Reading:InformationalText

1.RI

CCR
Anchor
Standard

CCSSStandard

Mastery

Readcloselyto

1.RI.1Askand

determinewhatthe

answerquestions

textsaysexplicitlyand
tomakelogical
inferencesfromit;cite
specifictextual
evidencewhenwriting
orspeakingtosupport
conclusionsdrawn
fromthetext.
Determinecentral

aboutkeydetails
inatext.

ideasorthemesofa
textandanalyzetheir

themaintopic
andretellkey

1*2

ICanStatements

Clarifications

Icanaskquestionsand

Firstgradestudentscontinuetobuildontheskillof
askingandansweringquestionsaboutkeydetailsina
text.Atthislevel,studentsshouldbeabletoidentify
themainideaandretellthekeydetailsintheirown
words.Theyshouldalsobeabletotellhowtwo
individuals,events,ideasorpiecesofinformationare
linkedtogether.

answerquestionsabout
im

importantdetailsinnonfiction
books.

Usequestionsandpromptssuchas:

1.RI.2Identify

1*

Icanidentifythemaintopicand
impor.

importantdetailsinnonfiction
books.

Thinkaboutwhatyoureadandcreateyour
ownquestionaboutanimportantideainthis


development;
summarizethekey
supportingdetailsand
ideas.
Analyzehowandwhy
individuals,events,
andideasdevelopand
interactoverthe
courseofatext.

detailsofatext.

1.RI.3Describe
theconnection
betweentwo
individuals,
events,ideas,or
piecesof
informationina
text.

2*3

Icandescribehowpeople,
events,orideasareconnected
innonfictionbooks.

1*

Interpretwordsand

1.RI.4Askand

phrasesastheyare
usedinatext,
includingdetermining
technical,connotative,
andfigurative
meanings,andanalyze
howspecificword
choicesshapemeaning
ortone.
Analyzethestructure
oftexts,includinghow
specificsentences,

answerquestions

tohelp

determineor

clarifythe

meaningofwords
andphrasesina
text.

paragraphs,andlarger
portionsofthetext
(e.g.,asection,
chapter,scene,or
stanza)relatetoeach

headings,tables

ofcontents,

glossaries,

electronicmenus,

icons)tolocate

1.RI.5Knowand 1* 2
3
usevarioustext

features(e.g.,

EssentialQuestions

Whatnewinformationdidyoulearninthisbook?
Whatarethemaintopicsinthistext?
Whatpriorknowledgedoyouhaveaboutthistopic?
Whatconnectionsdidyoumakeafterreadingthis
book?
Howcanthebookhelpyouifyoudontknow
something?
Canyoutellmehowthesetwoeventsarelinked
together(causeandeffect,timeorder)?

Icanaskandanswerquestionsto
help
Helpmeunderstandnewwords.

Firstgradestudentscontinuetobuildontheskillof
askingandansweringquestionsaboutkeydetailsina
text.Atthislevel,studentsshouldbeabletoidentify
themainideaandretellthekeydetailsintheirown
words.Theyshouldalsobeabletotellhowtwo
individuals,events,ideasorpiecesofinformationare
linkedtogether.

Icanunderstandanduseallthe
helpfulpartsofnonfictionbooks
tohelpmefindimportantfacts
And

anddetails.

text.
Whatisthemainideaofthistext?
Canyoufindoneoftheimportantideasinthis
text?Canyoufindanotherimportantidea?
Canyoutellmehowthesetwoeventsare
linkedtogether?(cause/effect,timeorder)

Usequestionsandpromptssuchas:
Thinkaboutwhatyoureadandcreateyour
ownquestionaboutanimportantideainthis
text.
Whatisthemainideaofthistext?
Canyoufindoneoftheimportantideasinthis
text?Canyoufindanotherimportantidea?
Canyoutellmehowthesetwoeventsare
linkedtogether?(cause/effect,timeorder)


otherandthewhole.

Assesshowpointof
vieworpurpose
shapesthecontent
andstyleofatext.

Integrateandevaluate
contentpresentedin
diversemediaand
formats,including
visuallyand
quantitatively,aswell
asinwords.
Delineateandevaluate
theargumentand
specificclaimsina
text,includingthe
validityofthe
reasoningaswellas
therelevanceand
sufficiencyofthe
evidence.
Analyzehowtwoor
moretextsaddress
similarthemesor
topicsinordertobuild
knowledgeorto

keyfactsor
informationina
text.
1.RI.6
Distinguish
between
information
providedby
picturesorother
illustrationsand
information
providedbythe
wordsinatext.
I.RI.7

1* 2

Usethe

illustrationsand
detailsinatextto
describeitskey
ideas.
1.RI.8
Identifythe
reasonsan
authorgivesto
supportpointsin
atext.

1* 2 3
3

3*

1* 2 3
2
Identifybasic

similaritiesinand

EssentialQuestions

Icanfindsomeinformationfrom
picturesandsomeinformation
fromthewordsinnonfiction
books.

Icanusetheillustrationsinatext

Studentswillunderstandhowillustrationshelpexplain

todescribeitsmainideas.

thetext.Atthislevel,studentsshouldalsodevelopthe
abilitytorecognizetheauthorsreasoningbyfinding
supportwithinthetext.Studentswilllookfor
similaritiesanddifferencesintwotextsthatsharethe
samemainidea.

1.RI.9

differences
betweentwo

Usequestionsandpromptssuchas:
Canyoutellhowtheauthorusesthischarttohelp
youunderstand?
Whatdoesthischartaddtoyourthinkingaboutwhat
youread?
Canyoufindthereasonwhytheauthorthinksthat?
Canyoufindthereasonwhytheauthorbelieves?
Lookatthesetwotextsaboutthesametopic.How
aretheythesame?Howaretheydifferent?

Icanidentifysimilaritiesbetween
EssentialQuestions
twotextstheteachthesametopic. Whatdoesthegraphic/pictureaddtoyourthinkingabout
whatyouread?
topic.
Whatdothedetailsinthetextaddtoyourthinking?

Icanidentifythereasonsan
authorgivestohelpteach
themainideas.


comparethe
approachesthe
authorstake.

Readandcomprehend
complexliteraryand
informationaltexts
independentlyand
proficiently.

textsonthesame
topic(e.g.,in
illustrations,
descriptions,or
procedures).
1.RI.10
1* 2
Withprompting
andsupport,read
informational
texts
appropriately
complexfor
grade1.

Howcanyoufindthereasonswhytheauthor
thinks/believes?
Howarethesebooksshowingthesametopicinsimilar
ordifferentways?

Icanreadandunderstandfirst
gradenonfictionbooks.

Withassistance,studentsarerequiredtoread
informationaltextattheappropriatecomplexityfor
grade1.
TheReadingstandardsplaceequalemphasisonthe
sophisticationofwhatstudentsreadandtheskillwith
whichtheyread.Standard10definesagrade
by
grade
staircaseofincreasingtextcomplexitythatrisesfrom
beginningreadingtothecollegeandcareerreadiness
level.Whatevertheyarereading,studentsmustalso
showasteadilygrowingabilitytodiscernmorefrom
andmakefulleruseoftextincludingmakingan
increasingnumberofconnectionsamongideasand
betweentexts,consideringawiderrangeoftextual
evidence,andbecomingmoresensitiveto
inconsistencies,ambiguities,andpoorreasoningin
texts.
Studentsalsoacquirethehabitsofreading
independentlyandclosely,whichareessentialtotheir
futuresuccess.
Studentsshouldencounterappropriatelycomplextexts
ateachgradelevelinordertodevelopthemature
languageskillsandtheconceptualknowledgeneeded
forsuccessinschoolandlife.

Effectivescaffoldingshouldallowthereaderto
encounterthetextwithminimalclarifications.Itshouldnot
replacethetextbytranslatingitscontentsforstudents.