Reading: Literature

  • KINDERGARTEN
    Reading: Literature

    Key Ideas and Details

    RL.K.1 With prompting and support, ask and answer questions about key details in a text.
    RL.K.2 With prompting and support, retell familiar stories, including key details.
    RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

    Craft and Structure


    RL.K.4 Ask and answer questions about unknown words in a text.
    RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
    RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

    Integration of Knowledge and Ideas


    RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
    RL.K.8 (Not applicable to literature)
    RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
          a. With prompting and support, students will make cultural connections to text and self.

    Range of Reading and Level of Text Complexity

    RL.K.10 Actively engage in group reading activities with purpose and understanding.

    Responding to Literature

    RL.K.11 With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).

    More on Text Complexity:
    Cultivating Students’ Ability To Read Complex Texts Independently

    Among the highest priorities of the Common Core State Standards is a requirement that students be able to demonstrate their independent capacity to read at the appropriate level of complexity and depth.

    A. Scaffolds enable all students to experience the complexity of the text, rather than avoid it. 

    Many students will need careful instruction — including effective scaffolding — to enable them to read at the level of text complexity required by the Common Core State Standards. However, the scaffolding should not preempt or replace the text by translating its contents for students or telling students what they are going to learn in advance of reading the text; that is, the scaffolding should not become an alternate, simpler source of information that diminishes the need for students to read the text itself carefully. Effective scaffolding aligned with the standards should result in the reader encountering the text on its own terms, with instructions providing helpful directions that focus students on the text. 

    Follow-up support should guide the reader when encountering places in the text where he or she might struggle. Aligned curriculum materials therefore should explicitly direct students to re-read challenging portions of the text and offer instructors clear guidance about an array of text-based scaffolds. When productive struggle with the text is exhausted, questions rather than explanations can help focus the student’s attention on key phrases and statements in the text or on the organization of ideas in the paragraph.