Saturday, October 16, 2021, 10:08 PM
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 Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-01.RL.01 Ask and answer questions about key/supporting details in a text before, during, and after reading.

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.

Proficiency Scale

The 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).
... make inferences about a character/setting or detail (shown in pictures) to help understand the story.
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).
... 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.
  • recognize or recall specific terminology, such as:
    • key detail, supporting detail, before, during, after
  • perform basic processes, such as:
    • ask or answer questions about a text before, during, or after reading
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... notice 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.
  • Ask and answer questions about key/supporting details before, during, and after reading
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... make inferences about a character/setting or detail (shown in pictures) to help understand the story.
Teacher Proficiency Scale

Resources

Vocabulary

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

ELA-01.RL.02

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster:  Key Ideas and Details

ELA-01.RL.02 Retell stories, including key/supporting details, and demonstrate understanding of their central or main idea.

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).

Proficiency Scale

The 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).
... give a general retell of the story but does not include all the important details or put the events in sequential order.
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).
... 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.
  • recognize or recall specific terminology, such as;
    • retell, sequence, character, setting, problem/solution, plot, main idea, beginning, middle, end
  • perform basic processes, such as:
    • retell familiar stories with some key/supporting details
    • name key details from read alouds
    • recall main idea from read alouds
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... 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.
  • retell stories, including key and supporting details 
  • demonstrate understanding of the central or main idea in grade level appropriate stories
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... 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.
  • summarize the story and determine the main idea, lesson, or moral of a story.
Teacher Proficiency Scale

Resources

Vocabulary

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

ELA-01.RL.03

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

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

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can

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 to describe the major events in a story.

Proficiency Scale

The 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

Resources

Vocabulary

  • Character
  • Setting
  • Key detail
  • Major Event

Websites

ELA-01.RL.04

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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

Proficiency Scale

The 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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-01.RL.05

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-01.RL.05 Explain the differences between fiction and nonfiction text using a wide range of text types.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can

Skills (Performance) Targets

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

Proficiency Scale

The 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

Resources

Vocabulary

  • Story
  • Information
  • LIST

Websites

  • Links to sites that open in a new window

ELA-01.RL.06

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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 Scale

The 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

Resources

Vocabulary

  • Character
  • Dialogue
  • LIST

Websites

ELA-01.RL.07

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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

Proficiency Scale

The 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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-01.RL.08

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

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

ELA-01.RL.09

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-01.RL.09 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

Proficiency Scale

The 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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-01.RL.10

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Range of Reading and Level of Text Complexity

ELA-01.RL.10 Read prose and poetry on grade level 1 proficiently and independently.
Prose- spoken or written language as in ordinary usage.
Distinguished from poetry by its lack of a rhythmic structure.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read stories and poems and and think about what I am reading.
  • I can answer questions about stories and poems I read.
  • I can retell the important information from stories and poems I read.

Proficiency Scale

The 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

Resources

Vocabulary

  • Read
  • Story
  • Fiction
  • Poem
  • Comprehend
  • Strategies
  • Key Details
  • Retell