Graphic Organizers

Close Reading

Text Evidence 100 Pages for 1st grade

Assessments, Lesson Plans, Reading Tools & More

Graphic Organizers/ Reading Response Pages

I have 3 per standard for

Reading: Literature and Informational Text

Page 3-4

RAP and RACE Graphic Organizers can be used for any standard. For these two pages you will provide the question.

Pages 5-7 RL.1.1 Pages 8-10 RL.1.2 Pages 11-13 RL.1.3 Pages 14-16 RL.1.4 Pages 17-19 RL.1.5 Pages 20-22 RL.1.6 Pages 23-25 RL.1.7 Pages 26-28 RL.1.9 Pages 30-32 RI.1.1 Pages 33-35 RI.1.2 Pages 36-38 RI.1.3 Pages 39-41 RI.1.4 Pages 42-44 RI.1.5 Pages 45-47 RI.1.6 Pages 48-50 RI.1.7 Pages 51-53 RI.1.8 Pages 54-56 RI.1.9

Use these tools as quick formative assessments or reading response sheets for Standards Based Grading.

Beginning on page 60 you will find Close Reading Tools.

Click here to go straight there.

Common Core Standards

are printed on each page.

Restate-Answer-Prove

Write the question on the lines below.

Name ____________________

You can use the following when citing textual evidence. - For example… - The author stated…

- According to the text…

Prove with Evidence

Restate and Answer

Reword-Answer- Cite Evidence

Write the question on the lines below.

Name ____________________



Cite Evidence

Reword and Answer

Name

RL.1.1

How do you know?

Who is the main character?



Directions: Answer the questions in complete sentences.

Name

What was the solution in the story?

What was the problem in the story?

RL.1.1



Directions: Answer the questions in complete sentences.

Write your own questions for the topic on each sticky note. Remember to: Stick to the text!

Name

RL.1.1

Who?

What?

Why?

When?

Where?

Question It

Name Date

What is the message or lesson of the text?

Prove with textual evidence!

Remember to restate the question, answer it, cite evidence and explain your answer.

RL.1.2



RL.1.2

Determine the central message and key details.

Detail

Detail

Detail

Detail

Central Message

Name _______________

Central M

essage

Nam

e ______________

Centra

l M

essa

ge

1st D

eta

il 2

nd D

eta

il

Write th

e centra

l m

essage a

nd key

deta

ils in o

rder.

RL.1.2

3rd D

eta

il 4

th Deta

il

Describe It

Nam

e ________________

Majo

r Event

Chara

cter

RL.3.2

Settin

g

RL.1.3

Key D

eta

il

Dire

ctio

ns: W

rite th

e

majo

r event, c

hara

cte

rs,

settin

g a

nd k

ey d

eta

ils.

Key D

eta

il

RL.1.3

Directions: Write the character name in the gumball machine. Write the character’s traits, motivations or feelings in each gumball.

Character Name

Name _______________

Setting Map

RL.1.3

Directions: Write the key details of the setting in each sticky note.

Name _______________

Directions: Identify words that make you feel an emotion or help you create mental images. Write the words on the left and the emotions on the right.

RL.1.4

Word Emotions or Feelings

Name _______________

Name _______________

Word

RL.1.4

Word

Directions: Identify words that make you feel an emotion or help you create mental images. Write the word in the top circle and the feeling or what it makes

you imagine using your senses in the bottom circle.

RL.1.4

Directio

ns: Id

entify w

ord

s that m

ake yo

u feel a

n em

otio

n o

r help

you crea

te m

enta

l images. W

rite the w

ord

s on th

e left and th

e emotio

ns o

n th

e right.

Phra

se E

motio

ns o

r Feelin

gs

Name Date

RL.1.5

Think about all the kinds of texts you read such as magazines, instructions, and even picture books with fairy tales.

Explain the major differences between texts that tell stories and books that give information.

Name _________________ Date _________________

What’s the difference between the pictures in a book that gives information and a book that tells stories?

RL.1.5

What’s the difference between the purpose of a book that gives information and a book that tells stories?

What’s the difference between the purpose of a book that gives information and a book that tells stories?

Hollywood Changes

Explain the major differences between books that tell stories and books that give information.

Books that Tell Stories

Fiction Books that Give Information

Non-Fiction

RL.1.5

Name

Who is telling the story at beginning?

Who is telling the story at the end?

Directions: Identify who is telling the story at the beginning, middle and end.

RL.1.6

Who is telling the story at the middle?

Name________________________

Identify the

Directions: Identify who is telling the story at the beginning, middle and end.

RL.1.6

Beginning

Middle

End

Speaker

Nam

e ___________________

RL.1.6

Dire

ctio

ns: I

dentify

who is

te

lling th

e s

tory

at th

e

begin

nin

g, m

iddle

and e

nd.

Begin

nin

g

Mid

dle

E

nd

B.M

.E.

Directions: Use the illustrations and text in the story to describe the characters, setting, or events.

RL.1.7

Name Date

Describe It!

RL.1.7

Graphics Help! Name________________ Date _________________

Explain how the graphics help you to understand the: Characters, setting and events.

Describe the... Use the illustrations and details in the story to describe the…

Characters, Setting and Events

RL.1.7

Name Date

Characters

Setting

Events

Compare and contrast the adventures and experiences of characters in stories.

Name________________ Date _________________

RL.1.9

RL.1.9

Nam

e ______________

Chara

cte

r

Chara

cte

r

Compare and Contrast C

om

pare

and c

ontra

st the a

dventu

res a

nd e

xperie

nce

s of c

hara

cte

rs in

storie

s.

RL.1.9

Name________________ Date _________________

Compare and Contrast Compare and contrast the adventures and experiences

of characters in stories.

Character

Character

Informational Text {Non-Fiction}

Reading Response Sheets

Use for literature circles, whole group-guided- or –independent reading response and in other

content, core curriculum areas such as science and social studies.

RI.1.1

Name________________ Date _________________

What are the key details?

Cite Evidence to show how they help the main topic!

RI.1.1

Name________________ Date _________________

state the facts! Write four facts from the text.

Fact Facts

Facts Facts

RI.1.1

Ask Questions

RI.1.1

Name________________ Date _________________

Directions: Write four questions about the text. Think about difficult words, ideas, something you would like to know more about.

Write the main topic of the text.

__________________________________________ Key Detail #1:

__________________________________________ Key Detail#2:

________________________________________________________

RI.1.2

Name________________ Directions: Write the key details and the main topic.

Name________________ Date _________________

Main Topic

RI.1.2

Directions: Write about the main topic of the text.

Directions: Write the key details and the main topic.

RI.1.2

Name___________________

Main Idea

Detail #2

Detail #1

Detail #3

Extra, Extra: Tell All About It

Name ________________

RI.1.3

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.3

Name ________________

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Connect It! Directions: Describe the connection between two individuals, events, ideas, or pieces of information in a text. Use transition words to help connect and relate.

Name Date

RI.1.3

Transition Words: First

Then Next Last Finally

Before Now During Later Eventually

RI.1.4

Directions: Ask questions to help determine or clarify the meaning of words or phrases in the text in each rectangle below.

Name _________

What’s the

Meaning?

Name Date

RI.1.4

Directions: Write the word then determine the meaning.

Word Meaning

Word Meaning

Word Meaning

Name

What’s the Meaning? Word or Phrase

Write a word or phrase in the box. Then write the meaning in the box below. Cite evidence to show how you know.

RI.1.4

Meaning

RI.1.5

Text Features How did it help you?

Table

Cut Away

Maps

Labels

Captions

Time Lines

Tell how the text features helped you locate information.

Name _____________________________ Date ___________________________

Book Navigators Directions: Tell how each feature helps you locate key facts or information in a text.

Name Date

RI.1.5

Text Features How did it help you?

Table of Contents

Index

Glossary

Title

Heading

Name _________________________ Date ___________________________

RI.1.5

Electronic Navigators Directions: Tell how each feature helps you locate key facts or

information in a text.

Menu

Side Bar

Hyperlink

Icon

What’s the Difference? Name

Directions: Discuss the difference between the information provided in the pictures with information provided by the words in the text.

RI.1.6

What Do They Tell You?

Distinguish between information provided by pictures or other illustrations and information provided by words in a text.

Pictures, Illustrations, or Graphics

RI.1.6

Name _______________________________

Words in the Text

RI.1.6

What information do the pictures give?

Name ______________________________ Tell the difference between information provided by pictures and information provided by words in a text.

What information do the words give?

Illustration Investigation Tell how the illustrations help you to understand the key ideas.

Illustration #2

Illustration #3

Illustration #1

RI.1.7

Name_______________________________

RI.1.7

Directions: Use the illustrations and details in the text to describe its key ideas.

Name ____________________________

Describe It!

Write the type of illustration in the center sticky note. Types of illustrations are: pictures, drawings, tables, graphs, or charts.

Name _______________________________________

RI.1.7

How did the illustrations help?

What did the illustrations help you understand?

What type of illustration was it?

What was the illustration of?

Draw a picture of it?

Illustrations Help

Exclaim the Point Identify the reasons an author gives to

support a point in the text. Directions: Write a point given in the text in the first box.

Then on the lines below write the reason or reasons the author gives to support the point.

Reason or reasons the author gives to support the

point in the box above.

RI.1.8

Point

Name _____________________________

State the Point Identify the reasons an author gives

to support a point in the text. Directions: Write a point given in the text in the first box.

In the box at the bottom write the reason or reasons the author gives to support the point.

RI.1.8

Name _____________________________

Reason or reasons the author gives to support the point in the box above.

Point

Giv

e Y

ou

r R

ea

so

ns

Iden

tify the rea

sons a

n a

uth

or g

ives to

support a

poin

t in th

e text. W

rite a p

oin

t giv

en in

the text in

the m

iddle circle.

Then

write th

e reaso

n o

r reaso

ns th

e auth

or g

ives to

support th

e poin

t.

RI.1.8

Na

me

_______________________

Poin

t

Reason

Reason

Reason

Reason

RI.1.9

Name _________________________________________

Identify the similarities.

Identify the differences.

Two Texts, Same Topic Directions: Look at the illustrations, descriptions or procedures to identify the similarities and differences between two texts.

Text 2 Name ________________ ________________

Text 1 Name

___________________

___________________

RI.1.9

Name ________________ Similarities & Differences

Directions: Look at the illustrations, descriptions or procedures to identify the similarities and differences.

Similarities

Differences

Differences Write the text name on the lines. Then, write the similarities in the box in the middle. Write the differences in the area labeled differences.

RI.1.9

Name ________________ Same but Different

Directions: Look at the illustrations, descriptions or procedures of two texts that are on the same topic.

Write the texts names in each box with the differences. Then write the similarities on the lines below.

Similarities

Text 1 ______________________ Text 2 ______________________

Differences Differences

Close Reading Tools

Close Reading Teaching Points Anchor Charts

Posters Small Group Lesson Plan Templates

Text Dependent Question Stem Cards Bookmarks

Discussion Exchange Text Dependent Question Sticks

What is Close Reading? It is the first two words of the first set of anchor standards in the

Common Core.

R.CCR.1 “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.”

Close reading is when students dissect, analyze, investigate and scrutinize text. The students

examine word choice and examine how a text is organized.

Key Features:

Short Passages (More Read Alouds on the first read in the primary grades)

Complex Texts

Limited frontloading of vocabulary and connecting personal experiences

Repeated Readings for different purposes

Text Dependent Questions focusing on Main Idea, arguments, key details, vocabulary, text structure, author’s

purpose, inference, and opinion Text Coding/Marking: “Read with a pencil.”

Bring in the annotation as early as kindergarten by using Wiki Sticks with Big Books. Copy a page or two of complex text

for text coding purposes.

Close Reading Procedure Sequence

Prep: Select a short, complex text passage.

Create TDQs! 1st Reading to Discover the text and what it says: • Hook/ Set purpose for reading. Use props when you can. • Students read text independently w/ pencil (code text-Show and Tell Thinking and underline difficult words, circle confusing parts) • Teacher zooms in on students having difficulty. Optional: Conduct running records, record anecdotal evidence, phonics mini-lessons. • Discussion: “Parrot Paraphrase”, “Super Summarize”. (Require modeling at first.) § Fiction: Describe characters and their response to the events in the story or plot. 2nd Reading to Discover how the text works: • Teacher reads aloud and thinks aloud. § Implement: Teacher and Students- Ask “Thick or Critical Questions”, TDQs, “Detect and Analyze” o Use context clues for word meaning (Possible lead in to Word Study or Structural Analysis) o Examine story structure o Text features o Main purpose of text o Author’s purpose for writing text o Points of view o Dialogue 3rd Reading to discover what the text means: • Students read to “Be the Judge and Evaluate”. o Analyze graphics, connect with other texts, self, world and discuss author’s purpose.

Close Reading

Strategies • Parrot Paraphrase • Sum It Up Summarize • Ask Thick Questions • Detect and Analyze • Be the Judge and Evaluate

Parrot Paraphrase • Think: What does it say? • Read each sentence.

o Gather what it means. • Draw a picture to show what it means. • Tell it in your own words. • Write it in your own words.

oThink and be able to show, tell and write it in your own words.

Super Summarizer

• Cite textual evidence to retell what you read.

• Cite textual evidence to write a summary.

• Cite the main points of the text.

• Draw pictures of the main points of the text.

Ask Thick Questions Ask Critical Questions • Why did ? • How did ? • Who is telling the story? • How did the characters change? • How did the characters respond? • How did the pictures help the story?

Detect and Analyze

• Identify the key words, phrases and concepts. o Investigate what they mean.

• Using the pictures and text think about the meaning.

Be the Judge

• Judge how the pictures and text helped you with the: o Message o Topic o Characters o Setting o Purpose o Main Idea o Key Details

Show & Tell Evidence

Use these sentence stems • It said so on page… • Because… • The author wrote… • For example… • Based on what I read… • According to the text… • From the pictures I know… • On page it said…

Text Coding can begin as soon as you’re ready!

You don’t have to wait for your students to reach a

specified DRA Level.

Use the following Text Coding Charts or

create your own.

Teach one code at a time so as not to overwhelm

your little people.

Show & Tell Your Thinking

Think, Stop, Jot LOL When it’s funny

P When you create a mental image ! When something is surprising or important C When you make a connection ? When you wonder When you feel N New Information I I know this

Text Coding Think Behind the Text

S = Setting

C = Characters

KD = Key Detail

CM = Central Message

M = Major Event

You can use the

following Structural Response

Systems to help scaffold your students ability to answer text

dependent questions in complete sentences.

R.A.P. •Restate the Question. •Answer all the parts of the question. •Prove your point using textual evidence and examples.

R.A.C.E. •Reword the question. •Answer all the parts of the question. •Cite textual evidence. •Explain your answer.

Close Reading

Lesson Plans

This group of lesson plans were designed using my Guided

Reading Lesson plan templates: in response to my district

moving to Common Core and the requirement of having small group lesson plans.

I can email you an editable

version as a Word Document of pages 76-80. Simply email me at [email protected].

Wr

ite s

tud

en

ts n

am

es h

ere

.

Write

in th

e n

am

e o

f th

e te

xt

an

d c

he

ck o

ff

item

s u

se

d.

Hig

hlig

ht o

r

cir

cle

EL

L

Str

ate

gie

s

use

d.

Close Reading Observation Sheet

Book Title:_____________________ Level:______ Vocab. Words:________________

__ Paraphrase __ Summarize __ Thick Questions __ Analyze __ Evaluate

Name:___________ Anecdotal Notes:__________________________________ Name:___________ Anecdotal Notes:__________________________________ Name:___________ Anecdotal Notes:__________________________________ Name:__________ Anecdotal Notes:___________________________________

Name:__________ Anecdotal Notes:___________________________________

Name:__________ Anecdotal Notes:___________________________________

Running Record:

Group: ____________ Date: ______________

Running Record:

Running Record:

Running Record:

Running Record:

Running Record:

Text Dependent

Question Stem Cards

To conserve paper I put both RL and RI on each card together

for your convenience.

I keep these cards in my reading group corner.

If you have any tdq’s you would like to see added to this set please send me an email

and I will gladly add. We are always learning and as I discover more I will add and

re-upload the product.

My email is [email protected].

Te

xt De

pe

nde

nt Q

ue

stion S

tem

s 1

.2

•W

hat is the

purp

ose

of se

nte

nce…

?

•W

hat is the

centra

l me

ssage

of the

text?

•W

hat is the

topic, le

sson o

r mora

l?

•Exp

lain

how

the ke

y d

eta

ils in the

text

help

show

the ce

ntra

l me

ssage

,

lesso

n, to

pic o

r mora

l.

Text D

epende

nt Q

ue

stion S

tem

s 1

.3

• De

scribe

the cha

racte

rs, settin

g, and

ma

jor e

vents.

•D

escrib

e the

chara

cter’s tra

its, m

otiva

tions, o

r fe

elin

gs?

•D

escrib

e ho

w in

divid

ua

ls, eve

nts,

ide

as, o

r pie

ces o

f in

form

atio

n a

re

rela

ted.

T

ext D

epe

nde

nt Q

ue

stion S

tem

s

1.1

•

Wha

t clues sho

w y

ou…

•Cite

evid

ence

to sho

w…

•Cite

evid

ence

to pro

ve…

Text D

epe

ndent Q

uestio

n S

tem

s 1

.4

• W

hat d

oe

s the w

ord

__________ or

phra

se m

ea

n a

s use

d in

the te

xt?

•W

hat he

lpe

d y

ou u

nde

rstand the

w

ord

or p

hrase

?

• W

hat w

ord

s or p

hrase

s sugge

st fe

elin

gs or he

lp y

ou visu

aliz

e

and/o

r appe

al to

your se

nse

s.

Te

xt Depende

nt Q

ue

stion S

tem

s 1

.7

•U

sing the

pictu

res a

nd the

text

de

scribe

the cha

racte

rs, settin

g, or e

vents.

•U

sing the

pictu

res a

nd the

text

de

scribe

the ke

y id

ea

s. 1.8

R.I

Expla

in ho

w the

au

thor p

rove

s the

poin

ts or p

urp

ose

s of the

text.

Te

xt De

pe

nde

nt Q

ue

stion S

tem

s 1

.9

•Co

mpa

re/co

ntra

st the a

dve

ntu

re

fro

m a

nothe

r story

. •

Com

pa

re a

nd co

ntra

st the

exp

erie

nce

s of the

chara

cter w

ith a

nothe

r chara

cter in

anothe

r story

. •

Look a

t two te

xts on the

sam

e to

pic

and id

entif

y the

simila

rities a

nd

dif

fe

rence

s betw

een the

pictu

res,

de

scriptio

ns o

r pro

cedure

s.

Text D

ependent Q

uestio

n S

tem

s 1

.6

•W

ho is te

lling the

story

and ho

w d

o

you kn

ow

?

•D

o the

pictu

res give

an in

form

atio

n

that the

text d

oe

s not sa

y?

•W

hat is the

dif

fe

rence

be

twe

en

inform

atio

n p

rovid

ed b

y pictu

res a

nd

the in

form

atio

n pro

vide

d b

y the

te

xt?

Te

xt Depe

ndent Q

uestio

n S

tem

s 1

.5

•Exp

lain

the m

ajo

r dif

fe

rence

s

be

twe

en b

ooks tha

t tell sto

ries

and b

ooks tha

t give in

form

atio

n.

•Exp

lain

how

the he

adin

gs and ta

ble

of co

nte

nts he

lp y

ou lo

cate

key

fa

cts or in

form

atio

n in

a te

xt.

Close Reading

Bookmarks

Pages 85-92

Keep these bookmarks in your

reading group corner. After you

review a strategy the students

keep the book mark for

reference throughout the week.

Close Reading

Strategies • Parrot

Paraphrase • Super

Summarizer • Ask Thick

Questions • Detect and

Analyze • Be the Judge

and Evaluate

Close Reading






and Evaluate

Close Reading






and Evaluate

Use the bookmarks below when teaching Strategies, text coding,

RACE or RAP!

Parrot Paraphrase

• Think: What does it say? • Read each sentence

- Gather what it means.

•Be able to show, tell and write it in your own words.

Parrot Paraphrase




Parrot Paraphrase




Super Summarizer

• Cite text evidence to retell and write about what you read.

Super Summarizer


Super Summarizer


Ask Thick Questions

• Why did _____? • How did _____? • Who is telling the story? • How did the characters change? • How did the characters respond? • How did the pictures help?

Ask Thick Questions


Ask Thick Questions


Detect and Analyze

• Identify the key words, phrases & concepts. oInvestigate what they mean.

• Using the pictures & text think about the meaning.

Detect and Analyze



Detect and Analyze



Be the Judge • Judge how the

pictures and text helped you with the: o Message o Topic o Characters o Setting o Purpose o Main Idea o Key Details





Show & Tell Evidence Use these

sentence stems • It said so on

page… • The author

wrote… • For instance… • For example… • Based on what

I read… • According to the

text… • From the

pictures I know…

• On page _______ it said…







pictures I know…








pictures I know…


Show & Tell Your Thinking Think, Stop, Jot

LOL When it’s funny P When you picture something in your mind. ! When it’s surprising or important C When you make a connection. ? When you wonder. When you feel N New Information I I know this





R.A.P. • Restate the Question. • Answer

all parts of the question.

• Prove your point using textual evidence and examples.







R.A.C.E. • Reword

the question.

• Answer all the parts of the question.

• Cite textual evidence.

• Explain your answer.

R.A.C.E. • Reword

the question.




R.A.C.E. • Reword

the question.




Discussion Posters

Reciprocity of discussion

and exchange are critical within the realms of Common Core.

Many students need to be

taught proper discussion

techniques.

Use these posters to help.

Discussion Exchange • I agree/disagree because… • Why do you think that? • I would like to talk more about… • How do you know… ? • What else could explain that…? • I noticed… • I’d like to go back to what you said about… • I was confused when… • According to the text…

Listening Tips & Tricks

• Face the speaker. • One person talks at a time. • Invite someone to have a turn to speak. • Piggyback to add on to what someone shares. • Let everyone have a chance to talk. • Throw ideas back and forth. • Compliment!

Compliment To Get More

• Your brain is on fire! • I appreciate your input! • That was deep! • That was intriguing. • That was very interesting to listen to. • I really liked how you said that. • That was stimulating!

Close Reading Sticks Based on Common Core

Standards

Put the Circle Toppers on a popsicle stick and place in a cute cup or simply leave as

circles to pull from a little baggy. Use during small group time or

any time.

As a bonus I included 4 different cup labels.

Stop by my blog 247teacher.blogspot.com to see them in action.

Retell the text. Cite Evidence.

What is the main topic?

When did the story take

place?

Cite the main points of the

text. Use evidence.

Describe the

characters.

What did the main

character learn?

evidence.

Who is telling the story?

Describe the

setting.

What words or phrases make you

feel?

What is the central message?

Parts that are similar

are…

Parts that are different

are…

How do the headings help

you?

How does the table of

contents help you?

How does the glossary help

you?

Retell the key details.

Describe the connections between the

events or ideas.

How does the author

support the points made?

Describe the connections between the points in the

text.

What does the word _______ mean? Cite evidence.

What does the phrase _________

mean? Cite evidence.

Compare the adventures of the

characters in stories.

What are the similarities between?

What is the difference between?

Close Reading Sticks

Bonus: Cup Topper for Close Reading Sticks

Cut out topper and place on cup with sticks. Use Close Reading Sticks during Guided Reading or any time you Closely Read such as in Science or Social Studies.

Just choose a topper on the next two pages to make a cute cup.




Reading Standards Addressed in This Unit Key Ideas and Detai ls

RL.1.1 Ask and answer such questions about key details in a text.

RL. 1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL. 1.3 Describe how characters, settings, and major events in a story, using key details.

Craft and Structure

RL. 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL.1.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

RI.1.8 Not applicable to literature.

RI.1.9 Compare and contrast the adventures and experiences of characters in stories.

This standard can be assessed using the first two graphic organizers with RACE and RAP.

Range of Reading and Level of Text Complexity

RI.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading Standards Addressed in This Unit Key Ideas and Detai ls

RI.1.1 Ask and answer such questions about key details in a text.

RI.1.2 Identify the main topic and retell key details of a text.

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

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.

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

RI.1.8 Identify. the reasons an author gives to support points in a text.

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

This standard can be assessed using the first two graphic organizers with RACE and RAP.

Range of Reading and Level of Text Complexity

RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

Thank You for Purchasing: 1st Grade CCSS Toolkit

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