Kindergarten Reading Expectations

2. The student understands the meaning of what is read.

2.1 Demonstrate evidence of reading comprehension.

2.1.1 Demonstrates basic comprehension of content of literary, informational, and task-oriented texts such as plays, newspaper articles, and instructions.

Understand that readers use monitoring strategies.

• Ask clarifying questions after read alouds.

Understand that readers use mental imagery.

• Compose visual images from what is read aloud.

Understand how readers ask questions.

• Ask and answer questions before, during, and after read alouds and or shared reading.

2.1.2 Demonstrate comprehension of the main idea and supporting details; through summarizing in own words using evidence from the text.

Understand that some part of the text are more important than others.

• State main idea from read alouds.
• Contribute to a group summary of basic story elements after a read aloud.

2.1.3 Connect previous experiences and knowledge when reading to understand characters, events, and information.

Understand how to use prior knowledge.

• Make connections or identify similarities between self and text after read alouds.

2.1.4 Make inferences and predictions based on the text.

Understand how to infer/ predict meaning.

• Use pictures and text read aloud to predict what will happen next; support predictions using information from the text.
• Make inferences orally before, during and after hearing a story using prior knowledge, story structure, and prediction.

2.2 Understand and apply knowledge of text components to comprehend text.

2.2.1 Use time, order, and/or sequence to accurately recall text.

Understand story sequence.

• Retell familiar stories using a beginning, middle, and end.

2.2.3 Understand story elements (plot, characters, setting, point of view, problem, solution).

Understand elements of literary text.

• Identify story elements of character, setting, and important events with teacher assistance.

2.2.4 Locate and use text features (title, heading, table of contents, index, captions, alphabetizing, numbering, glossaries, etc.) to understand text.

Understand how features of text help with comprehension (See Text Form and Features).

• Identify page numbers, titles, labels, captions, and charts.

2.2.5 Recognize and use features of electronic information such as pull-down menus, key word searches, icons, etc.

Understand that electronic information has specific features.

• Identify and use icons, pull-down menus.

2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1 Find similarities and differences in stories: understand relationship between parts of a text or between two texts.

Understand similarities and differences within and among texts.

• Identify similarities and differences in characters and settings within and among texts read aloud.

2.3.3 Find, sort, and analyze information for a specific topic or purpose.

Understand and apply concept of categories.

• Sort words by various attributes such as color, size, purpose.

2.4 Think critically and analyze author's use of language, style, purpose, and perspective in literary and informational text.

2.4.2 Analyze author's purpose for and style of writing.

Understand characteristics of grade level appropriate text forms.  (See Text Forms and Features).

• Distinguish between literary and informational text.
• Identify types of everyday printed materials (e.g., signs, labels, newspapers, story books, lists, etc).

2.4.6 Apply information gained from reading to give a response, express insights, and draw conclusions.

Understand how to give responses and make connections to text.

• Use information from a read aloud to generate a response and make connections.