First Reading Standards for Information: Key Ideas and Details
Essential Questions:
1. Why do readers read?
2. How do readers construct meaning?
Essential Vocabulary: key details, key events, text, questions, who, what, where, when, why, how, retell, American Indians, character, setting,
sequence, order, beginning, middle, end, event, topic, idea, question, predict, summarize, visualize, alike, different, describe, gather information,
pieces of information, compare, contrast, identify, pieces of information, questioning, key events, main topic, key points and main idea, individuals,
find evidence, connection
College and Career Readiness Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.1.1: Ask and answer questions about key details in a text.
Grade 1 Enduring Understandings
Students
will
know…
Students will be able to…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• that good readers always
• listen carefully to a text.
Students will …
• key details
ask and answer questions
• ask questions about a text.
about a text.
• have exposure to
• text
• answer questions about a
informational text.
• that certain words and
• questions
text.
pictures support the text to
• identify details in an
• who, what, where, when,
• read closely to determine
answer questions.
informational text.
why, how
what the text says
• that rereading is valuable
• answer questions about key
explicitly.
• predict
to understand text.
details in an informational
• summarize
text.
• retell
• visualize
X
College and Career Readiness Anchor Standard 2 for Reading: Determine central ideas of themes of a text and analyze their development;
summarize the key supporting details and ideas.
RI.1.2: Identify the main topic and key details of a text.
Grade 1 Enduring Understandings
Students will understand…
Students will know…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• that there is a main topic of
• identify the key details
Students will …
• key details
a text.
from the text.
• listen carefully to a text.
• key events
• that there are key details in
• connect the key details to
a text.
determine the main topic of
• identify, with prompting.
• main topic
a text.
and support, the main topic
• main idea
of a text.
• retell the main topic and
• who, what, where, when,
key details.
• retell, with prompting and
why, how
support, key details of the
text.
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 3 for Reading: Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
(IEFA) RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text, include texts by and about
American Indians.
Grade 1 Enduring Understandings
Students will understand…
Students
will
know…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• retell two or more events,
• that making connections
Students will …
ideas, or pieces of
between two or more
• key points
information, or identify
individuals, events, ideas,
• describe the connection
• main idea
individuals in a text
or
pieces
of
information,
between two individuals,
• who, what, where, when,
including those by and
helps them understand the
events, ideas, or pieces of
why, how
about American Indians.
ideas of cause and effect
information from
• pieces of information
and compare and contrast.
informational text(s) by
• explain the relationship
• questioning
and about American
between two or more
•
that
considering
cultural
• alike/different
Indians. (e.g. biographies,
individuals, events, ideas,
diversity
supports
• individuals
nonfiction texts, science
or pieces of information,
comprehension.
• idea
(FOSS) trade books, etc.)
(e.g., compare/ contrast,
• text
cause/effect).
• identify
•
describe people, places,
• find evidence
things, and events with
• key details
relevant details, expressing
• key events
ideas and feelings clearly.
• main topic
• connection
• gather information
• describe
X
Adoption Date: July 22, 2013 First Grade Reading Standards for Informational Text: Craft and Structure
Essential Questions:
1. How does word choice impact the overall meaning of the text?
2. How does the author’s use of structure affect the meaning of the text?
3. How does the author’s point of view and purpose shape and direct the text?
Essential Vocabulary: ask and answer questions , determine, text, unknown, who, what, where, when, why, context clues, mean/meaning,
phrases, clarify, comprehension, icons, key facts, table of contents, text features, author information, gather information, glossary, headings, menus,
artist, author, ideas, illustration, illustrator, information, italic print, bold print, regular print, and pictures, title page, chapter, and pictures
College and Career Readiness Anchor Standard 4 for Reading: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
(IEFA)RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Recognize words and phrases
within cultural contexts, including those of Montana American Indians.
Grade 1 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• identify unfamiliar words
• that asking and answering
Students will …
and phrases, including
questions helps them
• determine
those included in Montana
determine or clarify the
• listen carefully to an
• text
American Indians
meaning of words and
informational text.
• unknown
literature.
phrases in a text.
• ask, with prompting and
• 5 W's (who, what, where,
• access prior knowledge and
• that determining the
support, questions about
when, why)
experiences to determine
meaning of unfamiliar
unknown words in an
• context clues
and clarify meaning of
words
and
phrases,
informational text.
• mean/meaning
words and phrases in a
including those of Montana
• answer, with prompting
• phrases
text.
American
Indians
aids
and support, questions
• clarify
comprehension.
• produce simple
about unknown words in
• comprehension
interrogative sentences
• that prior knowledge and
an informational text.
about the text.
experiences support
• make personal connection
comprehension.
• ask and answer questions
to the text.
from a text read aloud or
information presented
orally or through other
media.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 5 for Reading: Analyze the structure of text, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.1.5: Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or
information in a text.
Grade 1 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• identify and use headings,
• that using text features
Students will …
table of contacts, pictures,
helps them locate
• icons
captions, illustrations,
information and
• identify the front cover,
• key facts
glossaries, icons, menus,
understand
the
text.
back cover, and title page
• table of contents
title page, and chapter
of the book.
• that text features give
• text features
titles.
different
or
additional
• author information
information from the bulk
• identify an illustration or
• gather information
picture.
of
the
written
text.
• glossary
• identify where the words
• headings
are located on the page.
• bold print
• identify the difference
• regular print
between bold, italic, and
• italic print
regular print.
• title page
• determine the purpose of
• chapter
various text features.
• locate information within a
specific source using
keywords and text features.
• select and use the
appropriate text feature for
a given task or information
needed.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 6 for Reading: Assess how point of view or purpose shapes the content and style of a text.
RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Grade 1 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• describe the pictures and
• that pictures and other
Students will …
other illustrations in a text
illustrations and words in
• artist
and explain how they
the text give different kinds
• name the author of a text.
• author
contribute to the meaning.
of information.
• name the illustrator of a
• ideas
• compare and contrast
• that using the pictures and
text.
• illustration
information provided by
illustrations and the words
• define the role of an author
• illustrator
pictures or other
in
the
text
contribute
to
and an illustrator.
• information
illustrations and the words
comprehension.
• pictures
in a text.
X
Adoption Date: July 22, 2013 First Grade Reading Standards for Informational Texts: Integration of Knowledge and Ideas
Essential Questions:
1. How does analyzing diverse media help us to build our own knowledge?
2. How does the use of evidence impact the author’s claim?
3. How does analyzing more than one text help us to interpret the author’s intent and build our knowledge?
Essential Vocabulary: illustrations, details, describe, ideas, use, discuss, identify, points, key ideas, reasons, support, informational text, maps,
photo, timeline, similarities, compare, contrast, procedures, difference, topic, illustration, identify, description, describe, similar, and text
College and Career Readiness Anchor Standard 7 for Reading: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
RI.1.7: Use illustrations and details in a text to describe its key ideas.
Grade 1 Enduring Understandings
Students will understand…
Students will know…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• illustrations support
• identify the relationship
Students will …
comprehension of text.
• illustrations
between text and
illustrations; explain how
• identify, with prompting
• text and illustration
• details
they support each other.
and support, people,
together enhance the
• describe
places, things, or ideas in
understanding
of
text.
•
distinguish between key
• ideas
an informational text.
details and supporting
• illustrations help reinforce
• use
details in a text.
the
text.
• describe, with prompting
• discuss
and support, the
• describe people, places,
• in order to use illustrations
• identify
relationships between the
things, and events with
and
details
in
a
text
to
• maps
illustrations and the words
relevant details, expressing
describe key ideas, they
• photo
of the text.
ideas and feelings clearly.
have
acquired
an
academic
• timeline
• explain, with prompting
• use the illustrations to
vocabulary which includes
and support, how an
identify the characters,
the following terms:
illustration relates to the
setting and events in the
illustrations, maps, photos,
written words.
story.
timelines, text, details, key
ideas, and text.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 8 for Reading: Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.1.8: Identify the reasons an author gives to support points in a text.
Grade 1 Enduring Understandings
Students will understand…
Students will know…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• recall details from a text.
• that the ability to identify
Students will …
the author’s purpose
• identify
• distinguish between key
prepares them to analyze
ideas and supporting
• identify, with prompting and
• points or key ideas in
information texts of
support, reasons (details) the
text
details in a text.
increasing
complexity
and
author included to support
• reasons
• identify details that
rigor.
the main topic (i.e. identify
support a specific point in a
• support
the “evidence”).
text.
• informational text
• identify the author’s
purpose by referencing
their text.
X
College and Career Readiness Anchor Standard 9 for Reading: Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Grade 1 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• read, listen to, and discuss
• that comparing and
Students will …
a variety of texts read aloud
contrasting is an important
• similarities
or presented orally or
component of
• name, with prompting and
• compare
through other media.
comprehension.
support, the topic of the two
• contrast
texts.
• identify the topic of a text.
• different authors write
• procedures
about the same topic.
• name, with prompting and
• recognize texts that have
• difference
support, the similarities in
the same topic.
•
authors
can
present
the
• topic
two texts of the same topic
same information in
• compare and contrast two
• illustration
(e.g., in illustrations,
different
ways.
texts on the same topic.
• identify
descriptions, or procedures).
• description
• will name, with prompting
• describe
and support, the differences
• similar
between two texts of the same
• text
topic (e.g., in illustrations,
Adoption Date: July 22, 2013 descriptions, or procedures).
First Grade Reading Standards for Informational Text: Range of Reading and Level of Text Complexity
Essential Questions:
1. How does reading add meaning to your life?
2. How do readers adapt when text becomes more complex?
Essential Vocabulary: background knowledge, informational text, nonfiction
College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently
and proficiently.
RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1.
Grade 1 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• that exposure to
• with prompting and
Students will …
informational text can
support, read a variety of
• background knowledge
make them better readers
self-selected and assigned
• engage actively in group
• informational text
and writers by improving
informational texts
reading activities from a
• nonfiction
their vocabulary and
representing diverse
variety of text complexity
comprehension
skills,
cultures, perspectives,
levels and sources,
building their background
ethnicities, and time
including informational
knowledge, and increasing
periods.
texts.
motivation for reading.
• with prompting and
support, read and
comprehend text of
steadily increasing
complexity.
X
Adoption Date: July 22, 2013 Adoption Date: July 22, 2013