READING: Comprehension
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READING: Comprehension
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2.1: Find
title, author, and illustrator of a book. 2.2: Use
pictures and context to predict story events and content. 2.4: Retell
familiar stories and answer questions about the story. 2.5: Ask and answer questions about
essential elements of a text. |
ELD
Standards Kindergarten
Ð Beginning Level
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READING: Comprehension |
(2.1)
RECOMMENDED: Demonstrate understanding of the
words: title, author and illustrator. Translate,
if necessary, using the words from native language. (Students show
understanding by pantomiming the action of writing and drawing.) (2.2)
Draw pictures from studentÕs own experience related to a story or topic
(e.g., community in social studies). RECOMMENDED:
Point to objects in the pictures as teacher asks questions about story
read. Speak
in their native language about what they see happening in the story pictures.
(2.4)
Identify the basic sequence of events in stories read to them, using key
words or pictures. RECOMMENDED:
Point to pictures that represent stories or parts of stories to show
understanding of sequence of events and story details. (2.5)
Respond to stories read orally to them, using physical actions and other
means of nonverbal communication (e.g., matching objects, pointing to answer,
drawing pictures). Respond
orally to simple stories read to them by answering factual comprehension
questions using one- or two- word responses. |
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READING: Comprehension |
(2.1)
Understand and follow simple one-step directions for classroom work-related
activities. RECOMMENDED:
After being introduced to several books and being shown where the
title, author and illustrator names are found, students point to the title on
the cover of a book. Also, point
to the author and illustratorÕs name.
(2.2)
Draw and label pictures related to a story topic or own experience. Students
point out items in pictures and name in one or two words. RECOMMENDED:
Students choose between two possibilities offered by the teacher of
what might happen in the story. (2.4)
RECOMMENDED: Orally identify the basic sequence of
text read to them using key words or phrases. Students
give one-word answers to questions related to story. Students order pictures
to show what happened sequentially in the story. (2.5)
Respond orally to simple stories read to them by answering factual
comprehension questions using phrases or simple sentences. |
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Reading:
Comprehension |
(2.1)
While reading orally in a group, point out basic text features such as title,
table of contents, and chapter headings. (2.2)
Write captions of words or phrases for drawings related to story. RECOMMENDED:
Student speaks more completely as they discuss what is happening in
the stories and what they predict will happen. (2.4)
Write captions of words or phrases for drawings related to a story. RECOMMENDED:
Order pictures in story sequence and give a brief explanation to
accompany. Answer simple
questions about story. (2.5)
Read and use simple sentences to orally respond to stories by answering
factual comprehension questions. |
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READING: Comprehension |
(2.1) Read and use
basic text features such as title, table of contents and chapter headings. (2.2) RECOMMENDED:
Students ask questions and make predictions about a story in simple
sentences. (2.4) Write a brief
story summary (three of four complete sentences). (2.5)
Read and orally respond to stories and texts from content areas by restating
facts and details to clarify ideas. |
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READING: Comprehension |
(2.1) Locate and use
text features such as title, table of contents, chapter headings, diagrams,
and index. RECOMMENDED: Without
any immediate preteaching, student can point out title, author and
illustrator. (2.2) RECOMMENDED:
Answer simple prediction questions about text. (2.4)
Prepare an oral written summary or other information using a variety of
comprehension strategies (e.g., generate and respond to questions, draw
inferences, compare information from several sources), with literature and
content area texts. (2.5)
RECOMMENDED: Answer questions about text read with
complete sentences. |