21 Matching Annotations
  1. Mar 2016
    1. describing how the beginning introduces the story and the ending concludes the action

      This standard requires the students to know how the beginning or introduction usually talks about the important problems the characters have along with information about characters. Also, the students know the conclusion usually talks about how the characters solve their problems.

    2. With prompting and support, describe the relationship between illustrations and the text in which they appear (

      This standard requires students to know what an illustration is and how they are different from the words in a text. The skill required of students is making connections between the illustrations they see and the story that is being told. A good book for this standard would be No David! The story in this book is mostly told through pictures while the words on the page say things like "No, David!"

    3. Identify the main purpose of a text, including what the author wants to answer, explain, or describe

      This standard requires students to know how to read and to know the role of the author of a text. The skill required is students having to find a meaning in the text that is not worded on the pages. This standard requires students to think deeply about the text in order to find the author's purpose in writing it. A good text to use for this standard would be Green Eggs and Ham. Students would have to think about how the green eggs and ham could relate to their own lives. The main point of this story is fairly easy to understand, it is that you should try food before you say you don't like it, something many elementary students may be able to relate to.

    4. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

      This standard requires students to have knowledge of the details of a text in order to answer the "where, when, why, what, and how" questions. The skill that is required is that students must think deeply about the text in order to answer questions that are not written in the book. A good book for this would be The Cat in The Hat by Dr. Suess. There are a lot of things going on in this book, and the answer to these questions would be easier to find for young readers. For example, if the question is "why did the cat in the hat show up?" students can see that the kids in the story were complaining about boredom right before he showed up, and thus conclude that the cat and the hat showed up to entertain the kids.

    5. ntify the main topic and retell key details of a te

      In order for students to accomplish this standard they must know what happened in the story and remember specific details. The skill this standard requires is to think about the text as a whole in order to figure out it's main topic. A good book for this would be "brown bear brown bear." Students would have to figure out what is reoccurring in the novel in order to find it's topic. The repeated topics are colors and animals.

  2. Feb 2016
    1. Use illustrations and details

      First graders must be able to utilize illustrations and details in a story in order to describe the characters, setting, or events.

    2. using key details.

      Grade 1 students must be able to use key details in order to describe the characters, settings and major events.

    3. Describe

      Fourth graders must be able to retell the details of a character, setting, or event in their own words using what they remember from the text.

    4. supply rhythm and meaning in a story, poem, or song

      Second graders must be able to think about why specific words are chosen and what they add to the text.

    5. explain how their actions contribute to the sequence of events.

      A third grader must be able to identify how the characters' actions affect the plot.

    6. referring explicitly to the text as the basis for the answers

      Third graders must be able to reference specific moments and details in the text.

    7. Retell

      First graders must be able to retell the story in their own words.

    8. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

      Second graders must be able to think of a reason why events in the story happened, using their knowledge of characters, setting and plot

    9. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

      Students must read a wide variety of fiction story types, understand the moral, and explain what key details help identify it. I think stories about the greek gods would be fun and exciting for kids, possibly Hercules as a book and movie follow up.

    10. describe the relationship

      Students need to be able to convey what they are seeing in an illustration and compare it to the text that was read.

    11. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

      Fifth grade students should have the ability to accurately cite and draw on the text they have read.This is a necessary skill that they will need to develop for their further education

    12. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.9.Compare and contrast the adventures and experiences of characters in stories

      These two standards show the difference in skill and knowledge that a student should have from the end of kindergarten to the end of first grade. In kindergarten the student should be able to compare and contrast elements of familiar stories with prompting, but by the end of first grade students should be able to do this with all stories by only illustrations, and without any prompting. This is a good example of how the expectations work on the same skill, but become a more difficult task as the students progress through each grade.

    13. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

      This is a skill that first grade students should have. They should be able to tell the difference between fiction and non fiction, and what separates them from one another.

    14. Recognize common types of texts (e.g., storybooks, poems).

      Kindergarten students need to be able to recognize the different types of texts that are available. This is a knowledge for kindergartners because it is all about sorting through different material that may be given, and is a simple identifying task.

    15. Identify words and phrases in stories or poems that suggest feelings or appeal to the sens

      A first grade students should be able to, while reading a text, pick out specific words that refer or appeal to the five senses or an emotion.

      Skill

      A good example of a book for this standard would be You Can't Taste a Pickle With Your Ear. This book is a fun way to have students pick out words or phrases that refer to the five senses and have them understand the difference between them all.

    16. dentify

      Students need to be able to pint out characters in stories.