Core Content Connectors by Common Core State Standards: English Language Arts-Reading Standards for Literature Grades K-2

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College and Career Readiness Anchor Standards for Reading Literary Texts

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Standards for Literary Text

Kindergarten students:	Grade 1 students:	Grade 2 students:
1. With prompting and support, ask and answer questions about key details in a text.	1. Ask and answer questions about key details in a text.	1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCCs
K.RL.e2 With prompting and support answer questions about key details in a story.	1.RL.d1 Answer questions about key details in a story (e.g., who, what, when, where, why).	2.RL.d1 Answer who, what, where, when, why, and how questions from stories.
	1.RL.d2 Ask questions about key details in a familiar story.

Kindergarten students:	Grade 1 students:	Grade 2 students:
2. With prompting and support, retell familiar stories, including key details.	2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.	2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCCs
K.HD.d2 With prompting and support, retell a favorite story, including key details.	1.HD.d4 Retell a favorite text, including key details.	2.RL.e1 Use details to recount stories, including fables and folktales from diverse cultures.
K.RL.c1 With prompting and support sequence a set of events in a familiar story.	2.HD.d1 Retell a favorite text, including key details.	2.RL.f5 Determine the central message, lesson or moral from fables and folktales from diverse cultures.
K.RL.c2 With prompting and support identify the beginning, middle, and ending of a familiar story.	1.RL.e2 Use details to tell what happened in a story.
K.RL.e1 Retell a familiar story (e.g., What was the story about?).	1.RL.e3 Retell the sequence of events in a story.

Kindergarten students:	Grade 1 students:	Grade 2 students:
3. With prompting and support, identify characters, settings, and major events in a story.	3. Describe characters, settings, and major events in a story, using key details.	3. Describe how characters in a story respond to major events and challenges.
CCCs
K.RL.d1 With prompting and support identify characters in a story.	1.RL.c3 Answer questions about the beginning, middle, and end of a story.	2.RL.d2 Describe or select a description of a major event or problem in a story.
K.RL.d2 With prompting and support identify major events (e.g., problem or solution) in a story.	1.RL.c4 Use signal words (e.g., first, next, after, before) and text details to describe events of a story.	2.RL.d3 Describe or select a description of how characters respond to major events or problems in a story.
K.RL.f1 With prompting and support show how characters interacted in a story.	1.RL.d3 Identify and/or describe the characters from a story.
K.RL.f2 With prompting and support identify a setting in a story.	1.RL.d4 Identify and/or describe a major event (e.g., problem or solution) from a story.
	1.RL.e1 Answer questions regarding key events of stories.
	1.RL.f2 Identify and/or describe a setting in a story.
	1.RL.f3 Describe feelings of characters.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.

Reading Standards for Literary Text

Kindergarten students:	Grade 1 students:	Grade 2 students:
4. Ask and answer questions about unknown words in a text.	4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.	4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
CCCs
K.RWL.a1 Ask questions about unknown words in a text.	1.RWL.a1 Ask questions to help determine or clarify the meaning of words in a text.	No CCCs developed for this CCSS
K.RWL.a2 Answer questions about unknown words in a text.	1.RWL.a2 Answer questions to help determine or clarify the meaning of words in a text.
	1.RWL.a3 Ask questions to help determine or clarify the meaning of phrases in a text.
	1.RWL.a4 Answer questions to help determine or clarify the meaning of phrases in a text.

Kindergarten students:	Grade 1 students:	Grade 2 students:
5. Recognize common types of texts (e.g., storybooks, poems).	5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.	5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCCs	CCCs	CCCs
K.HD.a1 Answer questions about reading such as "Why do we read? What do we read?"	1.HD.g1 Read books to examine how certain genres are written.	2.RL.c3 Describe or select the description of what happened (or key events from) in the beginning of the story.
K.RL.g1 Recognize common types of text.	2.HD.g1 Read books to examine how to write certain genres.	2.RL.c4 Describe or select the description of what happened (or key events from) in the end of the story.
	1.RL.g1 Identify the purpose of storybooks and informational text.	2.RL.c5 Use signal words (e.g., then, while, because, when, after-before, later) to describe event sequence, actions, and interactions in a story.

Kindergarten students:	Grade 1 students:	Grade 2 students:
6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.	6. Identify who is telling the story at various points in a text.	6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCCs
K.RL.c3 With prompting and support identify the author of a familiar story (e.g., Show me the author, Show me who wrote the book).	1.RL.f1 Identify who is telling the story in a text.	2.RL.f2 Identify different points of view different characters in a story. (e.g., who thinks it is a bad idea to play a joke on a friend?)
K.RL.c4 With prompting and support define the role of the author.
K.RL.c5 With prompting and support, identify the illustrator.
K.RL.c6 With prompting and support define the role of the illustrator.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Reading Standards for Literary Text

Kindergarten students:	Grade 1 students:	Grade 2 students:
7. 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).	7. Use illustrations and details in a story to describe its characters, setting, or events.	7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCCs
K.HD.e2 With prompting and support, identify illustrations to aid comprehension.	1.HD.e3 Use text features to aid comprehension.	2.RL.c2 Use illustrations to answer questions about the characters, key events, the problem or solution in a story.
K.RL.c7 With prompting and support identify the relationship between an illustration and the story.	2.HD.e2 Use text features to aid comprehension.	2.RL.f1 Use information gained from illustrations to describe elements within the setting.
	1.RL.c1 Explain a key illustration in the story.	2.RL.f3 Use information gained from illustrations to describe a character's feelings or what a character wanted.
	1.RL.c2 Use illustrations and details in a story to describe its characters, setting, or events.	2.RL.f4 Use information gained from illustrations to describe a relationships between characters (e.g., mother/daughter, love/hate).
	2.RL.c1 Use illustrations and details in a story to describe its characters, setting, or events.

Kindergarten students:	Grade 1 students:	Grade 2 students:
8. Not applicable to literature	8. Not applicable to literature	8. Not applicable to literature
CCCs
N/A	N/A	N/A

Kindergartens:	Grade 1 students:	Grade 2 students:
9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.	9. Compare and contrast the adventures and experiences of characters in stories.	9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
CCCs
K.RL.g2 With prompting and support, compare and contrast (i.e., find something the same and something different) between familiar stories.	1.RL.g2 Compare and contrast (what is the same and what is different) the experiences of characters in stories.	2.RL.g1 Compare and contrast illustrations or visuals between two versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
		2.RLg2 Compare and contrast characters or events between two versions of the same story by different authors or from different cultures.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Reading Standards for Literary Text

Kindergarten students:	Grade 1 students:	Grade 2 students:
10. Actively engage in group reading activities with purpose and understanding.	10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.	10. By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCCs
K.HD.a1 Answer questions about reading such as "Why do we read? What do we read?"	1.HD.b1 Choose informational and narrative text or adapted text to read and reread, listen to, or view for leisure purposes.	2.HD.b1 Choose information or narrative text or adapted text to read and reread, listen to, or view for leisure purposes.
K.HD.b1 Choose narrative or informational text to read and reread, listen to, or view for leisure purposes.
K.HD.c2 Engage in group reading of stories or poems by sharing something learned or something enjoyed.
1.HD.c1 Engage in group reading of stories or poems by sharing something learned or something enjoyed.