Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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READING: Students will read and comprehend increasingly complex literary and informational texts. |
K.2.R.1 Students will retell or re-enact major events from a read-aloud with guidance and support to recognize the main idea. |
Student Actions
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Teacher Actions
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With guidance and support:
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Students restate or dramatize a familiar story, putting key details in sequential order.
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Students develop the ability to identify the main topic of a text.
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Students at this level require guidance and support during instructional opportunities for this objective.
- Teachers read or tell a familiar story to the class.
- Teachers lead students in putting the story in chronological order using transitional words (beginning, middle, end).
- Teachers model how to act out a portion of the story (with or without props).
- Teachers provide opportunities for students to restate or reenact the story.
- Teachers monitor and provide opportunities for students to receive feedback about the order of events.
- Teachers explain and discuss how to find the main idea in text.
- Teachers read text and identify the main idea.
- Teachers read text and question students about the main idea. (Example: What is this story mostly about?)
- Teachers provide opportunities for students to identify the main idea of a read aloud.
- Teachers monitor and provide opportunities for students to receive feedback to help students identify the main idea in a text.
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Supporting Resources
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Teacher Insights
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Repeated Interactive Read-Alouds in Preschool & Kindergarten (website)
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Reenact is to act out the events of a text.
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Retell is to recall the content of what was read or heard.
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The main idea is the central thought or premise of a reading passage.
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Puppets, masks, retell cards, or other props should be provided to aid students in acting out or retelling stories.
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Students need opportunities to act out stories with props while listening to text read aloud.
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Children may need guidance and support when they retell events out of sequence or add/delete major events.
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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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