RI PK.2 With prompting and support, retell details of a text
I believe this would be used for student retelling of events either by drawing pictures, using flannel board pieces, reader's theater, puppets and other props for retelling.
RI PK.7 With prompting and support, describe the relationship between illustrations and text in which they appear (e.g. what person, place, thing, or idea in the text the illustration depicts)
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place or thing or idea in the text an illustration depicts)
RI.1.5 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
RI.2.5 Know and use various text features (e.g. cpations, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RL.PREK.9 With prompting and support, students will compare and contrast two stories relating to the same topic ( Mercer Meyer series) a. With prompting and support, students will make cultural connections to text and self.
RL.K.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).
RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. a. With prompting and support, students will make cultural connections to text and self.
9. Compare and contrast the adventures and experiences of characters in stories. a. With prompting and support, students will make cultural connections to text and self.
Thanks Paula for putting this together. I don't want to get bogged down in this, but I put it out there because it's been bothering me since I first read over the PK standards. Many of the target objectives for PK seem pushed down from K. What, as practitioners, do we do when not all our K's have attended PK? I was very lucky that I had an administrator that was able to work service to our UPK into my schedule for for several years. Gone now and not coming back. Sandi
To keep things running in a linear fashion, I thought that we could start reviewing the PreK standards first, and move up per grade level.
ReplyDeleteI will list the common core standard, and then the identification of that standard.
My goal at this point is to see if we agree with the posted standards, and if you would wish to add a standard that I have left out.
In the end, I will place all our work into an excel document and email it to you in a neat presentation.
PREK:
ReplyDeleteRI PK.1 With prompting and support, ask and answer questions about details in a text.
I believe this would work when asking questions like: who is the author, illustrator, making predictions, picture walks, sequences of events, etc.
I should mention, that the above standard is directly from: RI (Reading for Information) PK (PreK) standard 1.
ReplyDeletePREK: Reading for Information (RI) -
ReplyDeleteRI PK.2 With prompting and support, retell details of a text
I believe this would be used for student retelling of events either by drawing pictures, using flannel board pieces, reader's theater, puppets and other props for retelling.
PREK: Reading for Information (RI)
ReplyDeleteRI PK.3 With prompting and support, describe the connection between two events, or pieces of information in a text
I believe this would be used when comparing facts in separate sources, or comparing/contrasting familiar stories.
PREK: Reading for Information (RI)
ReplyDeleteRI PK.5 Identify the front cover, back cover; displays correct orientation of book, and page turning skills
I believe this would be used when learning parts of a book.
PREK: Reading for Information (RI)
ReplyDeleteRI .PK6 With prompting and support can describe the roll of an author and illustrator
I believe this would work when learning what the author and illustrator do.
PREK: Reading for Information (RI)
ReplyDeleteRI PK.7 With prompting and support, describe the relationship between illustrations and text in which they appear (e.g. what person, place, thing, or idea in the text the illustration depicts)
Kindergarten: Reading for Information (RI)
ReplyDeleteRI.K.3 With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.
Kindergarten: Reading for Information (RI)
ReplyDeleteRI.K.5 Identify the front cover, back cover, and title page of a book.
Kindergarten: Reading for Information (RI)
ReplyDeleteRI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Kindergarten: Reading for Information (RI)
ReplyDeleteRI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place or thing or idea in the text an illustration depicts)
1st Grade: Reading for Information (RI)
ReplyDeleteRI.1.1. Ask and answer questions about key details in a text
1st Grade: Reading for Information (RI)
ReplyDeleteRI.1.3 Describe the connection between two individuals, events, ideas or pieces of information in a text
1st Grade: Reading for Information (RI)
ReplyDeleteRI.1.5 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
1st Grade: Reading for Information (RI)
ReplyDeleteRI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1st Grade: Reading for Information (RI)
ReplyDeleteRI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures)
RI.2.1 Ask and asnwer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
ReplyDelete(fact finding)
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
ReplyDelete(primary sources study)
RI.2.5 Know and use various text features (e.g. cpations, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
ReplyDeleteRI.2.7 Explain how specific image (e.g. a diagram showing how a machine works) contributes and clarify a text
ReplyDelete(using charts, graphs, etc.)
3rd Grade: Reading for Information (RI)
ReplyDeleteRI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
(note taking/fact finding)
3rd Grade: Reading for Information (RI)
ReplyDeleteRI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
(Researching)
3rd Grade: Reading for Information (RI)
ReplyDeleteRI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
3rd Grade: Reading for Information
ReplyDeleteRI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
4th Grade: Reading for Information
ReplyDeleteRI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4th Grade: Reading for Information
ReplyDeleteRI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
4th Grade: Reading for Information
ReplyDeleteRI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4th Grade: Reading for Information
ReplyDeleteRI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
4th Grade: Reading for Information
ReplyDeleteRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an
understanding of the text in which it appears.
4th Grade: Reading for Information
ReplyDeleteRI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
(researching)
5th Grade: Reading for Information (RI)
ReplyDeleteRI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5th Grade: Reading for Information (RI)
ReplyDeleteRI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts.
5th Grade: Reading for Information (RI)
ReplyDeleteRI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
(multiple sources research)
5th Grade: Reading for Information (RI)
ReplyDeleteRI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
5th Grade: Reading for Information (RI)
ReplyDeleteRI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
THIS SECTION I WILL BE POSTING THE ---
ReplyDeleteREADING FOR LITERATURE (RL).
PREK: READING FOR LITERATURE (RL)
ReplyDeleteRL.PREK.1 With prompting and support, ask and answer about detail(s) in a text.
PREK: READING FOR LITERATURE (RL)
ReplyDeleteRL.PREK.2 With prompting and support, retell familiar stories.
PREK: READING FOR LITERATURE (RL)
ReplyDeleteRL.PREK.5 Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).
PREK: READING FOR LITERATURE
ReplyDeleteRL.PREK.6 With prompting and support, can describe the role of an author and illustrator.
PREK: READING FOR LITEARTURE
ReplyDeleteRL.PREK.9 With prompting and support, students will compare and contrast two stories relating to the same topic ( Mercer Meyer series)
a. With prompting and support, students will make cultural connections to text and self.
KINDERGARTEN: READING FOR LITERATURE
ReplyDeleteRL.K.1 With prompting and support, ask and answer questions about key details in a text.
KINDERGARTEN: READING FOR LITERATURE
ReplyDeleteRL.K.2. With prompting and support, retell familiar stories, including key details.
KINDERGARTEN: READING FOR LITERATURE
ReplyDeleteRL.K.5. Recognize common types of texts (e.g., storybooks,poems).
KINDERGARTEN: READING FOR LITERATURE
ReplyDeleteRL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
KINDERGARTEN: READING FOR LITERATURE
ReplyDeleteRL.K.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).
KINDERGARTEN: READING FOR LITERATURE
ReplyDeleteRL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
a. With prompting and support, students will make
cultural connections to text and self.
1ST GRADE: READING FOR LITERATURE
ReplyDeleteRL.1.1. Ask and answer questions about key details in a text.
1ST GRADE: READING FOR LITERATURE
ReplyDeleteRL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1ST GRADE: READING FOR LITERATURE
ReplyDeleteRL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
1ST GRADE: READING FOR LITERATURE
ReplyDelete9. Compare and contrast the adventures and experiences of characters in stories.
a. With prompting and support, students will make
cultural connections to text and self.
1ST GRADE: READING FOR INFORMATION
ReplyDeleteRL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.
2ND GRADE: READING FOR LITERATURE
ReplyDeleteRL.2.1. Ask and answer such questions as who, what, where, when,why, and how to demonstrate understanding of key details in a text.
2ND GRADE: READING FOR LITERATURE
ReplyDeleteRL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2ND GRADE: READING FOR LITERATURE
ReplyDelete9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Thanks Paula for putting this together. I don't want to get bogged down in this, but I put it out there because it's been bothering me since I first read over the PK standards. Many of the target objectives for PK seem pushed down from K. What, as practitioners, do we do when not all our K's have attended PK? I was very lucky that I had an administrator that was able to work service to our UPK into my schedule for for several years. Gone now and not coming back.
ReplyDeleteSandi