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PK Student Proficiency Levels: Standard 2 Reading Process

Page history last edited by Danielle Calvin 5 years, 4 months ago

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PK Proficiency Levels

Standard 2:  Reading Process

Students will use a variety of recursive reading processes.

 

READING: Students will read and comprehend increasingly complex literary and informational texts.

 

 
 

Understanding

Objectives

 

Approaching

PK.2.R

Students will begin to retell/reenact major events from a read-aloud recognizing the main idea with guidance and support.

PK.2.R

Students will begin to retell or reenact major events from a read aloud with guidance and support to recognize the main idea.

 

*Once students demonstrate an understanding of an objective, consider a deeper  acquisition of those skills.

Developing

PK.2.R

Students will begin to retell/reenact some events from a read-aloud with guidance and support.

PK.2.R

Students will begin to participate in reenacting initial events from a read-aloud with guidance and support.

 

Instructional Guidance

 

Developing

  • Begin with nursery rhymes or poems that are short and simple to act out.  After reading the nursery rhyme or poem, discuss characters and events.  Reread slowly, giving the students opportunities to think about and act out text.  Provide prompts and props, as needed, to help the student with actions.  Discuss characters and events in the story.  Provide many opportunities for students to act out nursery rhyme or poem with guidance and in centers.     

Approaching

  • Introduce main idea using informational text about an animal with pictures (e.g. National Geographic for Kids books, or I Can Read Wildlife Conservation Society books).  Tell students that the title and pictures in a book can tell what it’s mainly about.  Introduce book to students, showing the front cover and reading the title, then ask what they think the book is mainly about.  Do a picture walk to aid predictions, then explain that what a story is mainly about is called the main idea.  Read the story aloud to confirm predictions of main idea, ask students what was used to predict the main idea.  Discuss what was learned about the animal.

  • Use short poems or nursery rhymes such as Itsy Bitsy Spider or Humpty Dumpty that are simple to act out and find the main idea with support.  Read text to students, then ask questions about characters and events. Reread text while students act out events, providing prompts and props, as needed.  Use a think-aloud to discuss characters and events, modeling identifying the main idea.  Provide many opportunities for students to act out poems or rhymes with guidance and in centers.  

Understanding

  • Choose short, simple stories to read aloud.  Ask questions about characters and events in the story.  Reread text while students act out stories.  Ask questions about characters and events leading students to answer the questions “what is the story mainly about?” providing support as needed.  Provide many opportunities for students to act out the story with guidance and in centers.

Deeper Acquisition

  • Choose more complex stories with more characters and events.  Read story aloud, questions students about characters and events help students find the main idea by asking what the story is mainly about.  Reread story while students act it out.  Provide prompts and support as needed for the more complex text.  Provide many opportunities for students to act out the story with guidance and in centers.

  • Tell students that some books are written to help us learn new things and they are called nonfiction books.  Introduce a nonfiction picture book.  Ask students to predict the main idea of books, and ask them to listen for new information about the topic.  Read the book aloud, then model telling new information learned.  Ask students what new things or details learned about the topic.  

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