Core Content Connectors by Common Core State Standards: English Language Arts-Reading Standards for Literature Grades K-2
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+ | {{BACK TO|[[Core Content Connectors]]}} | ||
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=College and Career Readiness Anchor Standards for Reading Literary Texts= | =College and Career Readiness Anchor Standards for Reading Literary Texts= | ||
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==Key Ideas and Details== | ==Key Ideas and Details== | ||
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# Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | # Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | ||
− | ===Reading Standards for Literary Text === | + | ===Reading Standards for Literary Text=== |
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
− | |width = " | + | |
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' |
+ | |||
+ | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|1. With prompting and support, ask and answer questions about key details in a text. | | style="background-color:#DAEEF3;"|1. With prompting and support, ask and answer questions about key details in a text. | ||
+ | |||
| style="background-color:#DAEEF3;"|1. Ask and answer questions about key details in a text. | | style="background-color:#DAEEF3;"|1. Ask and answer questions about key details in a text. | ||
+ | |||
| style="background-color:#DAEEF3;"|1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | | style="background-color:#DAEEF3;"|1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | ||
+ | |||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
− | |||
− | |||
− | |||
|| | || | ||
+ | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
− | + | ||
− | + | ||
− | + | ||
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
|- | |- | ||
| style="background-color:#DAEEF3;"|2. With prompting and support, retell familiar stories, including key details. | | style="background-color:#DAEEF3;"|2. With prompting and support, retell familiar stories, including key details. | ||
− | |||
| style="background-color:#DAEEF3;"|2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. | | style="background-color:#DAEEF3;"|2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. | ||
− | |||
| style="background-color:#DAEEF3;"|2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. | | style="background-color:#DAEEF3;"|2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' | ||
− | |||
|rowspan=2| | |rowspan=2| | ||
|- | |- | ||
− | | | + | ||'''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.''' | ||
− | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|3. With prompting and support, identify characters, settings, and major events in a story. | | style="background-color:#DAEEF3;"|3. With prompting and support, identify characters, settings, and major events in a story. | ||
− | |||
| style="background-color:#DAEEF3;"|3. Describe characters, settings, and major events in a story, using key details. | | style="background-color:#DAEEF3;"|3. Describe characters, settings, and major events in a story, using key details. | ||
− | |||
| style="background-color:#DAEEF3;"|3. Describe how characters in a story respond to major events and challenges. | | style="background-color:#DAEEF3;"|3. Describe how characters in a story respond to major events and challenges. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
|rowspan=5| | |rowspan=5| | ||
|- | |- | ||
− | | | + | ||'''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.''' |
|- | |- | ||
|rowspan=3| | |rowspan=3| | ||
− | | | + | ||'''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== | ==Craft and Structure== | ||
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===Reading Standards for Literary Text=== | ===Reading Standards for Literary Text=== | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|4. Ask and answer questions about unknown words in a text. | | style="background-color:#DAEEF3;"|4. Ask and answer questions about unknown words in a text. | ||
− | |||
| style="background-color:#DAEEF3;"|4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. | | style="background-color:#DAEEF3;"|4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. | ||
− | |||
| style="background-color:#DAEEF3;"|4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. | | style="background-color:#DAEEF3;"|4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' | ||
− | |||
|rowspan=3| | |rowspan=3| | ||
|- | |- | ||
|rowspan=2| | |rowspan=2| | ||
− | | | + | |
+ | ||'''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.''' |
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
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| style="background-color:#DAEEF3;"|5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. | | style="background-color:#DAEEF3;"|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.''' | ||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' |
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
|- | |- | ||
Line 261: | Line 266: | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
+ | |||
|rowspan=3| | |rowspan=3| | ||
+ | |||
|rowspan=3| | |rowspan=3| | ||
|- | |- | ||
− | | | + | ||'''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== | ==Integration of Knowledge and Ideas== | ||
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===Reading Standards for Literary Text=== | ===Reading Standards for Literary Text=== | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
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|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
|- | |- | ||
|rowspan=3| | |rowspan=3| | ||
− | |||
− | | | + | ||'''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.''' | ||
− | |||
|| | || | ||
+ | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' |
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
|- | |- | ||
Line 357: | Line 367: | ||
|- | |- | ||
− | | | + | | colspan=3|'''CCCs''' |
|- | |- | ||
− | | | + | ||'''N/A''' |
− | | | + | ||'''N/A''' |
+ | |||
+ | ||'''N/A''' | ||
− | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergartens:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | | style="background-color:#DAEEF3;"|9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | ||
− | |||
| style="background-color:#DAEEF3;"|9. Compare and contrast the adventures and experiences of characters in stories. | | style="background-color:#DAEEF3;"|9. Compare and contrast the adventures and experiences of characters in stories. | ||
− | |||
| style="background-color:#DAEEF3;"|9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. | | style="background-color:#DAEEF3;"|9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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== | ==Range of Reading and Level of Text Complexity== | ||
− | + | <ol start="10"><li> Read and comprehend complex literary and informational texts independently and proficiently.</li></ol> | |
===Reading Standards for Literary Text=== | ===Reading Standards for Literary Text=== | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Kindergarten students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 1 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 2 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|10. Actively engage in group reading activities with purpose and understanding. | | style="background-color:#DAEEF3;"|10. Actively engage in group reading activities with purpose and understanding. | ||
− | |||
| style="background-color:#DAEEF3;"|10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. | | style="background-color:#DAEEF3;"|10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
− | + | ||
− | + | ||
+ | |rowspan=3| | ||
+ | |rowspan=3| | ||
|- | |- | ||
− | | | + | ||'''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.''' |
+ | |} | ||
− | + | [[Category: ELA]] | |
− | + | [[Category: CCCs]] | |
− | + | [[Category: CCSS]] | |
− | + |
Latest revision as of 15:29, 29 July 2014
BACK TO Core Content Connectors
Contents |
[edit] College and Career Readiness Anchor Standards for Reading Literary Texts
[edit] Key Ideas and Details
- 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.
- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
[edit] 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. |
[edit] Craft and Structure
- 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.
- 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.
- Assess how point of view or purpose shapes the content and style of a text.
[edit] 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. |
[edit] Integration of Knowledge and Ideas
- Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- 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.
- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
[edit] 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. |
[edit] Range of Reading and Level of Text Complexity
- Read and comprehend complex literary and informational texts independently and proficiently.
[edit] 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. |