Reading
GRADE LEVEL STANDARDS/DOK
Kindergarten
Performance
Indicators
Essential Questions SUGGESTED ACTIVITIES/
CONTENT/TERMS ASSESSMENTS
GRADING
PERIOD
FORMING A FOUNDATION FOR READING
Requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading at the
word, sentence, and connected text levels across content areas that include multicultural texts.
Be able to name and
1
Alphabet, vowel – long & Old MacDonald
RD-EP-1.0.1
Students will apply word recognition strategies recognize capital and short, consonant, rhyme,
lower case letters in
Chicken Little
directionality, words,
(e.g., phonetic principles, context clues,
alphabetical and
clues
structural analysis) to determine
random order.
Penny Toss
pronunciations or meanings of words in
passages.
Know consonant and
Kentucky Learns Links
DOK 2
vowel sounds.
Reviewing Letters
Rhyme with a clue
word.
Kentucky Learns Links
Be able to identify
beginning, middle,
and ending sounds.
Kentucky Learns Links
Be able to blend
sounds to read words.
Kentucky Learns Links
Kentucky Learns Links
Kentucky Learns Links
Be able to read highfrequency words.
RD-EP-1.0.2
Students will apply knowledge of synonyms,
antonyms, or compound words for
comprehension.
DOK 2
RD-EP-1.0.3
Students will know that some words have
multiple meanings and identify the correct
Know directionality
of print read top to
bottom, left to right.
Identify antonyms.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
Chicka Chicka Boom Boom
(Unit)
Opposite, antonyms
1
updated 6/4/08
Reading
GRADE LEVEL STANDARDS/DOK
meaning as the word is used.
DOK 2
RD-EP-1.0.4
Students will apply the meanings of common
prefixes or suffixes to comprehend unfamiliar
words.
DOK 2
RD-EP-1.0.5
Students will identify the purpose of
capitalization, punctuation, boldface type,
italics, or indentations to make meaning of the
text.
DOK 1
RD-EP-1.0.6
Students will formulate questions to guide
reading.
Kindergarten
Performance
Indicators
Essential Questions SUGGESTED ACTIVITIES/
CONTENT/TERMS ASSESSMENTS
GRADING
PERIOD
Identify basic rules
for capitalization and
punctuation to
understand meaning
of text.
Students will be
introduced to
questioning strategies
through teacher
modeling.
Developing an Initial Understanding
Requires readers to consider the text as a whole or in a broader perspective to develop an initial understanding.
RD-EP-2.0.1
If you could meet two
Fairy Tales
Students will distinguish between fiction and non- Identify parts of the
characters in a story, who (Unit)
fiction texts.
story that could and
would they be and why?
couldn’t happen.
Explain what makes a
Identify whether a
story a fairy tale.
story is fiction or
nonfiction.
Fiction, fairy tale, nonfiction
Identify characters
Describe the setting.
RD-EP-2.0.2
Students will describe characters, plot, setting, and setting of a story.
Describe events and
Explain the plot of the
or problem/solution of a passage.
problem/solution of a story.
DOK 3
story.
Choose your favorite
character and explain why
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
2
2
updated 6/4/08
Reading
GRADE LEVEL STANDARDS/DOK
Kindergarten
Performance
Indicators
Essential Questions SUGGESTED ACTIVITIES/
CONTENT/TERMS ASSESSMENTS
GRADING
PERIOD
they are your favorite.
Setting, characters,
problem
RD-EP-2.0.3
Students will locate key ideas or information
in a passage.
DOK 1
Recall key ideas,
facts, or details from
a story.
RD-EP-2.0.4
Students will interpret specialized vocabulary
(words and terms specific to understanding the
content). DOK 2
Students will be
introduced to
specialized
vocabulary through
teacher instruction.
Be able to draw a
picture showing
sequence.
Explain why it’s
important for a story to be
in a sequence.
Be able to tell a story
or idea in sequence.
Sequence, Illustration,
beginning, middle, ending
RD-EP-2.0.5
Students will identify the correct sequence.
DOK 1
3
Kentucky Learns Links
3
Be able to connect a
3
RD-EP-2.0.7
story to your life.
Students will make inferences or draw
conclusions based on what is read.
DOK 3
Interpreting Text
Requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text as well as
focusing on specific information.
Be able to identify
RD-EP-3.0.1
traits of main
Students will explain a character’s or
characters and
speaker’s actions based on a passage.
discuss their actions.
DOK 3
RD-EP-3.0.2
Students will explain how a conflict in a passage
is resolved.
Be able to identify
and discuss how
conflicts are resolved.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
3
updated 6/4/08
Reading
GRADE LEVEL STANDARDS/DOK
Kindergarten
Performance
Indicators
RD-EP-3.0.3
Students will identify an author’s purpose in a
passage.
Be able to identify
author’s purpose (eg.
to entertain, to
inform, to persuade).
RD-EP-3.0.4
Students will identify main ideas or details that
support them.
DOK 3
Be able to summarize
by selecting the main
ideas and main events
or key points from a
variety of test.
RD-EP-3.0.5
Students will identify fact or opinion from a
passage.
DOK 2
RD-EP-3.0.6
Students will identify information in a passage
that is supported by fact.
DOK 2
Be able to identify
facts in a passage.
Essential Questions SUGGESTED ACTIVITIES/
CONTENT/TERMS ASSESSMENTS
GRADING
PERIOD
Explain who the story is
written for (audience) and
the purpose of the story.
2
Purpose, audience
Explain what the story is
mostly about and give
story clues that help you
identify the main idea.
2
Main idea
RD-EP-3.0.7
Students will identify an author’s opinion about a
subject.
RD-EP-3.0.8
Students will identify informative or persuasive
passages.
RD-EP-3.0.9
Students will identify commonly used persuasive
techniques (emotional appeal and testimonial)
used in a passage.
Reflecting and Responding to Text
Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal knowledge.
RD-EP-4.0.1
Be able to connect
Students will connect information from a passage text to self.
to students’ lives (text-to-self), real world issues
(text-to-world) or other texts (text-to-text - e.g.,
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
4
updated 6/4/08
Reading
GRADE LEVEL STANDARDS/DOK
Kindergarten
Performance
Indicators
Essential Questions SUGGESTED ACTIVITIES/
CONTENT/TERMS ASSESSMENTS
GRADING
PERIOD
novel, short story, song, film, website, etc.).
Demonstrating a Critical Stance
Requires readers to consider the text objectively. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features
such as irony, humor, and organization.
RD-EP-5.0.1
Students will evaluate what is read based on the
author’s word choice, content, or use of literary
elements.
RD-EP-5.0.2
Students will identify literary devices such as
foreshadowing, imagery, or figurative language
(i.e., similes and personification).
Be able to use picture Explain how pictures help
1
RD-EP-5.0.3
clues for meaning.
tell the story.
Students will apply knowledge of text features
(e.g., pictures, lists, charts, graphs, tables of
Picture clues
contents, indexes, glossaries, captions,
headings) to answer questions about a passage.
DOK 2
RD-EP-5.0.4
Sequence,
Kentucky Learns Links
3
Students will identify the organizational pattern,
Illustration/Drawing
used (e.g., sequence, cause and effect, or
Kentucky Learns Links
comparison and contrast) to understand the
passage.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
5
updated 6/4/08