Saturday, April 10, 2021, 9:16 AM
Site: Learnbps
Course: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 1st Grade English

ELA-01.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.  

Continued work on reading comprehension standards will heighten student abilities to read more age appripriate literature (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 Literature Strand:

  • Read to your child often, and let him/her read books to you
  • Ask questions about what is being read  
  • Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
  • Have your child retell a story they have read with the beginning, middle and end
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss favorite stories together and talk about the characters and messages the author is trying to teach or lessons the characters learned in the story
  • Read aloud frequently.  Children love to listen to stories that are more complicated than they can read on their own.  
  • Don't forget - poetry can be a great read aloud
  • Make regular visits to a public library to select literature (fiction) reading material

 

Resources:

Calculation Method for Strands

Strands 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-01.RL.01

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-01.RL.01 Ask and answer questions about key details in a text.

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of a text

Reasoning Targets

  • I can read or listen to a story and ask and answer questions about the story

Skills (Performance) Targets

  • I can identify key details in a text (who, what, when, why and how)
  • I can ask and answer questions about the key details in a text

 

Rubric/Proficiency Scale 

Score   Description Sample Activity
4.0

The student finds text evidence or clues in the story to support inferences about the character and setting along with inferring reasons that the character changed based on evidence in a text that is at the middle of the transitional reading stage.

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student notices evidence in the illustrations or text to describe the character or setting and notices and follow the dialogue in a text at the end of the early reading stage.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0The student is able to describe how a character feels at different parts of a story and make predictions about what will happened in the story based on evidence from the text.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student makes inferences about a character/setting or detail (shown in pictures) to help understand the story.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

 Websites

Vocabulary

  • Literature
  • Story
  • Poem/Poetry
  • Characters
  • Setting
  • Plot
  • Key Detail
  • Question

 

ELA-01.RL.02

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-01.RL.02 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Student Learning Targets:

Knowledge Targets

  • I can define what a central message or lesson is (what the main character learned)
  • I can identify sequence words that help me understand the story order

Reasoning Targets

  • I can read or listen to a story and decide what is important

Skills (Performance) Targets

  • I can retell (put into my own words) stories using the key details (who, what, when, where)
  • I can decide what the main character in the story learned (central message/lesson)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to correctly recount the beginning, middle and end of the story, giving specific details and stating a central message, theme or moral of a text that is at the middle of the transitional reading stage.


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student is able to correctly retell the beginning, middle and end of the story with specific details and state a central message (what the character learned) from the story or as part of the retell of a text at the end of the early reading stage.



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to correctly retell parts of the story with details from the text in a sequential order and includes or refers to something the character said or did in the retell.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0The student gives a general retell of the story but does not include all the important details or put the events in sequential order.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

  • Retell
  • Sequence
  • Literature
  • Story
  • Poem/Poetry
  • Character
  • Setting
  • Plot
  • Problem/solution
  • Central Message
  • Lesson

 

ELA-01.RL.03

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-01.RL.03 Describe characters, settings, and major events in a story, using key details.

Student Learning Targets:

Knowledge Targets

  • I can identify the characters, settings, and major events in a story.

Skills (Performance) Targets

  • I can use key details to describe the characters in a story.
  • I can use key details to describe the settings in a story.
  • I can use key details tod escribe the major events in a story.

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0



  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0



  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0



  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Character
  • Setting
  • Major Event
  • Key detail

 

ELA-01.RL.04

 Under Development

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-01.RL.04 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.RL.05

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-01.RL.05 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Student Learning Targets:

Reasoning Targets

  • I can explain the differences between books that tell stories and books that give information

Skills (Performance) Targets

  • I can read or listen to books that have stories
  • I can read or listen to books that give information

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to 
 
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to 
 
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
 
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Story
  • Information

 

ELA-01.RL.06

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-01.RL.06 Identify who is telling the story at various points in a text.

Student Learning Targets:

Knowledge Targets

  • I can identify characters in a story

Reasoning Targets

  • I can recognize when more than one character is telling the story

Skills (Performance) Targets

  • I can identify when the character telling the story changes
  • I can identify the character telling the story at any point in the story

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0



  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0



  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Character
  • Dialogue

 

ELA-01.RL.07

 Under Development

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-01.RL.07 Use illustrations and details in a story to describe its characters, setting, or events.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.RL.08

 Under Development

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-01.RL.08 (Not applicable to literature)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.RL.09

 Under Development

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-09.RL.00 Compare and contrast the adventures and experiences of characters in stories.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List