K Grade English


(RI) Reading Information

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ELA-00.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative 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:

  • Ask questions about the topic being read (What does this book tell us about bears?)
  • Go beyond just naming the topic, ask your child to tell you details about the topic 
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-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-00.RI.01

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-00.RI.01 With prompting and support, 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 an informational book

Reasoning Targets

  • I can determine what the important details are when I listen to a story

Skills (Performance) Targets

  • I can ask and answer questions about the key details in an informational book (who, what, when, where, how)
  • I can ask and answer questions before, during and after reading an informational book

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student demonstrates complete understanding of the text and is able to answer questions about the important information and state a main idea of a text at the end of the early 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.
3.0The student makes inferences about a fact/detail (as shown in pictures) to help understand the text at the end of the emergent 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 can answer simple detail questions such as "What is one thing the author told you?" or lists details from the text.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student follows and understands an informational text in a shared reading book or a read aloud by participating and asking/answering questions about the text in a whole group setting.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 Vocabulary

  • Key Detail
  • Topic
  • Question
  • Facts

 


ELA-00.RI.02

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-00.RI.02 With prompting and support, identify the main topic and retell key details of a text.

Student Learning Targets:

Knowledge Targets

  • I can identify the main topic (who or what the text is mostly about)

Skills (Performance) Targets

  • I can retell the key details of a text

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

The student can 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.


  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 can identify the main topic and retell som of the important key details or events from a text at the end of the emergent 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 identifies the main topic and/or retells some information with few details from the text.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0The student is able to identify the main topic and retell some information with a few details from a text read aloud.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Main topic
  • Key Detail
  • Retell

 


ELA-00.RI.03

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

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

  • I can identify individuals, events, ideas, or pieces of information in a text.

Reasoning Targets

  • I can describe a connection between two individuals in a text.
  • I can describe a connection between two events in a text.
  • I can describe a connection between two ideas or pieces of information in a text.

 

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 and/or 3.0 content.
1.0

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

  • Key Detail
  • Topic
  • Question
  • Facts

ELA-00.RI.04

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-00.RI.04 With prompting and support, ask and answer questions about unknown words in a text.

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-00.RI.05

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-00.RI.05 Identify the front cover, back cover, and title page of a book.

Student Learning Targets:

Knowledge Targets

  • I can identify the front cover and back cover of a book.
  • I can identify the title page of a book.

Reasoning Targets

I can explain what the title page tells me

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

  • Front Cover
  • Back Cover
  • Title Page
  • Explain

 


ELA-00.RI.06

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

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

  • 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-00.RI.07

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

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

  • 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-00.RI.08

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-00.RI.08 With prompting and support, identify the reasons an author gives to support points in a text.

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-00.RI.09

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-00.RI.09 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

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

 



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