Standards Alignment Guide: Grade 1 Reading Literature and Informational Text
Reading Literature:
Key Ideas and DetailsRL 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Should I use this text for this standard?
Ø Does the author include key details which can help a reader ask and answer questions? For example, a text should have a clear beginning, middle and end. / Questions to Ask Students:
· Who ___?
· What is so [beautiful] about ___?
· Where does the story take place?
· When did ___?
· Why did ____?
· How is ____ different from/the same as ___? / Students will be able to:
· Make reasonable predictions as they read
· Use information from the text and background knowledge and information from the text to make inferences
· Ask and answer questions which begin with who, what, where, when why, and how
· Ask and answer questions about key details in a text
RL 2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Should I use this text for this standard?
Ø Does the author of the literary text include details that help readers make sense of the story?
Ø Is there a lesson or a central message worth retelling? / Questions to Ask Students:
· What happens in this selection? What is its central message?
· What are some key details in the story?
· What lesson does ____ learn? / Students will be able to:
· Recognize key details in a story
· Recount/retell (or graphically represent) key details from literary texts
· Recognize that key details show a central message, lesson or moral
· Demonstrate (e.g., visual, auditory, tactile, kinesthetic) understanding of central message or lesson
· Retell stories, including key details, and demonstrate understanding of their central message or lesson
RL 3: Describe characters, settings, and major events in a story, using key details.
Should I use this text for this standard?
Ø Does the author develop key details to describe characters, setting, and events that help readers understand the story.
Ø Is there a major event to which the reader can respond? / Questions to Ask Students:
· Describe _(character/setting/major events)_ using information or illustrations from the text.
· What details would describe the character/setting/major events in the selection?
· Where does the story take place? Where in the text did you find the information? / Students will be able to:
· Identify the major events in a story or play
· Identify the characters in a story or play
· Identify the beginning, middle and end of a story or play
· Describe or graphically represent characters, setting and major events in a story or play
· Use key details to support descriptions of characters, setting and major events
· Describe characters, settings, and major events in a story, using key details
Craft and Structure
RL 4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4-6 on page 8 for additional expectations.)
Should I use this text for this standard?
Ø Are there words-worth-knowing where meanings can be determined from…
o the five senses?
o feelings?
Ø Does the author make purposeful language choices to include sensory details in stories, poems, and songs.
Ø Does the author purposefully include feeling words? / Questions to Ask Students:
· Where does the author provide sensory images? (taste, touch, feel, sight, hear, smell)
· When the author uses the word ___, which of the five senses are demonstrated?
· When the author says _____ how does that make you/the character feel?
· Where does the author provide feeling words?
· How do we know the character feels happy/sad/angry/frustrated/etc? / Students will be able to:
· Read and reread other sentences and non-linguistic images (e.g., illustrations) in the text to identify context clues
· Use context clues to help unlock the meaning of unknown words/phrases
· Recognize words and phrases that have literal and non-literal meanings
· Identify figurative language and literary devices
· Identify words and phrases in stories, poems, and songs that suggest feelings or appeal to the senses
RL 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.
Should I use this text for this standard?
Ø Does the text have a clear story structure as compared to an informational text?
Ø Is this a good text to use to show the difference between a narrative and an informational text?
Ø Will the text allow us to determine the difference between a story or a poem? / Questions to Ask Students:
· Is this a story or a poem? How do you know? (Unit One OC is poetry heavy)
· Is this a selection that tells a story or that gives information? How do you know?
· What is it about how the page looks that gives you a clue that the selection is narrative/informational? / Students will be able to:
· Identify stories
· Identify informational texts
· Explain the major differences between books that tell stories and books that give information
RL 6: Identify who is telling the story at various points in a text.
Should I use this text for this standard?
Ø Is the speaker (the person who is telling the story) clear? / Questions to Ask Students:
Ø Who is telling the story? How do you know?
· At this point in the selection, who is telling the story? / Students will be able to:
· Recognize the author’s purpose for writing a text
· Recognize when the narrator/speaker of the story changes
· Identify who is telling a story at various points in the text
Integration of Knowledge and Ideas
RL 7: Use illustrations and details in a story to describe its characters, setting, or events.
Should I use this text for this standard?
Ø Does the author use illustrations and details in a text to tell the story?
Ø Does the author use illustrations and details to describe the characters?
Ø Does the author use illustrations and details to describe the setting? / Questions to Ask Students:
· Does the author use illustrations and details in a text to tell the story?
· Does the author use illustrations and details to describe the characters?
· Does the author use illustrations and details to describe the setting? / Students will be able to:
· Identify important story details
· Identify information obtained from illustrations
· Describe the relationship between illustrations and the story in which they appear
· Use illustrations and details in a story to describe its characters, setting, or events
RL 8: (Not applicable to literature)
RL 9: Compare and contrast the adventures and experiences of characters in stories.
Should I use this text for this standard?
Ø Are there two characters from the text who can be compared/share an experience? / Questions to Ask Students:
· After reading ___explain how their adventures and experiences are similar and different.
· How are the adventures of ___ and ___ similar? Different?
· Does this story/poem remind you of any other stories or poems we have read? / Students will be able to:
· Identify the characters within and between texts
· Identify the plots (including adventures and experiences) within and between texts
· Compare and contrast the adventures and experiences of characters in stories
Reading Informational Texts:
Key Ideas and DetailsRI 1: Ask and answer questions about key details in a text.
Should I use this text for this standard?
Ø Does the author include key details which can help a reader ask and answer questions? / Questions to Ask Students:
· Who ___?
· What is so [interesting] about ___?
· Where does the story take place?
· When did ___?
· Why did ____?
· How is ____ different from/the same as ___? / Students will be able to:
· Make reasonable predictions as they read
· Use information from the text and background knowledge to make inferences
· Ask and answer questions which begin with who, what, where, when why, and how
· Ask and answer questions about key details in a text
RI 2: Identify the main topic and retell key details of a text.
Should I use this text for this standard?
Ø Is there a specific focus to the text?
Ø Does the author provide key details that help a reader make meaning of the text? / Questions to Ask Students:
· What is the main topic of the text? How do you know?
· What are the key details that help us understand ____?
· Why is ____ a good title for the selection/text? / Students will be able to:
· Identify and retell key details in an informational text
· Identify the main topic of an informational text
· Describe or graphically represent the relationship between main topic and key details
· Identify the main topic and retell key details of a text
RI 3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Should I use this text for this standard?
Ø Does the author connect individuals, events, and/or ideas to help readers understand the text? / Questions to Ask Students:
· How are ____ and ____ connected in this text?
· Describe how ___ and ___ are related.
· Explain how ___ and ___ are opposites. / Students will be able to:
· Identify the individuals, events and key ideas/concepts in informational texts
· Describe(or graphically represent) how individuals, events and key ideas/concepts are connected (their relationship)
· Identify text features such as author and title in informational texts
· Recognize that informational texts have a structure
Craft and Structure
RI 4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4-6 on page 8 for additional expectations.)
Should I use this text for this standard?
Ø Are there words-worth-knowing where meanings can be determined from…
a) Sentence level context?
b) Frequently occurring affixes?
c) Root words?
Ø Are there verbs or adjectives that represent different shades of meaning?
Ø Do context clues exist for the words worth knowing? (Language standards 4-6) / Questions to Ask Students:
· What should you do when you get to an unknown word?
· What other words in the sentence/selection help you understand the word?
· What does the word ___ mean in the sentence/paragraph/selection? How do you know?
· What does the phrase ____ mean in the sentence/paragraph/selection? How do you know?
· Is there a part of this word that you know? (roots and affixes)
· What categories would you put these words in?
· What are examples of things that are ____ (e.g. cuddly)?
· Act-Out/Define/Choose the difference between ___ and ___. / Students will be able to:
· Read and reread other sentences and non-linguistic images in the text to identify context clues
· Use context clues to help unlock the meaning of unknown words/phrases
· Recognize words and phrases that have literal and non-literal meanings
· Ask and answer questions to help determine or clarify the meaning of words and phrases in a text
· Use frequently occurring roots and affixes as a clue to the meaning of unknown words
· Sort words into categories
· Associate new vocabulary with real-life connections
· Distinguish shades of meaning among verbs and adjectives differing in manner (look, peek, glance, stare) and intensity (large and gigantic)
RI 5: Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Should I use this text for this standard?
Ø Are there obvious text features in the text (e.g., captions, bold print, subheadings, glossaries, graphs, indexes, scientific models, electronic menus, icons, text boxes, table of contents, etc.)? / Questions to Ask Students:
· Which text features help you to find information about ____?
· Look in the table of contents to find which page we could get information about ___?
· How could you use (glossary/subheadings/icons/etc) to find out _____. / Students will be able to:
· Identify the heading, table of contents, glossaries, electronic menus, and icons
· Use various text features to locate key facts or information in a text
· Know and use various text to locate key facts or information in a text
RI 6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Should I use this text for this standard?
Ø Does the author’s purpose affect the author’s choice of words and pictures presented to the reader?
Ø Is it clear in the text that the words and pictures convey ideas and/or information? / Questions to Ask Students:
· How do the illustration(s) tell us more about the topic that the text doesn’t tell us?
· Does the illustration match what the writer is trying to say?
· Do you think the selection/text and the picture are connected? In what way? / Students will be able to:
· Recognize the author’s purpose (to inform, to persuade, to explain how, to entertain) for writing a text
· Find information provided by pictures/illustrations in a text
· Find information provided by words in a text
· Tell the difference between information from pictures/illustrations and information from words in a text
Integration of Knowledge and Ideas
RI 7: Use the illustrations and details in a text to describe its key ideas.
Should I use this text for this standard?
Ø Does the author use illustrations and details in a text to present their key ideas? / Questions to Ask Students:
· How does the illustration on page ___ help you to understand the key ideas?
· Explain how the image/illustration makes the ideas more clear?