Table of Contents

1.3.1 Spiraling Exercise: Reading Standards for Informational Text

Time to Read

Take a moment to examine the chart below that shows Reading Informational Text (K-5) Standards 1, 2, and 3. Notice how the standards build upon one another as students progress through the grade levels.

Spiraling Exercise: Reading Standards for Informational Text

  KEY IDEAS AND DETAILS

Kindergarten

Grade 1

Grade 2

  1. With prompting and support, ask and answer questions about key details in a text.
  2. With prompting and support, identify the main topic and retell key details of a text
  3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text
  1. Ask and answer questions about key details in a text.
  2. Identify the main topic and retell key detail of a text.
  3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
  1. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
  2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  3. Describe the connection between a series historical event, scientific ideas or concepts, or steps in technical procedures in a text.

Grade 3

Grade 4

Grade 5

  1. Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers.
  2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  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.
  1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  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.
  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine two or more main ideas of a text and explain how it is supported by key details; summarize the text.
  3. Explain the relationship pr interactions between two or more individuals, events, ideas, or concepts, in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Time to Reflect

After reviewing the chart above, answer the following reflection questions in your Metacognitive Journal.

 

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Sample responses

 

Time to Extend

Examine the spiraling effect of the standards for the remaining reading, writing, speaking and listening, and language strands.