Thursday, March 25, 2010

Topic: Reading Standards for Literature, K-5 (1)

10-second review; Selected highlights of literature standards for grades K, 1, 2. Retell stories. Identify characters, etc. Types of text. Recognize unknown words. Author, illustrator. Pictures and story. Compare and contrast. Words for feelings and appeal to the senses. Who speaks? Who, what, where, when, why and how? Paraphrase. Core elements of stories. Change voice for characters.

Title: “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 8. You will find the standards at

Kindergarten: Retell familiar stories. Identify characters, settings and key events in a story. Ask questions about unknown words in a text. Recognize common types of texts, e.g., storybooks, poems. Name the author and illustrator of a text and define the role of each. Relate pictures to the overall story. Compare and contrast adventures of characters in familiar stories.

Grade 1: Retell stories with emphasis on the central message. Describe characters, settings, and key events in a story. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Identify who is speaking. Compare and contrast two or more versions of the same story.

Grade 2: Ask and answer such questions as who, what, where, when, why and how for details. Paraphrase stories, fables, folk tales or myths. Refer to core elements of stories, including characters, settings and plots. Distinguish between characters by speaking in a different voice for each character when reading aloud. Explain how pictures contribute to a story. Compare and contrast characters or events from different stories with similar themes.

NOTE: In my blog, English Updates, I will be completing an in-depth study of the new federal guidelines for English language arts. For other up-to-date reviews of professional articles in English education journals, please see my blog, English Education Archives at

No comments:

Post a Comment