Students will understand that good readers always ask and answer questions about a text. that certain words signal a question.

Transcription

1 Kindergarten Reading Standards for Literature: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential detail, text, questions, who, what, where, when, why, how, retell, story, American Indians, key details, 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.K.1: With prompting and support, ask and answer questions about key details in a text. what a question is. detail text question who, what, where, when, why, how that good readers always ask and answer questions about a text. that certain words signal a question. listen carefully to a ask questions about a answer questions about a 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.K.2: With prompting and support, retell familiar stories, including key details. Include stories by and about American Indians. need to have experience with written, pictorial and oral retell story American Indians key details that you can retell a story that you have already heard or read by using key details. that American Indians retell familiar stories through oral tradition. listen carefully to a recall key elements of the use key elements to construct the retell (i.e graphics, teacher questioning).

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 text. RL.K.3: With prompting and support, identify characters, settings, and major events in a need to have familiarity with written, pictorial and oral character setting sequence/order beginning middle end that all stories have certain common elements. 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

3 Kindergarten Reading Standards for Literature: Craft and Structure 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 word, sentence, text, question, storybook, poem, fiction, nonfiction, song, author, illustrator, story, job/role 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.K.4: Ask and answer questions about unknown words in a text. what a question is. need to know the difference between a letter, a word, and a sentence. word sentence text question that effective readers always ask and answer questions about a text. that effective readers recognize when they don t understand certain words. that effective readers seek support with unknown words. listen carefully to a ask questions about unknown words in a answer questions about unknown words in a 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. RL.K.5: Recognize common types of texts (e.g., storybooks, poems). need to have experience with written, pictorial and oral storybook poem fiction nonfiction song that various types of text exist. that authors choose various text types for their purpose. listen carefully to a name the type of text presented to them (e.g. storybooks, poems).

4 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.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the need to have familiarity to author illustrator story job/role that an author writes the words of a that an illustrator draws the pictures of a that there is a difference between the two roles of storytelling. name the author of a name the illustrator of a define the role of an author and an illustrator.

5 Kindergarten Reading Standards for Literature: Integration of Knowledge and Ideas 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 words, illustrations, connections, compare, contrast, characters, experiences, American Indian, adventures 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.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). words illustrations connections that both words(in text and orally) and pictures can help tell a that words(in text and orally) and pictures need to match to make sense for the reader. that illustrations can depict a moment in the tell how and when illustrations support 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.K.8: (This standard is not applicable to literature)

6 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.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories including American Indian need to have familiarity to need to understand that stories have characters. compare contrast characters experiences American Indian adventures that characters in stories have adventures and experiences. that characters in different stories have adventures that can be compared and contrasted. that authors can tell the same root story in different ways (e.g. different versions of The Gingerbread Man). that characters in American Indian stories can be compared and contrasted. 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 compare and contrast the adventures and experiences of characters in American Indian

7 Kindergarten Reading Standards for Literature: Range of Reading and Level of Text Complexity How does reading add meaning to your life? How do readers adapt when text becomes more complex? Essential purpose, understanding, listening, sharing College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently and proficiently. RL.K.10: Actively engage in group reading activities with purpose and understanding. need exposure to a variety of read alouds which vary in complexity and purpose. need experience in listening and sharing procedures during read alouds. purpose understanding listening sharing that they can become involved in a story to better understand it. that readers have a purpose for reading. that active listening and sharing help readers understand a story better. engage actively in group reading activities from a variety of text complexity levels and sources.