RI

READING STANDARDS FOR INFORMATIONAL TEXT K

RI 1. With prompting and support, ask and answer questions about key details in the text.
REPRESENTATION
Display text using a projector
or document camera
Display multiple enlarged
images from text
Read text aloud and/or aloud
through audio book
Display frequently asked
questions about key details of
a text
Use a story board to retell key
details of the text

ACTION AND EXPRESSION

Provide the option for
students to share key
details in a group
Allow students to look back
at the text for support
Allow students to respond
receptively to questions
about key details
Provide support for asking
questions by providing
sentence frames where
students are only
responsible for a portion of
the question
Provide support for
answering questions by
providing sentence frames
for common answers that
students are then only
responsible for filling in a
portion of the answer
Allow students to draw a
picture about the text and
to include a set number of

ENGAGMENT
Select text that is of high
interest to students
Allow students to represent
a portion of the text by
assigning gestures or lines
to groups of students as
you re-read the text
Support students by
allowing them to focus on
one specific question about
key details each week
Assign text ahead of time
and allow students to
practice with parents to ask
and/ or answer key details
in the text
Use images from the text to
prompt and support
questions about key details

key details

RI 2. With prompting and support, identify the main topic and retell key details of a text.
REPRESENTATION
Provide images from familiar
stories
Enlarge images from stories
using projection
Use music and/ or song to
retell the main topic or retell
key details of text
Read aloud text using audio
books
Create a power point with
individual images to model
retelling of details of a text
Provide visuals that
correspond with new
vocabulary
Highlight vocabulary auditory
and visually when modeling
retell strategies
Support new text through
media with video clips on the
topic
Provide realia that

ACTION AND EXPRESSION

Offer students the choice to
sequence key details of a text
using images
Provide sentence frames that
scaffold the sequence of
retelling for students
Offer students the opportunity
to retell key details and main
topic to a peer
Offer students the option to
create a slide show with an
adult that includes their
narration as retelling
Have students work in groups
to practice retelling key details
of a text
Provide, in student friendly
language, a rubric that
highlights expectations of a
successful key detail retelling
Provide multiple examples of
whole group working together

ENGAGMENT
Provide students with a
choice of high interest
topics of text that they can
retell from
Provide informational text
that highlight individual
cultures or topics specific to
different cultures
Use technology students
can manipulate by touch to
retell key details
Use puppets and/ or images
that students can
manipulate to support in
retelling details of
informational text
Use video to share key
details of text and main
topic

corresponds with text

Model, using sentence strips and
images, the key vocabulary
necessary for retelling key details
and main topic

to retell key details using the

rubric
Provide a graphic organizer that
students can separate images of
the main topic and key details
from the text into

RL 3. With prompting and support, describe the connection between two individuals, events, ideas, or
pieces of information in a text.
REPRESENTATION
Provide enlarged images for
students to hold or have
access to
Display enlarged images
during the reading of the text
Provide an option for the book
on audio or read aloud through
video
Frontload individuals, events,
ideas, or pieces of information
from the text before it is read
to students
Highlight and give definitions
in student friendly language of
key vocabulary
Provide examples, using
sentence frames and model

ACTION AND EXPRESSION

Using images from the text
allow students to describe
connections by connecting
images using a bridge or
arrows and key vocabulary
Allow students to illustrate
an image from a real life
event they have
experienced in order to
understand the connections
made form the images to
the text
Provide students with the
choice to work in two
groups that both tell a story
about an event being sure
to include details then have

ENGAGMENT
Use high interest text to
engage students
Provide students with
options to work in groups or
in pairs
Provide students with the
choice in which they
express their understanding
of connections between two
individuals, events, ideas,
or pieces of information in a
text through writing, orally
or interactively with others
Use media such as video
clips or interactive boards
such as a Smart
Board or Promethean Board
during lessons

complete sentences, students

can use to describe the
connections between two
individuals, events, ideas, or
pieces of information in a text

a class discussion where

students orally share the
connections between the
event and between the two
individuals
Ask students to describe
during the text read aloud
what connections are
happening between
individuals, events, ideas,
or pieces of information

Provide students with the

option to take video or
record their voices as they
describe connections made
in a text and play back for
peers to make suggestions
or add to their responses

RI 4. With prompting and support, ask and answer questions about unknown words in a text. (See grade
K Language standards 46 additional expectations.) CA
REPRESENTATION
Front load new vocabulary
with images to support
students
Provide in written form
unknown words
Model for students the use of
highlighter tape on new
unknown words as you read
aloud
Use a unique reading aid to
help students locate unknown
words such as a pointer or a

ACTION AND EXPRESSION

Using a graphic organizer
and printed words on cards
ask students to manipulate
words into groups of words
they know and words they
do not know
With the support of a
familiar text with key words
highlighted ask students to
describe what the word
means

ENGAGMENT
Support the learning of new
vocabulary with images
that students can
manipulate and match to
the words as an activity
Support students by using
high interest text
Read and highlight new
vocabulary using high
interest items such as
pointers or other hand held
manipulatives that engage
students

window cut into a piece of

paper or fly swatter

RI 5. Identify the front cover, back cover, and title page of a book.
REPRESENTATION
Provide enlarged images for

students to hold or have

access to of each of the
elements of a book: front
cover, back cover, and title
page
Provide audio with video
describing these elements of a
book
Highlight and give definitions
in student friendly language of
key vocabulary in identifying
these elements of a book
Provide examples using

ACTION AND EXPRESSION

Provide the option for
students to identify book
elements in a group
Allow students to sequence
elements
Allow students to respond
receptively to identifying
book elements
Provide support for
answering questions for
identifying by providing
sentence frames to model
complete sentences
students should be using
Allow students to draw a

ENGAGMENT
Support the learning of new
vocabulary with images
that students can
manipulate and match to
the words as an activity
Support students by using
high interest text
Read and highlight new
vocabulary using high
interest items such as
pointers or other hand held
manipulatives that engage
students

sentence frames and model

complete sentences students
can use to make predictions or
to activate prior knowledge

picture depicting the front

cover, back cover, and title
page of a familiar book
Give students the option to
give a presentation on
these book elements to a
peer using complete
sentences

RI 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or
information in a text.
REPRESENTATION
Display text using a projector
or document camera
Display multiple enlarged
images from text
Use a story board to retell key
details of the roles that the
author and illustrator each
have in presenting the ideas
or information in a text
Display models in the
classroom and use images to
highlight multiple examples of

ACTION AND EXPRESSION

Provide the option for
students to receptively
identify who the author and
illustrator are in a text and
their roles in presenting
ideas or information and
then practice expressively
identifying using sentence
frames
Provide the option for
students to receptively
identify the role of the

ENGAGMENT
When working on journals
or assignments with
students define their role as
author and illustrators in
their own work or have
them define it back to you
Use high interest
informational text as in
class examples for students
Model and allow students to
role play for both author
and illustrator up front to

the authors and illustrators or

familiar text and their role in
presenting ideas and
information in a text
Create and display posters
describing each role of both
author and illustrator using
images from magazines and
familiar images to students

author and the role of the

illustrator and then practice
expressively identifying
using sentence frames
Offer the choice for students
to match the role with the
either the author or
illustrator
Offer students the choice to
create their own
informational text where
they are both the author and
illustrator
Offer the students the choice
to work in pairs or small
groups retelling the roles of
author and illustrator have in
presenting the ideas and
information of a text

the class
Provide the choice for
students to reenact both
roles of the author and
illustrator in small groups

RI 7. With prompting and support, describe the relationship between illustrations and the text in which
they appear (e.g. what person, place, thing, or idea in the text an illustration depicts).
REPRESENTATION
Provide enlarged images for
students to hold or have
access to
Display enlarged images
during the reading of the text

ACTION AND EXPRESSION

Using images from the text
allow students to match the
illustrations to what it
depicts in the text
Allow students to illustrate

ENGAGMENT
Use high interest text to
engage students
Provide students with
options to work in groups or
in pairs

 Provide an option for the

informational text on audio or
read aloud through video
Frontload events, main topic,
ideas, or persons before it is
read to students
Highlight and give definitions
in student friendly language of
key vocabulary
Provide examples using
sentence frames and model
complete sentences students
can use to describe the
relationship between
illustrations and the text in
which they appear

an image from a real life

event they have
experienced in order to
understand the connections
made from the images to
the text
Provide students with the
choice to write a
informational text based on
images alone to create a
wordless text
Ask students prompting
questions during the text
read aloud about what is
happening on each picture
and why the illustrator may
have chosen to represent it
in that way
Offer students the option to
work in small groups, using
the text have them look at
each illustration and
describe what part of the
text it might be depict

Provide students with the

choice in which they
express their understanding
between illustrations and
the text through writing,
orally or interactively with
others
Use media such as video
clips or interactive boards
such as a Smart
Board or Promethean Board
during lessons
Take video or record
students voices as they
describe the relationship
between an illustration and
the text it depicts and then
play it back for students

RI 8. With prompting and support, identify the reasons an author gives to support points in a text.

REPRESENTATION
Provide enlarged images for
students to hold or have

ACTION AND EXPRESSION

Support students in
identifying the authors

ENGAGMENT
Give students the option to
work in pairs or small

access to of the text being

covered
Provide audio with video
describing the reasons an
author gives to support points
in a text
Highlight and give definitions
in student friendly language of
key vocabulary in identifying
the authors reasons
Provide examples using
sentence frames and model
complete sentences students
can use in identifying the
authors reasons used to
support points in a text
Provide visuals and models
that correspond with new
vocabulary

reasons given to support

points in a text by allowing
them to use reasons from a
familiar text and then match
them under points they
support
Give students the option to
receptively identify significant
points in a text and the
reasons that support them
After reading the text allow
students to draw a picture of
a topic of their choosing then
dictate their reasons for
drawing what they drew
Support students in new
learning by asking them to
sort provided points and
authors reasons from familiar
texts into two different groups
Give students the choice to
restate the reasons the author
gives to support points in a
text using sentence frames of
the answers in which students
are only responsible for filling
in a portion of the sentence
frame

groups
Choose text with topics that
are of high interest to
students
Use media such as video
clips or interactive boards
such as a Smart
Board or Promethean Board
during lessons
Provide activities that will
ensure high student
success rates such as
matching or sorting the
reasons an author gives
and text points in order to
first introduce what these
new concepts
Provide a graphic organizer
model from a familiar text
that students can reference
when reading a new text

RI 9. With prompting and support, identify basic similarities in and differences between two texts on the
same topic (e.g. in illustrations, descriptions, or procedures).

REPRESENTATION
Provide enlarged images for
students to hold or have
access to
Display enlarged images
during the reading of the text
Provide an option for the
informational text on audio or
read aloud through video
Frontload events, main topic,
ideas, or persons before it is
read to students
Highlight and give definitions
in student friendly language of
key vocabulary
Provide examples using
sentence frames and model
complete sentences students
can use to identify basic
similarities and differences
between two texts on the
same topic

ACTION AND EXPRESSION

Provide the option for
students to identify basic
similarities between two
texts on the same topic
Provide the option for
students to identify
differences between two
texts on the same topic
Provide students with a
graphic organizer where
they can separate a
provided list of similarities
and differences between
two text into
Provide support for
answering questions for
identifying by providing
sentence frames to model
complete sentences
students can use
Provide students with the
option to work with a
partner with one student
identifying and sharing
similarities and the other
student differences

ENGAGMENT
Choose text with topics that
are of high interest to
students
Provide students with
options to work in groups or
in pairs
Provide students with the
choice in which they
express their understanding
of similarities and
differences between two
texts on the same topic
either through writing,
orally or interactively with
others
Use media such as video
clips or interactive boards
such as a Smart
Board or Promethean Board
during lessons
Provide students with the
option to come up to the
front in pairs then have
other students share
similarities and differences
of the two students such as

different clothes, colors of

eyes, hair, height etc.
RI 10. Actively enagage in group reading activities with purpose and understanding.
a.
Activate prior knowledge related to the information and events in texts. CA
b. Use illustrations and context to make predictions about text. CA

REPRESENTATION

ACTION AND EXPRESSION

Provide enlarged images for

students to hold or have
access to
Display enlarged images
during the reading of the story
Provide an option for the book
on audio or read aloud through
video
Frontload characters, setting
and major events from the
story before it is read to
students
Highlight and give definitions
in student friendly language of
key vocabulary
Provide examples using
sentence frames and model
complete sentences students
can use to make predictions or
to activate prior knowledge

Provide support for making

predictions about the text by
providing sentence frames
where students are only
responsible for answering
and/or finishing a portion of the
sentence
Provide students with the
choice of creating a poster of
images from magazines to
activate prior knowledge
related to information and
events in texts
Support students by providing
them with the option to
participate in group reading
activities receptively
Provide, in student friendly
language, a rubric that
highlights expectations of
successful whole group

ENGAGMENT
Support students by using
high interest text
Use realia to activate prior
knowledge during reading
activities
Use realia in conjunction
with illustrations to help
support students in making
predictions in the text
Use technology students
can manipulate by touch
Model and allow students to
role play events or
characters from the text
Ask students to self-monitor
their participation by
having them circle on the
participation rubric a way
they actively participated
that day during the group
reading activity

participation
Allow students to practice in
small groups the multiple
examples of how to participate
from the rubric