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PK-3-R-1

Page history last edited by Amy Hardesty 5 years, 7 months ago

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.
PK.3.R.1 Students will describe the role of an author and illustrator, telling how they contribute to a story, with guidance and support.

Student Actions 

Teacher Actions 

Students at this level require guidance and support during instructional opportunities for this objective. 

  • Students will identify the author and illustrator in a story.
  • Students will explain the role of the author and illustrator in creating the story.

 

 

 

 

Students at this level require guidance and support during instructional opportunities for this objective.

  • Teachers locate the author and illustrator on a book cover and point it out to students.

  • Teachers provide opportunities for students to identify the author and illustrator.

  • Teachers monitor and provide opportunities for students to receive feedback as students are identifying the author and illustrator.

  • Teachers explain that the job of the author is to write the words of the story.

  • Teachers explain that the job of the illustrator is to create the artwork that represents the words on each page of the story.

  • Teachers provide opportunities for students to describe the role of an author and illustrator.

  • Teachers monitor and provide opportunities for students to receive feedback as they are describing the role of an author and illustrator.

Supporting Resources

Teacher Insights 
Author Video: Sesame Street (YouTube video)
Author and Illustrator Video (YouTube video) 

 

  • The role is the part an author and/or illustrator plays in a book. It is important to remember that students are working toward independence with this objective. Teacher support is still needed.

  • Guiding Questions could be, but not limited to:

    • What does an author do?

    • Why does an author write a book? (author’s purpose: persuade, inform, entertain, etc.)

    • What does an illustrator do?  

    • Why does an illustrator draw pictures? (visual images of story, increase understanding, add details, etc.)

  • Students frequently confuse the roles of author and illustrator.

 

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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