K Grade English


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E

ELA-00.RI.10

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
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:

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 (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

  • Read
  • Questions
  • Retell

 


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

ELA-00.RL.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 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

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student notices 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.



  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 character/setting or detail (as shown in the pictures) to help understand the story 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 "Who is the character?"  What is the setting?", or lists important information after reading a story.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0  content.
1.0The student follows and understands 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.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-00.RL.02

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

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

Student Learning Targets:

Knowledge Targets

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

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 (Rubric) Scale

Score   Description Sample Activity
4.0

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) in the story or as part of the retell in 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 is able to correctly retell parts of the story with details from the text in sequential order and include or refer to something the character said or did in 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 is able to provide a general retell of the story but does not include all of the important details and/or put the events in a sequential order.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student gives a general retell of a story read aloud, including a general beginning middle and end.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Key Detail
  • Retell
  • Beginning/Middle/End

 


ELA-00.RL.03

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

ELA-00.RL.03 With prompting and support, identify characters, settings, and major events in a story.

Student Learning Targets:

Knowledge Targets

  • I can identify the character in a story
  • I can identify the setting in a story
  • I can identify the major event 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
  • Event

 


ELA-00.RL.04

 Under Development

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-00.RL.04 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.RL.05

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-00.RL.05 Recognize common types of texts (e.g., storybooks, poems).

Student Learning Targets:

Knowledge Targets

  • I can recognize when a text is a storybook or a poem

Reasoning Targets

  • I can explain that some texts look the same and some look different

Skills (Performance) Targets

  • I can listen to and look at different types of text

 

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

Vocabulary

  • Text
  • Story/storybook
  • Poem
  • Play

 


ELA-00.RL.06

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-00.RL.06 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Student Learning Targets:

Knowledge Targets

  • I can identify where to find the name of the author/illustrator

Reasoning Targets

  • I can explain that authros write books and stories
  • I can explain that illustrators create the pictures for books and stories

Skills (Performance) Targets

  • I can name the author and illustrator of 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

  • Author
  • Illustrator
  • Story
  • Book Cover

 


ELA-00.RL.07

 Under Development

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

ELA-00.RL.07 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story 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.RL.08

 Under Development

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

ELA-00.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

 



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