ELA-00.RF.03.p3 |
ELA-00.RF.04ELA-00.RF.04 Read with sufficient accuracy and fluency to support comprehensionSub-Standards:
a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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ELA-00.RINarrative for Informational Reading Strand:The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters. In this strand students are expected to determine the topic (who or what the text is about). Students will also ask and answer questions about the topic of the text and retell what they read. Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, gloassaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. Continued work on reading comprehension standards will heighten student abilities to read more age appriopriate informational (non-fiction) text. Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections. Each child is unique, so be flexible, and trust your judgment as you assist your child. Together teachers and parents can help students make better choices when selecting books to read. Our youngest readers benefit from rereading text and text with high repetition. Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level. Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected. Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.
How to Help Your Child At Home with the Informational Text Strand:
ResourcesCalculation Method for StrandsStrands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards. |
ELA-00.RI.01 |
ELA-00.RI.02
Kindergarten (ELA) Targeted Standard
ELA-00.RI.02 With prompting and support, identify the main topic and retell key details of a text.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).... identifies the main topic and/or retells some information with few details from the text. 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).... identifies the main topic and/or retells some information with few details from the text. 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. ... identify the main topic and retell some of the important key details or events from a text at the end of the emergent reading stage. 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.... identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the end of the early reading stage. ResourcesVocabulary
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ELA-00.RI.03
Kindergarten (ELA) Targeted Standard
ELA-00.RI.03 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
Websites
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ELA-00.RI.05
Kindergarten (ELA) Targeted Standard
ELA-00.RI.05 Identify the front cover, back cover, and title page of a book.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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ELA-00.RI.06
Kindergarten (ELA) Targeted Standard
ELA-00.RI.06 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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ELA-00.RI.07
Kindergarten (ELA) Targeted Standard
ELA-00.RI.07 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
Websites
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