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Reading Thinking Anchor Charts Reading/Thinking Anchor Charts

Grade 1

Grade 1 Reading Standards and Component Skills

 
StandardSkillStandardSkill
RL.1.1: Ask and answer questions about key details in a text.RI.1.1: Ask and answer questions about key details in a text.
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.RI.1.2: Identify the main topic and retell key details of a text.
RL.1.3: Describe characters, settings, and major events in a story, using key details.RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RL.1.5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.RI.1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RL.1.6: Identify who is telling the story at various points in a text.RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
RI.1.8: Identify the reasons an author gives to support points in a text.
RL.1.9: Compare and contrast the adventures and experiences of characters in stories.RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Grade 1 Summary Table

Click the button to download a PDF of a summary table listing the reading standard, its component skills, and the reading lessons where the skills are taught. 

RL.1.1

STANDARD

Ask and answer questions about key details in a text.

SKILL

Ask Questions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.1: ASK QUESTIONS
Step 1What do you wonder about this text?
Step 2

ASK a question about it.



  • WHO or WHAT

  • WHERE or WHEN

  • WHY or HOW

Step 3REMEMBER your question as you reread.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks about the text


▢ starts with the right question word

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
use the wrong question word …

  • What do you want to know about: a person, a thing, a place, a time, a reason, or a group of steps?

  • Which question word matches this information?
ask a question unrelated to the text…Point to something in the text you wonder about. Now ask a question

RL.1.1

STANDARD

Ask and answer questions about key details in a text.

SKILL

Answer Questions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.1: ANSWER QUESTIONS
Step 1Say the question in your own words.
Step 2Think WHERE to look for the answer.
Step 3

ANSWER the question using details from the text. Look for details in:



  • PICTURES.

  • WORDS.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answer the question being asked


▢ includes correct text details to support the answer


▢ uses details from words or pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to include relevant text details in their answer…Point to a detail in the text that shows your answer is true.
struggle to find the part of the text related to the question…

  • What is the question asking about?

  • Where is this person/thing/place/idea in the text?

RL.1.1

STANDARD

Ask and answer questions about key details in a text.

SKILL

Identify Key Details in Stories

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.1: IDENTIFY KEY DETAILS IN STORIES
Step 1

LOOK for details about:



  • main CHARACTERS.

  • SETTING.

  • important EVENTS.
Step 2What details do you need for the story to make sense?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells details about characters, setting, and events


▢ includes only important details

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to distinguish between key details and minor details…Can you understand the text without this detail? If so, it probably is NOT important.
include only some key details…Can you understand the story without this detail? If not, it probably IS important.

RL.1.1

STANDARD

Ask and answer questions about key details in a text.

SKILL

Identify Key Details in Poems

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.1: IDENTIFY KEY DETAILS IN POEMS
Step 1What is the poem about?
Step 2 Find words that show the poem’s ideas.
Step 3What do these details help you understand in the poem?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what the poem is mostly about


▢ tells important details from the poem


▢ explains what the details show

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe what the poem is about…

  • Say the poem aloud

  • What does the poem describe?

  • What are some things that happen or are described in the poem?
struggle to explain what a detail shows…

  • Do the words paint a picture?

  • What do you imagine when you hear these words?

  • Do the words give you a feeling?

RI.1.1

STANDARD

Ask and answer questions about key details in a text.

SKILL

Ask Questions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.1: ASK QUESTIONS
Step 1What do you wonder about this text?
Step 2

ASK a question about it.



  • WHO or WHAT

  • WHERE or WHEN

  • WHY or HOW
Step 3REMEMBER your question as you reread.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks about the text


▢ starts with the right question word

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
use the wrong question word…

  • What do you want to know: a person, a thing, a place, a time, a reason, or a group of steps?

  • Which question word matches this information?
ask a question unrelated to the text…Point to something in the text you wonder about. Now ask a question about this detail.

RI.1.1

STANDARD

Ask and answer questions about key details in a text.

SKILL

Answer Questions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.1: ANSWER QUESTIONS
Step 1Put the question in your own words.
Step 2Think WHERE to look for the answer.
Step 3

ANSWER the question using details from the text. Look for details in:



  • PICTURES. 

  • WORDS.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers the question being asked


▢ includes text details to support the answer


▢ uses details from words or pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to include relevant text details in their answer…Point to a detail in the text that shows your answer is true.
struggle to find the part of the text related to the question…

  • What is the question asking about?

  • Where is this person/thing/place/idea in the text?
base their answer on opinion/prior knowledge rather than text details…How do you know? Show me where in the text it says that?

RI.1.1

STANDARD

Ask and answer questions about key details in a text.

SKILL

Identify Key Details

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.1: IDENTIFY KEY DETAILS
Step 1

LOOK for details that repeat.



  • PEOPLE

  • PLACES

  • EVENTS

  • IDEAS
Step 2What details do you need for the text to make sense?
Step 3Which details are interesting but not important?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells details about people, places, events, or ideas


▢ includes only important details

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to distinguish between key details and minor details…Can you understand the text without this detail? If so, it probably is NOT important.
include only some key details…Can you understand the text without this detail? If not, it probably IS important.

RL.1.2

STANDARD

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

SKILL

Retell a Story with Key Details

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.2: RETELL A STORY WITH KEY DETAILS
Step 1Find WHO the story is mostly about.
Step 2Find WHERE and WHEN the story happens.
Step 3

Find the PROBLEM.



  • What does the main character WANT?
Step 4

Tell:



  • the characters and setting in the BEGINNING.

  • what the character does about a problem in the MIDDLE.

  • how the problem is solved in the END.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names the main characters and setting


▢ tells the problem and solution


▢ is in order

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
can’t identify the story problem…What does the character want to happen? What does the character want NOT to happen?
retell details out of order…Look at the pictures to remind you what happens first, next and last.

RL.1.2

STANDARD

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

SKILL

Identify Central Message

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.2: IDENTIFY CENTRAL MESSAGE
Step 1What is the PROBLEM.
Step 2How is the problem SOLVED?
Step 3What does the main character LEARN?
Step 4What did YOU learn?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells a lesson the character learns in the story


▢ includes correct text details to support the lesson


▢ tells what readers learn from the story

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to extend the lesson to the world outside the text…

  • Which actions from the story should you try or not try in your life?

  • What did the main character learn that would be good for us to learn too?
struggle to see the lesson…How did the problem get solved? What did the character do to help solve the problem?

RI.1.2

STANDARD

With prompting and support, identify the main topic and retell key details of a text.

SKILL

Identify the Main Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.2: IDENTIFY THE MAIN TOPIC
Step 1What is the title?
Step 2

Read the PICTURES.



  • COVER

  • INSIDE
Step 3What details repeat?
Step 4What are all the details mostly about? (TOPIC)

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names key details


▢ tells what the text is mostly about


▢ identifies the topic

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
name a topic that is too broad…

  • Is this text about all kinds of [animals]?

  • What kinds of [animals] is it about?
name a topic that is too narrow…

  • Is this text only about [cows]?

  • Look at other parts of the book. What else do you see? 

RI.1.2

STANDARD

Identify the main topic and retell key details of a text.

SKILL

Retell Key Details

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.2: RETELL KEY DETAILS
Step 1Find details about the topic.
Step 2

Find important details that:



  • repeat.

  • help you understand the topic.
Step 3Tell the important details in order.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes only important details


▢ use own words


▢ tells details in order

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
include too many details…Which details do you need most to understand the topic? Pick the three most important.
retells details out of order…

  • What happens:

    • first?

    • next?

    • last?



  • What details tell more about this [idea, person, place]? Should they go before or after you tell about the [idea, person, place]?

RL.1.3

STANDARD

Describe characters, settings, and major events in a story, using key details.

SKILL

Describe a Character with Key Details

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.3: DESCRIBE A CHARACTER WITH KEY DETAILS
Step 1Study pictures and words about the character.
Step 2Who is the character?
Step 3

What does the character mostly:



  • SAY?

  • DO?

  • FEEL?
Step 4What did you learn about the character?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells who the character is


▢ tells the character’s main feelings


▢ tells the character’s important actions


▢ includes correct details from words and pictures in the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
can’t find details about feelings, actions, or identity…

  • What does [character name] want on this page? What do you want when you look like this?

  • What is [character name] doing on this page? How do you know?

  • What problem does [character name] have? What does he or she want to change?

RL.1.3

STANDARD

Describe characters, settings, and major events in a story, using key details.

SKILL

Describe Setting with Key Details

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.3: DESCRIBE SETTING WITH KEY DETAILS
Step 1

Look at words and pictures for clues about WHEN.



  • day or night

  • season

  • now or in the past
Step 2

Look at words and pictures for clues about WHERE.



  • city or country

  • place or building

  • inside or outside
Step 3What did you learn about the settings

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells when the story happens


▢ tells where the story happens


▢ includes correct details from words and pictures in the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to infer the time or place from picture details…

  • What do you see around the characters?

  • Where/when might you see [snow, stars, these/this trees/buildings/toys/things]?
assume the setting stays the same for the whole text…

  • A story may have more than one setting.

  • Look at the clues on this page. What clues do you see about WHEN? What clues do you see about WHERE?

  • Now look at the clues on another page. What clues do you see about WHEN? What clues do you see about WHERE?

RL.1.3

STANDARD

Describe characters, settings, and major events in a story, using key details.

SKILL

Describe Events with Key Details

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.3: DESCRIBE EVENTS WITH KEY DETAILS
Step 1Study WORDS and PICTURES about an event.
Step 2WHO is there?
Step 3WHAT are they doing?
Step 4WHY is the event important?
Step 5Retell important details about the event.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names who is at an event


▢ names what they are doing


▢ explains why the event is important


▢ uses important details from the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to tell why the event is important…

  • Does the event change how characters act or feel?

  • Does it make something else happen?
include too many details…

  • Which details do you need most to understand the event?

  • Does the detail tell who is there, what they are doing, or why the event is important? If not, it is probably NOT important.

RI.1.3

STANDARD

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

SKILL

Describe a Connection Between Two People

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.3: DESCRIBE A CONNECTION BETWEEN TWO PEOPLE
Step 1

Look for details about two PEOPLE.



  • AGE

  • JOB

  • PLACE
Step 2What is the same about them?
Step 3How are they connected?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names two people from the text


▢ tells how they are connected


▢ includes correct text details for each person

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe how the people are connected…

  • Do the people fit in the same group? For example, do they work together?

  • Describe what they do and listen for words that sound the same.

  • Are the two people the same in some way?

RI.1.3

STANDARD

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

SKILL

Describe a Connection Between Two Events

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.3: DESCRIBE A CONNECTION BETWEEN TWO EVENTS
Step 1

Look for details about two events.



  • WHO did WHAT

  • WHERE and WHEN
Step 2What is the same about the events?
Step 3

How are the events connected?



  • Are they 1st, 2nd, 3rd?

  • Did one cause the other?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names two events from the text


▢ tells how events are connected


▢ includes text details for each event

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe how the events are connected…

  • Are the two events the same in some way? For example, are they both special days?

  • Does one event come before the other?

  • Does one event make the other happen?
struggle to find details about the events…

  • Look at the words and pictures. Who is at the event?

  • What are they doing?

  • Where and when is it happening?

RI.1.3

STANDARD

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

SKILL

Describe a Connection Between Two Ideas/Pieces of Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.3: DESCRIBE A CONNECTION BETWEEN TWO IDEAS/PIECES OF INFORMATION
Step 1Study words and pictures about two IDEAS.
Step 2What is the same about the ideas?
Step 3

How do the ideas go together?



  • Are they 1st, 2nd, or 3rd?

  • Does one explain the other?

  • Does one cause the other?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names two ideas from the text


▢ tells how ideas are connected


▢ includes text details for each idea

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe how the ideas are connected…

  • Are the ideas the same in some way?

  • Do the ideas fit in the same group? For example, are they both about being fair?

  • Does one idea come before the other?

  • Does one idea explain the other?

  • Does one idea make the other happen?

RL.1.4

STANDARD

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

SKILL

Identify Words that Appeal to the Senses

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.4: IDENTIFY WORDS THAT APPEAL TO THE SENSES
Step 1

Find words that tell how something:



  • LOOKS or SOUNDS.

  • SMELLS or TASTES.

  • FEELS.
Step 2Make a PICTURE in your mind.
Step 3How do these words help you understand the text?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes sense words in the text


▢ tells what the words help them visualize

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find sense words…

  • Read/listen to the words.

    • What do you see?

    • What do you hear?

    • What do you smell?

    • What do you taste?

    • What do you feel?
struggle to explain what the sense words describe…

  • What sense does the word describe? (sight, sound, etc.)

  • What clues are there in the pictures that could help us understand what it’s describing?

RL.1.4

STANDARD

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

SKILL

Identify Words that Suggest Feelings

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.4: IDENTIFY WORDS THAT SUGGEST FEELINGS
Step 1Find words that help you SEE or FEEL something.
Step 2What do the words describe?
Step 3How do the words make you FEEL?
Step 4What more do you understand about the text?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds words in the text that describe feelings


▢ describes the feeling connected with the word

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find words that suggest feelings…

  • Read/listen to the words. Do any words make you feel happy or excited?

  • Do any words make you feel sad or scared?
struggle to understand what the feeling is…

  • Look at the picture. Does it give a clue about how the character feels?

  • How might you feel if you were in this situation? Do you think the character feels that way?

RI.1.4

STANDARD

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

SKILL

Ask and Answer Questions to Define Words and Phrases

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.4: ASK AND ANSWER QUESTIONS TO DEFINE WORDS AND PHRASES
Step 1Where is the word in the text? What does it do?
Step 2Are there parts inside the word that you know?
Step 3

ASK a question to help define the word.



  • WHO or WHAT

  • WHERE or WHEN

  • WHY or HOW
Step 4Look at nearby words and pictures for clues to an answer.
Step 5Put the steps together to define the word.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question about the meaning of a word in the text


▢ names a word part that supports its meaning


▢ finds correct text details to support the meaning


▢ tells the meaning of the word

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find clues to word meaning…

  • What nearby words do you already know that can help?

  • What parts of the pictures can help?
struggle to ask a question about the word…What do you want to know about the word? Which question word matches this information?

RL.1.5

STANDARD

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

SKILL

Explain Major Differences Between Types of Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.5: EXPLAIN MAJOR DIFFERENCES BETWEEN TYPES OF TEXT
Step 1What does the cover teach you?
Step 2

Look for informational features.



  • photographs

  • subtitles

  • charts or diagrams

  • the book teaches about something
Step 3

Look for fiction features.



  • tells a story

  • characters are made up
Step 4

Explain what kind of text it is.



  • informational

  • story

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells if the text is a story or gives information


▢ gives correct text details to support the choice


▢ tells how stories and texts that give information are different

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to distinguish between realistic fiction and an informational text…

  • Does the text teach you real facts about a topic?

  • Does it tell a story?

RI.1.5

STANDARD

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

SKILL

Use Special Text to Find Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.5 USE SPECIAL TEXT TO FIND INFORMATION
Step 1What do you want to learn?
Step 2What words can help you look?

Step 3

Look for your words:



  • in headings.

  • in bold print.

  • at the top of pages or sections.
Step 4Read about your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question about the text


▢ names words connected to the question


▢ finds words in special text


▢ answers the question using text details

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find text features…

  • Point to a heading. Look for words with bigger or darker letters.

  • Point to bold print. Look in sentences for words with darker letters.
struggle to think of words connected to the question…

  • What important words are in the question?

  • What words could you use to tell about the information?

RI.1.5

STANDARD

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

SKILL

Use Parts of a Book to Find Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.5 USE PARTS OF A BOOK TO FIND INFORMATION
Step 1What do you want to learn?
Step 2What words can help you search?
ALTERNATE STEP 3-4 for TOC and Index
Step 3

Find your words in the:



  • TABLE OF CONTENTS.

  • INDEX.
Step 4Go to the page and read about your question.
ALTERNATE STEP 3-4 for glossary
Step 3

Find your words:



  • in bold print.

  • at the bottom of a page.

  • in a glossary.
Step 4Read about your words.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question about the text


▢ names words connected to the question


▢ finds words in the table of contents, index, or glossary


▢ answers the question with information from the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find their words in the table of contents/index/glossary
[adapt for the lesson LO]…

Table of contents/index:



  • Not every word you look for will be there. If that happens, try to find another word that means the same thing and search for that.


Glossary:



  • Look at the bottom of the page where the word is used.

  • Look in text boxes on the same page.

  • Look at the back of the book. Search by the first letter of the word.
struggle to find the information they need…

  • What key words do you see inside the text you found? If you don’t see the answer to your question, keep looking at other parts of the text with your key words.

RI.1.5

STANDARD

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

SKILL

Use Electronic Features to Find Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.5 USE ELECTRONIC FEATURES TO FIND INFORMATION
Step 1What do you want to learn?
Step 2What words can help you search?
Step 3

Click on your words in:



  • MENUS.

  • ICONS.

  • UNDERLINED TEXT. (LINKS)
Step 4Read about your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question about the text


▢ names words connected to the question


▢ finds words in menus, icons, and links


▢ answers the question with text details

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find electronic features…

  • Which parts of the web page should you read again to find the information you need?

  • What do these parts look like?

  • Can you click on this [icon, underline text, picture, etc] to find more information? How do you know?
struggle to think of words connected to the question…

  • What important words are in your question?

  • What words could you use to tell about the information?

RL.1.6

STANDARD

Identify who is telling the story at various points in a text.

SKILL

Identify Who Is Telling the Story

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.6: IDENTIFY WHO IS TELLING THE STORY
Step 1Who is the author?
Step 2

Is the narrator a character?



  • Does the narrator say I, me, we?
Step 3

Is the narrator inside or outside the story?



  • Is the narrator in the pictures?
Step 4

Who is telling the story?



  • one character

  • different characters

  • someone outside the story

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells if the narrator is a character or someone outside the story


▢ names the narrator


▢ gives correct clues to the narrator from words and pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to tell who the narrator is…

  • Does the storyteller say I, me, we?

  • Is the narrator in the pictures?

  • If so, the narrator is a character.
confuse I, me, we in dialogue with narration…

  • Are the words you found inside or outside talking marks?

  • Words inside talking marks are what characters say. To find clues to the narrator, look at the words outside of talking marks.

RI.1.6

STANDARD

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

SKILL

Distinguish Information from Words and from Visuals

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.6: DISTINGUISH INFORMATION FROM WORDS AND FROM VISUALS
Step 1What is the text mostly about?
Step 2What do the WORDS teach?
Step 3What do the PICTURES teach?
Step 4

What information can you learn from ONLY the:



  • PICTURES?

  • WORDS?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells if a detail is from the pictures or the words


▢ gives correct details from the pictures that are not in the words


▢ gives correct details from the words that are not in the pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to tell whether information comes from the pictures or words..

  • What did you learn? Can you find a picture that shows this?

  • Listen as I reread it to you. Do you hear a detail about this in my words?

RL.1.7

STANDARD

Use illustrations and details in a story to describe its characters, setting, or events.

SKILL

Use Illustrations and Details to Describe Characters, Settings, or Events

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.7: USE ILLUSTRATIONS AND DETAILS TO DESCRIBE CHARACTERS, SETTINGS, OR EVENTS
Step 1

What are the story elements?



  • WHO

  • WHEN and WHERE

  • WHAT
Step 2Read the WORDS.
Step 3LOOK at the PICTURES.
Step 4

What did you LEARN about:



  • characters?

  • setting?

  • events?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ gives details describing what a character thinks, says, feels, or does


▢ gives details describing when and where a setting is


▢ gives details about an event in the text


▢ uses correct text details from words or pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggles to find details from words…Listen as I reread this section. Tell me what you know about (the character/setting/event).
struggle to find details in pictures…

  • Characters: What do you see about the character’s age? What does [his/her] face look like? How do you think [he/she] is feeling? What is [he/she] wearing? What is [he/she] doing?

  • Setting: What time of day is it? What time of year? Are events happening inside or outside? Do you see any familiar places?

  • Events: What are the characters are doing? What has changed from earlier pictures?

RI.1.7

STANDARD

Use the illustrations and details in a text to describe its key ideas.

SKILL

Use Illustrations and Details to Describe Key Ideas

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.7: USE ILLUSTRATIONS AND DETAILS TO DESCRIBE KEY IDEAS
Step 1What is the text mostly about (TOPIC)?
Step 2

Find details about the topic in the WORDS and PICTURES.



  • WHO and WHAT

  • WHERE and WHEN

  • WHY or HOW
Step 3What does the author want you to learn?
Step 4Describe important ideas from the words and pictures.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells about key ideas from the text


▢ tells about key details in pictures


▢ tells about key details from words

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
include details from only words or only pictures…

  • Look again at the pictures.

  • Now listen while I read this part aloud.

  • What else did you learn?
struggle to understand information in pictures…What do you see in this picture? What parts do you need to understand the topic?

RI.1.7

STANDARD

Use the illustrations and details in a text to describe its key ideas.

SKILL

Describe what Illustrations Add to Words

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.7: DESCRIBE WHAT ILLUSTRATIONS ADD TO WORDS
Step 1

Read the words for details.



  • WHO and WHAT

  • WHERE and WHEN

  • WHY or HOW
Step 2

Look closely at the PICTURES for details.



  • WHO and WHAT

  • WHERE and WHEN

  • WHY
Step 3What is the SAME in the words and pictures?
Step 4Find details in the PICTURES that are NOT in the WORDs.
What did you learn?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ retells key details from words


▢ finds details in the pictures that show more than what the words say


▢ tells what these extra details teach

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe what extra details in the illustrations teach…What is the text mostly about? What more do you understand about the topic from these details?

RI.1.8

STANDARD

Identify the reasons an author gives to support points in a text.

SKILL

Identify Key Points in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.8: IDENTIFY KEY POINTS IN A TEXT
Step 1What is the text mostly about? (TOPIC)
Step 2What does the author want to teach you about the topic?
Step 3

What important ideas help you understand? Look in:



  • titles and headings.

  • topic sentences.

  • repeating details.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells important idea about the topic


▢ finds key points using text features and headings

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to distinguish between a key point and a minor detail…

  • What does the author want to teach you?

  • Do you need the detail to understand the author’s ideas? If so, it is probably a key point.

RI.1.8

STANDARD

Identify the reasons an author gives to support points in a text.

SKILL

Identify Reasons that Support a Key Point

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.8: IDENTIFY REASONS THAT SUPPORT A KEY POINT
Step 1What is something important the author is teaching us? (KEY POINT)
Step 2

Find details that support the key point. Look for:



  • reasons and explanations.

  • facts.

  • examples and stories.
Step 3How do the details help you understand the key point?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells key points


▢ gives text details that support the key point


▢ tells how the supporting details help them understand the key point

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
give details that do not support the key point…Does this detail show the key point is true? Look at the text again. Find a reason, fact, example, story, or picture detail that shows the key point is true.
struggle to identify supporting details…

  • What details does the author give about the key point?

  • Does the author give a reason, example, or fact to tell readers more about the key point? What is it?

RL.1.9

STANDARD

Compare and contrast the adventures and experiences of characters in stories.

SKILL

Compare Characters’ Adventures and Experiences

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.9: COMPARE CHARACTERS’ ADVENTURES AND EXPERIENCES
Step 1What happens to EACH character?
Step 2How does each character FEEL?
Step 3How do each characters ACT?
Step 4

What is the SAME for both characters? Look at their:



  • experiences.

  • feelings.

  • actions.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what is true for BOTH characters


▢ includes experiences, feelings, or actions for BOTH characters


▢ gives correct text details from words or pictures to show what is the same

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
fail to identify details that are similar if not exactly the same…

  • How does [character 1] feel? When does [character 2] feel almost the same way?

  • What does [character 1] do here? When does  [character 2] do something like this?
struggle to find details about each character…

  • Where do you see each character’s name? What nearby words tell how he or she feels or acts?

  • Where do you see each character in pictures? Look at his or her face and actions.

RL.1.9

STANDARD

Compare and contrast the adventures and experiences of characters in stories.

SKILL

Contrast Characters’ Adventures and Experiences

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART

RL.1.9: CONTRAST CHARACTERS’ ADVENTURES AND EXPERIENCES
Step 1What happens to EACH character?
Step 2How does each characters FEEL?
Step 3How does each characters ACT?
Step 4

What is DIFFERENT about the characters? Look at:



  • experiences.

  • feelings.

  • actions.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells how the characters are different


▢ includes experiences, feelings, or actions for each character


▢ gives correct text details from words or pictures to show what is different

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
describe differences in appearance rather than differences in feelings and experiences…

  • What does only one character do?

  • What happens to only one character?

  • How does only one character feel?
struggle to find details about each character…

  • Where do you see each character’s name? What nearby words tell how he or she feels or acts?

  • Where do you see each character in pictures? Look at his or her face and actions.

RI.1.9

STANDARD

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

SKILL

Compare Two Texts on the Same Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.1.9: COMPARE TWO TEXTS ON THE SAME TOPIC
Step 1What are both texts mostly about?
Step 2Study one idea in both texts.
Step 2

What is the SAME about this idea in both texts? Look at:



  • words.

  • pictures.

  • details.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what both texts are mostly about


▢ tells about the same kind of idea in both texts


▢ tells what is true for BOTH examples



▢ gives correct text details from both texts to show what is the same

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
fail to identify details that are similar but not exactly the same…

  • What do these words from [text 1] mean? Which words in [text 2] mean almost the same thing?

  • What does this picture in [text 1] show? What picture in [text 2 shows something like this?
compares across categories (e.g. person with place)…Which part of the text are you studying in [text 1]? Find another [picture/person/place/idea] in [text 2].

RI.1.9

STANDARD

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

SKILL

Contrast Two Texts on the Same Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.1.9: CONTRAST TWO TEXTS ON THE SAME TOPIC
Step 1What are both texts mostly about?
Step 2Study one idea in both texts.
Step 3

What is DIFFERENT about this idea  in both texts? Look at:



  • words.

  • pictures.

  • details.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what both texts are mostly about


▢ tells about the same kind of idea in both texts


▢ tells what is true for ONLY ONE of the examples


▢ gives correct text details from both texts to show what is different

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify differences…

  • What words or ideas are in only one text?

  • What can you say about the pictures in only one text?
contrasts across categories (e.g. person with place)…Which part of the text are you studying in [text 1]? Find another [picture/person/place/idea] in [text 2].