CCSS Reading Literature
Unpacking the Standards
Kindergarten

Standard:RL K.1

*With prompting and support, ask and answer questions about details in a text.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Define:
  • Details
  • Listen for information
  • Question words: (Who, What, When, Why, How)
  • Answer in complete sentences
  • Give details about the text (cite evidence)
/
  • Anchor Chart: Question Words with examples of questions
  • Model and Build Schema
  • Inquiry Chart to write student questions before, during, after reading
  • KWL
  • Partner Talk : A’s ask the question, B’s answer in complete sentences
  • Collaborative discussions
/
  • Treasures
  • Big Books (Fiction)
  • Any fiction book

Standard:RL K.2

With prompting and support, retell familiar stories, including key details.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
RL K.3 as a Prerequisite:
Characters, Setting, Major events.
(Teach each one in isolation and then build upon each)

Define:
-Retell
-Key Details
  • Identify the main events of the story
  • Speak in complete sentences

Standard: RL K.3

With prompting and support, identify characters, setting(s) and major events in a story.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Identify and Define:
  • Characters
  • Setting(s)
  • Major events
(Teach each one in isolation and then build upon each)

Standard: RL K.4

*Ask and answer questions about unknown words in a text (see K Language standards 4-6 for additional expectations).

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
  • RL K.1
  • Recognize that a word is unknown
  • Monitor and Clarify
  • Context Clues: ( in illustrations, in the context of a sentence)
  • Link to Language Standards:
L K4
  • Link to Speaking and Listening:
SL K.3: Ask and answer questions in order to seek help, get information or clarify something that is not understood. / -Teach unknown vocab in isolation through Board Language
-Build schema: Teach Monitor and Clarify in the context of Fiction text
(Model what to do when you don’t know what a word means)
Recipe for Monitor and Clarify:
1) Look for picture clues
2) Listen for word clues in the sentence
3) Does it make sense?

Hand signal for unknown words / See Key

Standard: RL K.5

Recognize common types of text (e.g. storybooks, poems, fantasy, and realistic text).

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
  • Exposure to common genres/variety of literature
-fairytales
-poems/nursery rhymes
-fables
-storybooks/narratives
-non-fiction
  • Understand the difference between Fantasy and Reality

Standard: RL K.6

*With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Identify:
-author
-illustrator
Define the role:
  • An author writes the book/story
  • An illustrator draws the pictures
Show/Teach that that info can be found on the cover/title page /
  • Model and define roles
  • Embed into pre-reading activities
Sample Teacher Question Stems:
-What does the author do?
-What does the illustrator do?
-Who wrote the story?
-Who drew the pictures?
-Can you point to the name of the ______?
-Where can I find the name of the person who ______?

Standard: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 and illustration depicts).

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
  • Make connections
  • Define:
-illustration
-text
  • RL K.6: Understand the role of the author and illustrator
  • Understand story events
(RL K.3) /
  • Picture walk before and after reading to emphasize illustrations/predictions
Build schema:
  • Model that there are clues in the illustrations that help us know more about what is happening in the story (think aloud)
Sample Teacher Question Stems:
-Is there anything in the illustration that helps you understand ____?
-What can be learned about ____ by looking at ______?
-Where in the story did the illustration show us _____? / See Key
  • Big Books with vivid illustrations that connect to the text
  • Wordless picture books
  • Retell/Oral Vocab Cards

Standard: RL K.8 (N/A)

*RL K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Pre-requisite Standards:
- RL K.2
-RL K.3
Define:
Compare: alike, similar, the same
Contrast: different
Adventures/Experiences: what happened to the characters in the story (key events) / Teach and model:
1st chunk: find similarities in characters
2nd chunk: Once students master similarities, teach differences
*Consider starting off with 2 characters within the same story.
* Move onto comparing and contrasting characters from 2 different stories, after that
(ie. Comparing 2 different Ginger Boys from 2 different stories).
  • Venn Diagram
  • Double Bubble
/ Two Fiction Sources:
  • About the same character (No David series)
  • About 2 different characters (Goldilocks vs. Red Riding Hood)
  • 2 Versions of the same story (Three Little Pigs)
Train Book for eliciting complete sentences (see compare and contrast page).

Standard:RL K.10

Actively engage in group reading activities with purpose and understanding.

a) Activate prior knowledge related to the information and events in texts.

b) Use illustrations and context to make predictions about the text.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Procedures for working with others:
-Pairs
-Groups
-Taking turns
-Listen attentively
Reading strategies:
-Making Predictions:
Use illustrations and context
Activate Prior Knowledge:
-Recall prior information learned
-Make connections to prior learning /
  • Reinforce skills that have been taught whole class
  • Read with a purpose:
(RL 1.1-1.9 in application)
  • Collaborative Conversations:
Pair share/Heads together/ Small group roles /
  • Leveled Readers
  • Individual sets of fiction books
  • Workshop/Universal Access Expectations and Procedures

* RL standard correlates directly to RI standard