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.).

Student Actions 

Teacher Actions 

With guidance and support:

• Students will ask and answer when prompted who, what, where, when, why, and how questions regarding details of a text during read-aloud.

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

• Teachers pause during read-alouds to ask questions and guide students in their comprehension of the story.
• Teachers provide opportunities for students to ask questions during read alouds.
• Teachers monitor and provide opportunities for students to receive feedback during discussions.

Supporting Resources

Teacher Insights 

Jack Hartmann 6 Questions song(video)

• Who, what, where, when, and how questions are asked to determine if students have the foundational, or basic, comprehension of a story.

•  To move students toward deeper conversations about texts or passages, Bloom’s Taxonomy (Level One) is a good reference for questioning stems to use for guidance in developing questions to use with your students.  

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.