K Grade English

Printer-friendly version

ALL

Page: (Previous)   1  2  3  4  (Next)
  ALL

E

ELA-00.RF.03.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

Student Learning Targets:

Skills (Performance) Targets

  • I can say the most common sound of each consonant

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Identifying sounds for letters is a foundational skill where no advanced criteria is available.  When a student meets proficiency for these standards, you will see application of these skills in other standards such as:  reading text and writing.  
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0 The student is able to produce the common sounds for 26 consonants and short vowel sounds.

 

 
  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 produce the common sounds for at least 20 consonants and short vowel sounds.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to produce the common sounds for at least 10 consonants and short vowel sounds.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Sound
  • Consonant
  • Letter

ELA-00.RF.03.c

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words. 

c.  Decode and read CVC words

Student Learning Targets:

Knowledge Targets

  • I can identify the five major vowels

Skills (Performance) Targets

  • I can say the long and short vowel sounds for each vowel
  • I can blend the sounds of the letters to read a word

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 The student decodes and reads words in text that is at the end of the early reading stage:
  • Words with common vowel teams
  • Two-syllable words
  • Words with inflected endings (-ing)
  • Sight words found in text at the end of the early stage of reading
  
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0

The student decodes and reads CVC (consonant/vowel/consonant) words in text that is at the end of the emergent reading stage.  

The student is beginning to use known word patterns when decoding unknown words (can say c-at instead of having to say c-a-t when decoding a word).
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student isolates individual sounds of words (c-a-t) but cannot blend the sounds back together to read the word.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0The student can isolate some individual letter sounds in a CVC (consonant/vowel/consonant) word- the student can say the /c/ sound in the word cat.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Sound
  • Short Vowel
  • Long Vowel
  • Consonant
  • Decode
  • Letter
  • Read

 

ELA-00.RF.03.d

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words. 

d..  Read common high-frequency words by sight (the, of, to, you, she, is, are.....)

Student Learning Targets:

Skills (Performance) Targets

  • I can read common words without having to sound them out

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Reading high-frequency words is a foundational skill where no advanced criteria is available.  When a student meets proficiency for these standards, you will see application of these skills in other standards such as:  reading text and writing.  
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0

The student reads at least 35 words commonly found in texts 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 reads at least 20 words commonly found in texts at the emergent reading stage.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student reads at least 5 words commonly found in texts at the emergent reading stage.

 
  0.5 Limited or no understanding of the skill is demonstrated.

 

 

Resources

Websites

Vocabulary

  • High-Frequency Word
  • Read

 

ELA-00.RF.03.p1

ELA Reading Foundations Strand Logo Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-00.RF.03.p1 Part 1

  • a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

  • b) Associate the long and short sounds with the common spellings (graphemes) for the five major vowels

ELA-00.RF.03.p2

ELA Reading Foundations Strand Logo Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-00.RF.03.p2 Part 2

  • c) Decode and use CVC words.

  • e) Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

ELA-00.RF.03.p3

ELA Reading Foundations Strand Logo Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-00.RF.03.p3 Part 3

  • d) Read common high-frequency words by sight

ELA-00.RF.04

ELA Reading Foundations Strand Logo Kindergarten (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

ELA-00.RF.04 Read with sufficient accuracy and fluency to support comprehension

Sub-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

  • I can recognize high-frequency words in a text.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read a text with common high-frequency words.
  • I can use pictures in a text to help me understand.
  • I can retell the story 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

  • Fluency
  • Expression
  • Punctuation
  • High-Frequency Word

Websites

ELA-00.RI

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 words, captions 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 Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: (RI) Key Ideas and Details

ELA-00.RI.01 With prompting and support, ask and answer questions about key/supporting details in a text.
GoogleDrive logoTeacher Proficiency Scale

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.

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).
... follow and understand 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.
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).
... answer simple detail questions such as "What is one thing the author told you?" or lists details from the text.
  • recognize or recall specific terminology, such as:
    • retell, sequence, summarize, main idea, detail,
  • perform basic processes, such as:
    • using a sentence model or prompt, ask questions related to the text
    • using a model, retell sequence of events in the text
    • with support, identify details about a text
    • with prompting, respond to a question about a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... make inferences about a fact/detail (as shown in pictures) to help understand the text at the end of the emergent reading stage.
  • with prompting and support, ask and answer questions about key/supporting details in a text
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... demonstrate 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.

Resources

Vocabulary

  • Key Detail
  • Topic
  • Question
  • Facts

Websites

ELA-00.RI.02

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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).

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can retell the key details of 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).
... 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.

Resources

Vocabulary

  • Main topic
  • Key Detail
  • Retell

Websites

ELA-00.RI.03

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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.

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

  • Topic
  • Facts
  • Question
  • Key Detail

Websites

ELA-00.RI.04

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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

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-00.RI.05

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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.

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

  • Front Cover
  • Back Cover
  • Explain
  • Title Page

Websites

ELA-00.RI.06

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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

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-00.RI.07

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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

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-00.RI.08

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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

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-00.RI.09

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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

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-00.RI.10

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Range of Reading and Level of Text Complexity

ELA-00.RI.10 Actively engage in group reading activities with purpose and understanding.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can ask and answer questions about what is being read aloud. I can ask and answer questions about what 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
  • Retell
  • Questions

Websites

ELA-00.RL

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 complex 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.

Continued work on reading comprehension standards will heighten student abilities to read age appropriate 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 as they emerge as a reader
  • 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
  • Discuss favorite stories together and talk about the characters and details about the characters
  • 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-00.RL.01

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

ELA-00.RL.01 With prompting and support, Ask and answer questions about key/supporting details in a text before, during, and after reading.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can determine what is an important detail when I listen to a story.

Skills (Performance) Targets

  • I can ask and answer questions about a text (who, what, when, why, where).
  • I can ask and answer questions before, during and after reading 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).
... follow and understand a simple plot in a shared reading book or a read aloud by participating and asking/answering questions about the story in a whole group setting.
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).
... answer simple detail questions such as "Who is the character?" What is the setting?", or lists important information after reading a story.
  • recognize or recall some specific terminology, such as:
    • Before: predict, inference
    • During: character, setting, detail, problem, solution
    • After: retell, recall, sequence, summarize, main idea
  • perform some basic processes, such as:
    • following a model/sentence frame, predict what a text may be about
    • using a sentence model or prompt, ask questions related to the text
    • using a model, retell sequence of events in the text
    • with support, identify details about a text (character, setting, event)
    • with prompting, respond to a question about a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... make inferences about a character/setting or detail (as shown in the pictures) to help understand the story at the end of the emergent reading stage.
  • with prompting and support, 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.
... notice evidence in illustrations or text the author provides to show character attributes or aspects of the setting and notices and follows the dialogue to aide in comprehending the text that is at the end of the early reading stage.

Resources

Vocabulary

  • Key Detail
  • Story
  • Literature
  • Character
  • Setting
  • Problem/Solution
  • Actions
  • Feelings

Websites

ELA-00.RL.02

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

ELA-00.RL.02 With prompting and support, retell familiar stories, including key/supporting details.

Student Learning Targets:

Knowledge Targets

  • I can identify key details (important parts to the story).

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can listen to a story and tell the key details.
  • I can retell (put into my own words) stories using key details.

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

  • Key Detail
  • Retell
  • Beginning/Middle/End

Websites

Page: (Previous)   1  2  3  4  (Next)
  ALL