log inhelp

 | 

  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

1st Grade Student Proficiency Levels: Standard 3 Critical Reading (redirected from 1st Grade Student Proficiency Levels: Standard 3 Critical Rdg)

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

Back to Homepage

Back to 1st Grade Introduction

1st Grade Proficiency Levels

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 

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.

 

 

 

Understanding 

Objectives 
 

Approaching 

1.3.R.1

Students can identify the author’s purpose in a story

with guidance.

 

 

1.3.R.1

Students will identify the author’s purpose (i.e., tell a story, provide information) with guidance and support.

 

 

Developing 

1.3.R.1

Students can use characteristics to differentiate between

a variety of authors’ purposes.

1.3.R.1

Students can identify different types of

authors’ purposes with guidance

1.3.R.2

Students can identify who is telling the story

given choices.

1.3.R.2

Students can describe who is telling the story

with guidance.

1.3.R.2

Students can describe who is telling the story.

 

1.3.R.2

Students will describe who is telling the story (i.e., point of view). 

 

1.3.R.3

Students can identify literary elements

(i.e., setting, plot, main characters and character traits) and organization when provided with textual evidence.

 

 

1.3.R.3

Students can find textual evidence when provided with

examples of literary elements (i.e., setting, plot, main characters and character traits) and organization with guidance.

 

1.3.R.3

Students can find textual evidence when provided with

examples of literary elements (i.e., setting, plot, main characters and character traits) and organization.

 

1.3.R.3

Students will find textual evidence when provided with examples of literary elements and organization:

  • setting (i.e., time, place)

  • plot

  • main characters and their traits in a story.

 

1.3.R.4

Students can answer basic questions about texts during shared reading or other text experiences.

 

1.3.R.4

Students can ask or answer basic questions about texts

during shared reading or other text experiences.

 

 

1.3.R.4

Students can ask and answer basic questions about texts during shared reading or other text experiences.

 

1.3.R.4

Students will ask and answer basic questions (e.g., who, what, where, why, and when) about texts.

 

 

1.3.R.5

Students can repeat clearly stated facts in a text that are identified by the teacher. 

1.3.R.5

Students can begin to locate facts that are clearly stated

in a text with guidance. 

1.3.R.5

Students can begin to locate facts that are clearly stated in a text. 

1.3.R.5

Students will begin to locate facts that are clearly stated in a text. 
   *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills.

 

 Instructional Guidance 
Developing 

  • Introduce the acronym P.I.E. (persuade, inform, entertain) to students.  Create an anchor chart to list and describe the characteristics of these three purposes.

  • Have students complete a craft to deepen their understanding of the three purposes.

  • Read mentor texts to provide examples of each purpose to students.

 

Ideas Gathered From:  Upper Elementary Snapshots-Author’s Purpose 
Approaching 

  • Use anchor chart to review P.I.E. with students, reminding students what to look for when deciding if an author is writing to persuade, inform, or entertain.

  • Use task cards (Example) to give students whole group experience sorting text by the author’s purpose.

    • Create a chart to sort task cards by author’s purpose.

    • Read task card to students and have students turn to their nearest partner and discuss whether the text persuades, informs, or entertains.

    • After a few minutes of partner discussion, pull students back into a whole group discussion.

    • Guide students in a discussion of their partner conversation and have the class come to a consensus on where the task card should be sorted.

    • Place card on chart under correct author’s purpose.

 

Ideas Gathered From:  Upper Elementary Snapshots-Author’s Purpose
Understanding 

  • Use anchor chart to review P.I.E. with students.

  • Divide students into groups and provide each group with a variety of texts that highlight different author’s purposes.

  • Have students work with their group to review each text and sort the texts based on whether they were written to persuade, inform, or entertain.

  • Monitor groups as they sort and provide feedback as needed.

  • Gather students back into whole group and guide students in a discussion of the methods each group used to sort their texts.

Ideas Gathered From:  Upper Elementary Snapshots-Author’s Purpose 

Deeper

Acquisition 

 Identifying Textual Evidence That Shows an Author’s Purpose-Lesson Examples

Back to Homepage

Back to 1st Grade Introduction

1st Grade Proficiency Levels

Comments (0)

You don't have permission to comment on this page.

Printable version