Reading
Common Core Standards
The research-based instructional trainings that Graves County teachers have participated in have proven to be of great value. Strategies
learned should continue to be utilized when teaching students the new Kentucky Core Academic Standards. When creating lesson plans,
teachers should keep in mind the following best practices:
 Learning Targets – “I can…”, “Today I will…”
 Rutherford’s Principles of Learning
 Congruency – Activity matches the learning target
 Overt Responses – All, Abundant, During
 Performance Feedback – Abundant, immediate,
 Locale Memory – Learning in 3D spatial area
specific
 Conscious Attention – Gaining, keeping, & applying
 Personal Relevance – Linking to student survival or
attention
well-being
 Mental Models – 3 Levels; Level 1- Pictures + Words; Level 2 – Sensory representations + written/verbal label;
Level 3 – Right + Left Hemisphere
 21st Century Skills
 Communication
 Collaboration
 Creativity & Innovation
 Critical Thinking and Problem Solving
 Silver and Strong/Thoughtful Ed Vocabulary Strategies
 Formative Assessments – Assessment FOR Learning
 Differentiation – Tiered Activities for ALL learners
GREAT RESOURCES : Reading Works Core Content Lesson Plans; Harry Kindergarten learning videos; Florida Center for Reading Reseach student center activities
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Common Core Standards
Literature (RL)
Common Core Standard
Key Ideas and Details
K.RL.1
With prompting and support, ask and
answer questions about key details in a text.
Ask who, what, when, where why, how.
How can you tell?
K.RL.2
With prompting and support, retell familiar
stories, including key details.
Learning Targets
Vocabulary
Resources
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Key Details
When
Why
How
Who
What
Where
Infer
Retell
Details
Theme (life
lesson)
http://www.drjean.org/html/mo
nthly_act/act_2013/01_Jan_css/
pg02.htm
With prompting and support:
Define
 character
 setting
 major events
Identify the
 character(s)
 setting
 major events
of a story
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Characters
Settings
Events
Plot
Sequence
Character Unit
Plot Unit
Sequence Unit
Setting Unit
Storytelling Graphic Organizers
Interactive Lessons
Identify unknown words

Context Clues
Picture Cues for Unknown words
Initial Sounds and Picture Cues
With prompting and support:
 identify key details in a text
 ask questions about key details
 answer questions about key
details
With prompting and support:
 identify key details of a story
 retell a familiar story including
key details
Main Idea lesson Plan
Who, When, Where Lessons
Retelling Lesson
Graphic Organizers
Have students explain where in the story the
details are that answer the question.
What is the author trying to tell us with this
story?
K.RL.3
With prompting and support, identify
characters, settings, and major events in a
story.
Sequencing- Beginning/Middle/End
Plot – What is happening in the Story?
 Craft and Structure
K.RL.4
Ask and answer questions about unknown
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
words in a text.
Context clues/Picture clues – Have students
use to understand unknown words.
K.RL.5
Recognize common types of texts (e.g.,
storybooks, poems).
Common Core Standards
Ask questions about the unknown words
in a text
Use resources/strategies to answer
questions about unknown words in text
Recognize a storybook (know
characteristics)
Recognize a poem (know characteristics)
K.RL.6
With prompting and support, name the
author and illustrator of a story and define
the role of each in telling the story.
Name the author of a text
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Picture Clues
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Poems
Storybooks
Informational
Fiction
Non-Fiction
Fairy Tales
Real and Make Believe
Fiction
Nonfiction
Distinguishing Fiction and
Nonfiction
Book Adventure


Author
Illustrator
Johnnie’s Story Page
Define( Explain) the role (job) of the
author
Speakaboos
Name the illustrator of a text
Define( Explain) the role (job) of the
illustrator
 Integration of Knowledge and Ideas
K.RL.7
With prompting and support, describe the
relationship between illustrations and the
story in which they appear (e.g., what
moment in a story an illustration depicts).
Look at picture-what do you see?
Which characters?
What is happening?
How does this help you understand the
With prompting and support, describe a
moment in the story using the
illustrations that depict it
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Illustrations
Mood
Compare
Contrast
ReadWriteThink Lesson Plan for
If You Give a Mouse a Cookie
With prompting and support, describe
how the illustrations and story are
related as they appear
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Common Core Standards
story?
Can you find the mood?
K.RL.8 No Common Core Standard
K.RL.9
With prompting and support, compare and
contrast the adventures and experiences of
characters in familiar stories.
Recognize characters in familiar stories
Determine similarities and differences of
adventures and experiences in familiar
stories
Compare adventures and experiences
Contrast adventures and experiences
 Range of Reading and Level of Text Complexity
K.RL.10
Actively engage in group reading activities
with purpose and understanding.
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Compare,
Contrast,
Adventures,
Experiences
Characters,
Setting
Identify What is the Same
Identify What is Different
Similarities and Differences in a
Text
Lon Po Po Chinese FairyTale

Informational Text (RI)
Common Core Standard
Key Ideas and Details
K.RI.1
With prompting and support, ask and
answer questions about key details in a text.
Example – The Three Little Pigs and The True
Story of the Three Little Pigs. The Little Old
Lady Swallows books
Who, what, when, where, how
Explain how you know.
Cite details from the text
Point to information in the text`
K.RI.2
Learning Targets
Vocabulary
Resources
With prompting and support:
 identify key details in
informational text
 ask questions about key details
in informational text
 answer questions about key
ideas in informational text
o
o
o
o
o
o
o
Details
Who
What
When
Where
Why
How
Fairy Tales
Interactive Lessons
Reading Informational Text
Facts to Fiction
After reading an informational piece of
o
Main Topic,
What the Book is Mainly About
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
With prompting and support, identify the
main topic and retell key details of a text.
This happens because….
Life cycles, school rules, consequences
K.RI.3
With prompting and support, describe the
connection between two individuals, events,
ideas, or pieces of information in a text.
Common Core Standards
text, students will complete a graphic
organizer (student friendly) to show
main topic and key details.
Students can draw and label main idea
and key details.
Describe the connection between two
events in a text with prompting/support.
Describe the connection between two
ideas in a text with prompting/support.
o
Retell,
o Key Details
o
o
o
o
o
Using Pictures to Support the
Main Idea
Using Details to Create a Title
Events
Ideas
Cause
Effect
Consequences
Describe the connection between two
individuals in a text with
prompting/support.
Describe the connection between two
pieces of information in a text with
prompting/support.
Craft and Structure
K.RI.4
With prompting and support, ask and
answer questions about unknown words in a
text.
Identify unknown words in text
Recognize that a question requires an
answer
Pre teach vocabulary in selection.
Formulate a question about unknown
words in a text, with prompting and
support
Answer questions about unknown words
in a text, with prompting and support
K.RI.5
Identify the front cover, back cover, and title
page of a book.
Identify front cover
Identify back cover
Activities
o
o
o
Title Page,
Font Cover,
Back Cover,
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Common Core Standards
Define Text features- font size.
Identify title page
o
Text features
K.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.
Name the author
Name the illustrator
Define what an author does
Define what an illustrator does
o
o
o
o
o
Author
Illustrator
Role
Text
Information
Identify illustrations
o
o
o
Illustrations
Place
Idea
Integration of Knowledge and Ideas
K.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).
What does this picture show you?
Who in the story is in this illustration?
K.RI.8
With prompting and support, identify the
reasons an author gives to support points in
a text.
Why is this point important in the story?
I know this because….
K.RI.9
With prompting and support, identify basic
Identify text
Activities
Define describe
With prompting and support, describe:
 people
 places
 things
 ideas
that illustrations depict.
With prompting and support, describe
the relationships between illustrations
and text
Identify reasons the author gives to
support points in the text, with
prompting and support
Identify basic similarities in and
differences between
o
o
Author
Reasons
o Support
o
o
Differences
Similarities
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
similarities in and differences between two
texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
Comapre/Contrast
Range of Reading and Level of Text Complexity
K.RI.10
Actively engage in group reading activities
with purpose and understanding.
Common Core Standards
(e.g.,)
 illustrations
 descriptions
 procedures)
two texts on the same topic
o
o
Compare
Contrast
Foundational Skills (RF)
Common Core Standard
Print Concepts
K.RF.1
Demonstrate understanding of the
organization and basic features of print.
a) Follow words from left to right, top
to bottom, and page by page.
b) Recognize that spoken words are
represented in written language by
specific sequences of letters.
c) Understand that words are
separated by spaces in print.
d) Recognize and name all upper- and
lowercase letters of the alphabet.
Learning Targets
Recognize that words on a page
progress:
 from left to right and
 from top to bottom
Recognize that :
 spoken words are represented
in written language by specific
sequences of letters
 words are separated by spaces
in print
Follow:
 words from left to right
 words top to bottom
 words page by page
Vocabulary
o
o
o
o
o
o
o
Print
Lowercase
Uppercase
Capital
Top
Bottom
Left
o Right
Name all upper- and lowercase letters of
the alphabet
Resources
Construct a Word -http://www.readwritethink.org/files/reso
urces/interactives/construct/
Picture Match -http://www.readwritethink.org/files/reso
urces/interactives/picturematch/
Puzzle Me Words -http://www.readwritethink.org/files/reso
urces/interactives/puzzlemewords/
ABC match -http://www.readwritethink.org/files/reso
urces/interactives/abcmatch/
ABCYa.com -http://www.abcya.com/kindergarten_co
mputers.htm
Interactive Lessons
Capital Letter Game beginner & advancedhttp://www.roythezebra.com/readinggames.html
letter recognition
http://www.teachers.cr.k12.de.us/~galgano/di
belletter.htm
Phonological Awareness
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
K.RF.2
Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
a) Recognize and produce rhyming
words.
b) Count, pronounce, blend, and
segment syllables in spoken words.
c) Blend and segment onsets and rimes
of single-syllable spoken words.
d) Isolate and pronounce the initial,
medial vowel, and final sounds
(phonemes) in three-phoneme
(consonant-vowel-consonant, or
CVC) words.* (This does not include
CVCs ending with /l/, /r/, or /x/.)
e) Add or substitute individual sounds
(phonemes) in simple, one-syllable
words to make new words.
Common Core Standards
Recognize rhyming words:
 short vowel sounds
 initial sounds
 ending sounds
Produce rhyming words
Count syllables in spoken words
Pronounce syllables in spoken words
o
o
o
o
o
o
o
o
o
o
Rhyming
Syllables
Segment
Blend
Onsets
Rimes
Initial
Media
Final
Sounds
Blend syllables in spoken words
The Vowel Song
Let’s Read! Three Letter Words
With “u”
Phonemic Awareness Handbook
Picture Match -http://www.readwritethink.org/files/reso
urces/interactives/picturematch/
What’s in the Bag -http://www.readwritethink.org/files/reso
urces/interactives/in_the_bag/
Word Wizard -http://www.readwritethink.org/files/reso
urces/interactives/wordwizard/
Starfall -- http://www.starfall.com/
Segment syllables in spoken words
Words that Rhymehttp://www.roythezebra.com/rea
ding-games-word-level.html
Blend onsets and rimes of singlesyllable spoken words
Reggie Loves to Rhyme
Rhyming
http://www.teachers.cr.k12.de.us/~galgano/dibel
rhyme.htm
Segment onsets and rimes of single
syllable spoken words
Dibels interventions electrified
http://www.teachers.cr.k12.de.us/~galgano/dibel
2.htm
Isolate and pronounce CVC words, to:
 recognizing the initial sound
 medial vowel and
 final sounds
Add individual sounds in simple one
syllable words to make new words
Substitute individual sounds in simple
one syllable words to make new words
Phonics and Word Recognition
K.RF.3
Know and apply grade-level phonics and
Know grade level phonics and word
analysis skills in decoding words
o
o
Consonant
Sound
Gamequarium -http://www.gamequarium.com/readquari
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
word analysis skills in decoding words.
a) Demonstrate basic knowledge of
one-to-one letter-sound
correspondences by producing the
primary or many of the most
frequent sound for each consonant.
b) Associate the long and short sounds
with common spellings (graphemes)
for the five major vowels.
c) Read common high-frequency words
by sight (e.g., the, of, to, you, she,
my, is, are, do, does).
d) Distinguish between similarly spelled
words by identifying the sounds of
the letters that differ.
Common Core Standards
Recognize one-to-one letter
correspondence for each consonant
o
o
o
Long Sounds
Short Sounds
Vowels
Identify the five vowels with common
spellings:
 short vowels
 long vowels
Recognize high-frequency sight words
Recognize words that are similarly
spelled
um/highfreq.html
ICT Games -http://www.ictgames.com/literacy.html
Dolch Kit -http://www.theschoolbell.com/Links/Dolc
h/Contents.html
Scholastic -http://teacher.scholastic.com/activities/bl
l/reggie/?AX45424
Letter sounds
http://www.teachers.cr.k12.de.us/~galgano/di
belsound.htm
Putting words together
http://www.teachers.cr.k12.de.us
/~galgano/dibelword.htm
Identify the sounds of the letters that
are different
Apply grade level-level phonics and
word analysis skills in decoding words
Distinguish the differing sounds of
consonants
Distinguish long and short vowels
sounds that have common spellings
Determine the pattern of the word
Say the sound that corresponds to the
consonant
Read high-frequency sight words
Read words that have a similar word
pattern and identify the
 sounds
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Common Core Standards
 letters
that are different
Fluency
K.RF.4
Read emergent-reader texts with purpose
and understanding.
Identify and understand foundational
skills for Reading #1-3
Phonics & Fluency -http://www.scffs.org/kindergarten/readin
g-phonics-and-fluency
Recognize that there are different
purposes for reading emergent-reader
texts
Apply foundational skills reflected in #13
Determine the purpose for reading
emergent-reader texts
Read emergent-reader texts:
 with purpose
 for understanding
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Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards