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PK-3-R-2

Page history last edited by Amy Hardesty 5 years, 6 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.2 Students will describe characters in a story with guidance and support.

Student Actions 

Teacher Actions 

With guidance and support:

  • Students will give information about characters in a story using key details through read-alouds and classroom discussions.

 

 

 

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

  • Teachers read stories aloud.

  • Teachers lead discussions about the characters paying close attention to story details.

  • Teachers allow opportunities for students to describe characters.

  • Teachers monitor and provide opportunities for students to receive feedback as students are describing characters in a story.

Supporting Resource

Teacher Insights 

Story Elements: Characters video (video) 
  • The focus is only on the character(s) within the story.  

  • The expectation is not independence. Students will still need teacher guidance and support.

  • Focus on the main character of the story first, then work toward the secondary characters of the story.

  • PK. 3.R.3 and PK.3.R.4 can be bundled together.

  • Descriptions of characters is not limited to the external characteristics of a character. Character description can also include internal characteristics, such as, happy, sad, mean, hopeful, etc. 

Examples of Questions:

  • What is a character?

  • Who is the character(s) in this story?

  • Is the character happy or sad? Why?

  • What does the character do? Why?

  • What does the character look like?

 

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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