This text resource illustrates the Standards Map for the Grade 1 Reading Informational Text domain in the Common Core State Standards.
Ask and answer questions about key details in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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1 - Ask (Questions)
1 - Answer (Questions)
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1 - I can ask questions about key details in a text.
1 - I can answer questions about key details in a text.
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A. Asking and answering -wh questions about key details helps readers better understand text.
B. Answers will vary depending on how detailed the questions and text are.
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A.1 How can I ask questions about a text?
B.1 Why might answers in a text vary for a given question?
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Identify the main topic and retell key details of a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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1 - Identify (main topic)
2 - Retell (key details)
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1 - I can identify the main topic of a text.
2 - I can retell key details of a text.
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A. Show comprehension of a text by identifying the main topic and presenting key details.
B. Determine key words, descriptions and contrasts to determine how the title matches the reading.
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A.1 How can I demonstrate understanding of the text?
B.1 How might the title help the reader understand the topic?
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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. Connections in details can be shown between two pieces of information.
B. Sometimes characters, events, actions or ideas overlap to support a theme.
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A.1 How can two pieces of information be described?
B.1 How might the overall theme of a text become evident?
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Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Ask (Questions)
1 - Answer (Questions)
2 - Determine (Word meaning)
2 - Determine (Phrase meaning)
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1 - I can ask questions to help determine or clarify the meaning of words in a text.
1 - I can answer questions to help determine or clarify the meaning of words in a text.
1 - I can ask questions to help determine or clarify the meanings of phrases in a text.
1 - I can answer questions to help determine or clarify the meaning of phrases in a text.
2 - I can determine or clarify meanings of unknown words in a text.
1 - I can determine or clarify meanings of unknown phrases in a text.
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A. Asking questions about text details and seeking patterns may unlock word or phrase meaning.
B. Looking for repeating words and similar uses or patterns helps spur comprehension.
C. Using words around the unknown words or phrases aids readers in seeing missing links in ideas.
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A.1 How do I understand meanings of unknown words in text?
B.1 Why might organization or structure help determine meaning?
C.1 How might asking questions about context clarify meaning?
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Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
Text Features e.g.
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1 - Know (Features)
2 - Use (Text features)
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1 - I can know the text features found within a given text.
2 - I can use the text features found within a given text to locate key facts or information in a given text.
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A. Readers use headings, tables of contents, icons and glossaries to find key information.
B. Tables of contents, headings and glossaries guide to page numbers or topics.
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A.1. How do I find information in books?
B.1 How do I know key facts included in a book?
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Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Information
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2 - Distinguish (Picture and word information)
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2 - I can distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
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A. Pictures may illustrate concept details and words describe less visible features or concepts.
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A.1 Why do (many) books have pictures and words?
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Use the illustrations and details in a text to describe its key ideas.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Key Ideas
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3 - Use (Illustrations)
3 - Use (Details)
2 - Describe (Key ideas)
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3 - I can use the illustrations in a text to describe its key ideas.
3 - I can use the details in a text to describe its key ideas.
2 - I can describe key ideas using illustrations and details.
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A. Illustrations help readers visualize details by showing people, places, things or ideas.
B. Words explain less visible key ideas.
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A.1 How are illustrations used in texts? How are text and illustrations related?
B.1 How are words used in texts?
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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 (Reason)
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2 - I can identify the reasons an author gives to support points in a text.
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A. Authors give points to explain or support reasons.
B. Reasons are often organized with identifying words that signal support.
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A.1 How does a reader recognize reasons?
B.1 How is writing structured to assist comprehension?
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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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2 - Identify (Similarities)
2 - Identify (Differences)
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2 - I can identify basic similarities in two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
2 - I can identify basic differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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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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With prompting and support, read informational texts appropriately complex for grade 1.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Read (Informational text)
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1 - I can, with prompting and support, read informational texts appropriately for grade 1.
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A. Scaffolding (partner, guided activity) assists when reading informational text by asking key content questions.
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A.1 How can I read informational texts?
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