This text resource illustrates the Standards Map for the Grade Kindergarten Reading Informational strand in the Common Core State Standards.
With prompting and support, ask and answer questions about key details in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Key Details
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1 - Ask (Questions)
1 - Answer (Questions)
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1 - I can, with prompting and support, ask questions about key details in a text.
1 - I can, with prompting and support, answer questions about key details in a text.
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A. Reading prompts help readers ask and answer detail questions to better understand.
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A.1 Why does the teacher use prompts for reading?
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With prompting and support, identify the main topic and retell key details of a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Main Topic
Key Details
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1 - Identify (Main topic)
1 - Retell (Key details)
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1 - I can identify main topic of a text.
1 - I can retell key details of a text
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A. Text is understood when readers can identify main ideas, sequence of events, character roles, places, and key details.
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A.1 How can I understand a text?
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With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Connection
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3 - Describe (Connection)
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3 - I can describe the connection between two individuals, events, ideas, or pieces of information in a text.
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A. Sometimes the teacher helps students think about similar events, topics or ideas in stories.
B. Understanding individual roles, purpose, relationships and interactions helps in interpreting if working together or against one another.
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A.1 How do I recognize connection between two pieces of information?
B.1 Why might a reader connect two individuals in a reading?
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With prompting and support, ask and answer questions about unknown words in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Ask (Questions)
1 - Answer (Questions)
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1 - I can ask questions about unknown words in a text, with prompting and support.
1 - I can answer questions about unknown words in a text, with prompting and support.
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A. Unknown words can be understood by asking questions.
B. Questions make readers think about what they know and how new information or words are related.
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A.1 How do I understand unknown words in a text?
B.1 Why do questions help?
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Identify the front cover, back cover, and title page of a book.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Book
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1 - Identify (Front cover)
1 - Identify (Back cover)
1 - Identify (Title page)
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1 - I can identify the front cover of a book.
1 - I can identify the back cover of a book
1 - I can identify the title page of a book.
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A. Books contain front covers, back covers and title pages, but may vary in shape, size or print materials.
B. Covers protect books and present book and author information and codes for locating. Title pages show title, author, place, name and year of publication.
C. Title pages do not have page numbers and are standard to ease locating in libraries.
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A.1 Why do most books appear similar?
B.1 Why do books have covers and title pages?
C.1 How do I recognize the title page?
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Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Roles
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1 - Name (Author)
1 - Name (Illustrator)
1 - Define (Author role)
1 - Define (Illustrator role)
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1 - I can name the author of a text.
1 - I can name the illustrator of a text.
1 - I can define the role of the author in presenting the ideas or information in a text.
1 - I can define the role of the illustrator in presenting the ideas or information in a text.
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A. Authors and illustrators both present text ideas or information to help us understand stories.
B. Authors and illustrators are identified on the front cover, with background information often included somewhere.
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A.1 Why do (many) books have authors and illustrators?
B.1 How do I identify the author and illustrator?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Describe (Relationships)
2 - Describe (Illustrations)
2 - Describe (Text)
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2 - I can describe the relationship between illustrations and the text in which they appear, with prompting and support.
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A. Illustrations show people, places, things or ideas of the text to help readers visualize and understand.
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A.1 How are the text and illustrations related?
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With prompting and support, identify the reasons an author gives to support points in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Reasons
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2 - Identify (Reasons that support points in a text)
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1 - I can identify the reasons an author gives to support points in a text, with prompting and support.
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A. Reasons can be identified with prompting and support questions.
B. A story has to have a main idea and other ideas to add emphasis to the bigger idea.
C. Sometimes authors use repetition or patterns to help readers identify support.
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A.1 How can I identify reasons for support?
B.1 Why do texts have supports?
C.1 How do authors make recognition of key points easier?
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With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two Texts with Same Topic
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2 - Identify (Similarities)
2 - Identify (Differences)
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2 - I can identify basic similarities in two texts on the same topic, with prompting and support.
2 - I can identify basic differences between two texts on the same topic, with prompting and support.
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A. By looking, listening and answering questions, I can see similarities and differences.
B. Similar stories told by different people in different places and times may vary in presentation, perspective and emphasis of main ideas.
C. Recognizing differences in topic details or sketches or how information is presented helps me see how small variations present a slightly different message.
D. Identifying similarities and differences strengthens ability to recognize key points.
E. Contrasts sometimes assist in recognizing key terms.
F. Repetition may help one recognize emphasis and draw conclusions within or between two texts.
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A.1 How can I identify text similarities and differences in texts on similar topics?
B.1 How might texts differ?
C.1 How do details help me identify differences?
D.1 Why do I identify similarities and differences in two texts?
E.1 How do contrasts help me in understanding the author's ideas?
F.1 How might repeated words help in comprehension.
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Actively engage in group reading activities with purpose and understanding.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Group Reading Activities
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1 - Engage (Group reading activities)
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1 - I can actively engage in group reading activities with purpose and understanding.
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A. Reading group participants listen, think and relate background information for comprehension.
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A.1 How do I participate in reading groups?
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