meaning? Essential key details, key events, text, questions, who, what, where, when, why, how, retell, American Indians, character, setting, sequence, order, beginning, middle, end, event, topic, idea, question, predict, summarize, visualize, alike, different, describe, gather information, pieces of information, compare, contrast, identify, pieces of information, questioning, key events, main topic, key points and main idea, individuals, find evidence, connection 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 RI.1.1: Ask and answer questions about key details in a have exposure to informational identify details in an informational answer questions about key details in an informational key details text questions who, what, where, when, why, how predict summarize retell visualize that good readers always ask and answer questions about a that certain words and pictures support the text to answer questions. that rereading is valuable to understand listen carefully to a ask questions about a answer questions about a read closely to determine what the text says explicitly. 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. RI.1.2: Identify the main topic and key details of a key details key events main topic main idea who, what, where, when, why, how that there is a main topic of a that there are key details in a identify the key details from the connect the key details to determine the main topic of a retell the main topic and key details.
2 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 (IEFA) RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text, include texts by and about American Indians. describe the connection between two individuals, events, ideas, or pieces of information from informational text(s) by and about American Indians. (e.g. biographies, nonfiction texts, science (FOSS) trade books, etc.) key points main idea who, what, where, when, why, how pieces of information questioning alike/different individuals idea text identify find evidence key details key events main topic connection gather information describe that making connections between two or more individuals, events, ideas, or pieces of information, helps them understand the ideas of cause and effect and compare and contrast. that considering cultural diversity supports retell two or more events, ideas, or pieces of information, or identify individuals in a text including those by and about American Indians. explain the relationship between two or more individuals, events, ideas, or pieces of information, (e.g., compare/ contrast, cause/effect). describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
3 First Grade Reading Standards for Informational Text: Craft and Structure Essential Questions: 1. How does word choice impact the overall meaning of the text? 2. How does the author s use of structure affect the meaning of the text? 3. How does the author s point of view and purpose shape and direct the text? Essential ask and answer questions, determine, text, unknown, who, what, where, when, why, context clues, mean/meaning, phrases, clarify, comprehension, icons, key facts, table of contents, text features, author information, gather information, glossary, headings, menus, artist, author, ideas, illustration, illustrator, information, italic print, bold print, regular print, and pictures, title page, chapter, and pictures 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. (IEFA)RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a Recognize words and phrases within cultural contexts, including those of Montana American Indians. listen carefully to an informational ask, with prompting and support, questions about unknown words in an informational answer, with prompting and support, questions about unknown words in an informational make personal connection to the determine text unknown 5 W's (who, what, where, when, why) context clues mean/meaning phrases clarify comprehension that asking and answering questions helps them determine or clarify the meaning of words and phrases in a that determining the meaning of unfamiliar words and phrases, including those of Montana American Indians aids that prior knowledge and experiences support identify unfamiliar words and phrases, including those included in Montana American Indians literature. access prior knowledge and experiences to determine and clarify meaning of words and phrases in a produce simple interrogative sentences about the ask and answer questions from a text read aloud or information presented orally or through other media.
4 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. 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 identify the front cover, back cover, and title page of the book. icons key facts table of contents text features author information gather information glossary headings bold print regular print italic print title page chapter that using text features helps them locate information and understand the that text features give different or additional information from the bulk of the written identify and use headings, table of contacts, pictures, captions, illustrations, glossaries, icons, menus, title page, and chapter titles. identify an illustration or picture. identify where the words are located on the page. identify the difference between bold, italic, and regular print. determine the purpose of various text features. locate information within a specific source using keywords and text features. select and use the appropriate text feature for a given task or information needed.
5 College and Career Readiness Anchor Standard 6 for Reading: Assess how point of view or purpose shapes the content and style of a RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a name the author of a name the illustrator of a define the role of an author and an illustrator. artist author ideas illustration illustrator information pictures that pictures and other illustrations and words in the text give different kinds of information. that using the pictures and illustrations and the words in the text contribute to describe the pictures and other illustrations in a text and explain how they contribute to the meaning. compare and contrast information provided by pictures or other illustrations and the words in a
6 First Grade Reading Standards for Informational Texts: Integration of Knowledge and Ideas Essential Questions: 1. How does analyzing diverse media help us to build our own knowledge? 2. How does the use of evidence impact the author s claim? 3. How does analyzing more than one text help us to interpret the author s intent and build our knowledge? Essential illustrations, details, describe, ideas, use, discuss, identify, points, key ideas, reasons, support, informational text, maps, photo, timeline, similarities, compare, contrast, procedures, difference, topic, illustration, identify, description, describe, similar, and text 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. RI.1.7: Use illustrations and details in a text to describe its key ideas. identify, with prompting and support, people, places, things, or ideas in an informational describe, with prompting and support, the relationships between the illustrations and the words of the explain, with prompting and support, how an illustration relates to the written words. illustrations details describe ideas use discuss identify maps photo timeline illustrations support comprehension of text and illustration together enhance the understanding of illustrations help reinforce the in order to use illustrations and details in a text to describe key ideas, they have acquired an academic vocabulary which includes the following terms: illustrations, maps, photos, timelines, text, details, key ideas, and identify the relationship between text and illustrations; explain how they support each other. distinguish between key details and supporting details in a describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. use the illustrations to identify the characters, setting and events in the story.
7 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. RI.1.8: Identify the reasons an author gives to support points in a identify, with prompting and support, reasons (details) the author included to support the main topic (i.e. identify the evidence ). identify points or key ideas in text reasons support informational text that the ability to identify the author s purpose prepares them to analyze information texts of increasing complexity and rigor. recall details from a distinguish between key ideas and supporting details in a identify details that support a specific point in a identify the author s purpose by referencing their 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 authors take. RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). name, with prompting and support, the topic of the two texts. name, with prompting and support, the similarities in two texts of the same topic (e.g., in illustrations, descriptions, or procedures). will name, with prompting and support, the differences between two texts of the same topic (e.g., in illustrations, similarities compare contrast procedures difference topic illustration identify description describe similar text that comparing and contrasting is an important component of different authors write about the same topic. authors can present the same information in different ways. read, listen to, and discuss a variety of texts read aloud or presented orally or through other media. identify the topic of a recognize texts that have the same topic. compare and contrast two texts on the same topic.
8 descriptions, or procedures). First Grade Reading Standards for Informational Text: Range of Reading and Level of Text Complexity Essential Questions: 1. How does reading add meaning to your life? 2. How do readers adapt when text becomes more complex? Essential background knowledge, informational text, nonfiction College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently and proficiently. RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. engage actively in group reading activities from a variety of text complexity levels and sources, including informational texts. background knowledge informational text nonfiction that exposure to informational text can make them better readers and writers by improving their vocabulary and comprehension skills, building their background knowledge, and increasing motivation for reading. with prompting and support, read a variety of self-selected and assigned informational texts representing diverse cultures, perspectives, ethnicities, and time periods. with prompting and support, read and comprehend text of steadily increasing complexity.