Reading Standards for Informational Text & Literature - SAU 14
Reading Standards for Informational Text & Literature - SAU 14 Reading Standards for Informational Text & Literature - SAU 14
how said author uses rhetoric to advance that point of view style and content create effective and powerful arguments Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Compare the same theme in different mediums Delineate and evaluate arguments and claims Analyze seminal US documents Comprehend 9 th -10 th grade text complexity Compare the same theme in multiple mediums Delineate and evaluate the reasoning in US texts Analyze 17 th , 18 th , and 19 th century foundational US documents for rhetorical features. Comprehend 11 th grade College and Career Ready (CCR) text complexity Reading Literature Kindergarten Standards Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, retell familiar stories, including key details. 3. With prompting and support, identify characters, settings, and major events in a story. Craft and Structure 4. With prompting and support, ask and answer questions about unknown words in a text. 5. Recognize common types of texts (e.g., storybooks, poems). 6. With prompting and support, name the author and illustrator of a story and define roles of each in telling the story. I can… Statements I can ask and answer questions about the text. I can retell stories I know. I can tell the characters of a story. I can tell the setting of a story. I can tell the problem of a story. I can ask and answer questions about words I don’t know in a story. I can tell the difference between types of text (fiction & non-fiction). I can name the author and define his/her role. I can name the illustrator and name his/her role. Reading Standards – Informational Text and Literature Epping School District Page 8 of 16
Integration of Knowledge and Ideas 7. 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). 8. (not applicable to literature) N/A 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding. I can use illustrations and details in a story to tell its characters, setting, or events. I can compare and/contrast the adventures and experiences of characters in stories I know. I can read in group activities with purpose and understanding. Grade One Standards Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 3. Describe characters, settings, and major events in a story using key details. Craft and Structure 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 5. Explain major difference between books that tell stories and books that give information, drawing on a wide range of texts. 6. Identify who is telling the story at various I can… Statements I can ask and answer questions about key details in text. I can retell stories with beginning, middle and end. I can retell stories using story elements. I can retell the main idea. I can identify characters, setting, problem, and solution. I can highlight words or phrases that create a mental image. I can tell the difference between fiction and nonfiction I can identify which character is telling the story. points in a text. (Thinking bubbles, talking bubbles, etc…) Integration of Knowledge and Ideas I can use illustrations and details in a story to 7. Use illustrations and details in a story to describe its characters, setting, or events. (first, describe its characters, setting, or events. then, next…) 8. (not applicable to literature) N/A 9. Compare and contrast the adventures and I can make text to text connections. experiences of characters in stories. Range of Reading and Level of Text I can read poetry in my “reader’s voice.” Complexity 10. With prompting and support, read prose and poetry of an appropriate complexity for grade Reading Standards – Informational Text and Literature Epping School District Page 9 of 16
- Page 1 and 2: Reading Reading instruction is divi
- Page 3 and 4: Grade Two Standards Key Ideas and D
- Page 5 and 6: including what happened and why, ba
- Page 7: Integration of Knowledge and Ideas
- Page 11 and 12: Grade Three Standards Key Ideas and
- Page 13 and 14: Grade Five Standards Key Ideas and
- Page 15 and 16: Range of Reading and Level of Text
Integration of Knowledge and Ideas<br />
7. With prompting and support, describe the<br />
relationship between illustrations and the<br />
text in which they appear (e.g., what<br />
person, place, thing, or idea in the text an<br />
illustration depicts).<br />
8. (not applicable to literature) N/A<br />
9. With prompting and support, compare<br />
and contrast the adventures and<br />
experiences of characters in familiar<br />
stories.<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong><br />
Complexity<br />
10. Actively engage in group reading<br />
activities with purpose and understanding.<br />
I can use illustrations and details in a story to<br />
tell its characters, setting, or events.<br />
I can compare and/contrast the adventures<br />
and experiences of characters in stories I<br />
know.<br />
I can read in group activities with purpose<br />
and understanding.<br />
Grade One<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Ask and answer questions about key details in<br />
a text.<br />
2. Retell stories, including key details, and<br />
demonstrate understanding of their central<br />
message or lesson.<br />
3. Describe characters, settings, and major<br />
events in a story using key details.<br />
Craft and Structure<br />
4. Identify words and phrases in stories or poems<br />
that suggest feelings or appeal to the senses.<br />
5. Explain major difference between books that<br />
tell stories and books that give in<strong>for</strong>mation,<br />
drawing on a wide range of texts.<br />
6. Identify who is telling the story at various<br />
I can… Statements<br />
I can ask and answer questions about key details in<br />
text.<br />
I can retell stories with beginning, middle and end.<br />
I can retell stories using story elements.<br />
I can retell the main idea.<br />
I can identify characters, setting, problem, and<br />
solution.<br />
I can highlight words or phrases that create a<br />
mental image.<br />
I can tell the difference between fiction and nonfiction<br />
I can identify which character is telling the story.<br />
points in a text.<br />
(Thinking bubbles, talking bubbles, etc…)<br />
Integration of Knowledge and Ideas<br />
I can use illustrations and details in a story to<br />
7. Use illustrations and details in a story to describe its characters, setting, or events. (first,<br />
describe its characters, setting, or events. then, next…)<br />
8. (not applicable to literature) N/A<br />
9. Compare and contrast the adventures and I can make text to text connections.<br />
experiences of characters in stories.<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong><br />
I can read poetry in my “reader’s voice.”<br />
Complexity<br />
10. With prompting and support, read prose and<br />
poetry of an appropriate complexity <strong>for</strong> grade<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 9 of 16
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