Kindergarten Learning Experiences Elementary School Services



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Understanding a Text

For imaginative/literary narrative texts:

K.R.8.1: Students will make predictions using prior knowledge, pictures, and text.


Children can listen to, sing, and recite songs and rhymes with predictable patterns.

After selecting a book that has been read several times, children can use the illustrations, words, and/or prior knowledge to make predictions about the character or plot (e.g., in The Enormous Watermelon by Brenda Parkes, predict what character will appear next; or in Jump Frog Jump by Robert Kalan, predict what hazard the frog will encounter next), then draw sequential pictures and write words to represent the story.

K.R.8.2: Students will retell a main event from a story heard or read.


Children can look at a familiar big book with selected words masked out with tape as it is read aloud and take cues from oral language, story structure, and repetitive patterns to predict and identify the hidden words.

Children can retell the main events in correct sequence while using a book as a visual guide, then without looking at the book. In small groups, they could then draw/illustrate and write (at their level of writing) the events in sequence in consecutive frames resembling a strip of film, or act them out.

Connections: Drama and dramatic presentation are addressed in Theatre standards 1–5 of The Arts (chapter 7).




K.R.8.3: Students will ask questions about the important characters, settings, and events.


Teachers can pose questions to children before and after reading a book, ask and model different types of questions (e.g., close-ended and open-ended questions), introduce comprehension-building strategies (e.g., focus on a particular component such as character or setting), clarify meaning, and prompt predictions and questions from children.

Children can ask and answer questions (e.g., who, what, when, where, why, how) about important characters, settings, and events of a story.

For informational/expository texts:

K.R.8.4: Students will make predictions about the content of the text using prior knowledge and text features (title, captions, illustrations).


Children can look at the illustrations of unfamiliar informational books or articles and predict what they might learn from the book or article.

Children can explore different kinds of nonfiction (e.g., about animals, people, science, or travel), and say/dictate what they can know about the writing from the title, the illustrations, and their prior knowledge about the topic.

K.R 8.5: Students will retell important facts from a text heard or read.


Children can retell events in sequence of an informational book they have heard or read, collaborate with others to fill out a K-W-L chart, and answer the five “w” questions—what, who, where, when, and why (and how)—for the information in the book.

Children can participate in a follow-up activity that uses the facts of an informational book they have read or heard, or perform research to find new information on the same topic or to check the accuracy of facts of the book.

Children can describe or represent facts from an informational book through drama, drawings, collage, and/or constructions.

Making Connections

K.R.9.1: By the end of grade 2, students will identify similarities in plot, setting, and character among the works of an author or illustrator.


Children can review books by the same author and/or illustrator (e.g., Beatrix Potter, Dr. Seuss, Marc Brown, Jan Brett) and identify similarities and differences across books.

Children can act out, describe, or draw pictures that illustrate an author’s character in a new setting.

K.R.9.2: By the end of grade 2, students will identify different interpretations of plot, setting, and character in the same work by different illustrators (alphabet books, nursery rhymes, counting books).



Kindergarten children connect informational and fictional stories to prior knowledge and personal experience.

Children can read, listen to, and view a single fairy tale as told by different authors, and/or several books by the same illustrator (e.g., Eric Carle, William Steig, Peter Speir, Chris Van Allsburg, Jan Brett), and make lists of the similarities and differences that they hear and see.

After reading an informational article or book on animals, children can discuss animals they have encountered as pets or in the wild, then write and illustrate an animal book of their own.

Children can collect alphabet or counting books, and compare the ways in which letters and numbers are presented (e.g., different types of fonts; different media used, such as watercolor, collage, photographs).

Genre

K.R.10.1: By the end of grade 2, students will identify differences among the common forms of literature: poetry, prose, fiction, nonfiction (informational and expository), and dramatic literature.



Kindergarten children show that different kinds of books serve different functions and distinguish two genres among fiction, nonfiction, and poetry.

Children can listen to stories about a similar topic, including fiction and nonfiction (e.g., animal stories from an Aesop fable, a Thornton Burgess or Rudyard Kipling story, and an informational book or article about the selected animal), then compare the kinds of similarities and differences they noticed in how the animal is portrayed in each.

As children become familiar with works of different genres, make a class list of favorite poems, nonfiction books, fictional stories, etc.


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