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Reading Thinking Anchor Charts Reading/Thinking Anchor Charts

Grade K

Grade K Reading Standards and Component Skills

 
Standard    SkillStandard    Skill
RL.K.1: With prompting and support, ask and answer questions about key details in a text.RI.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.2: With prompting and support, retell familiar stories, including key details.RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RL.K.4: Ask and answer questions about unknown words in a text.RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
RL.K.5: Recognize common types of texts (e.g., storybooks, poems).RI.K.5: Identify the front cover, back cover, and title page of a book.
RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
RL.K.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).RI.K.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).
RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.
RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.RI.K.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).

Grade K 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.K.1

STANDARD

With prompting and support, ask and answer questions about key details in a text.

SKILL

Ask Questions (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.1: ASK QUESTIONS (with support)
Step 1What do you wonder about the text?
Step 2

ASK a question.



  • 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 a question 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 about this detail.

RL.K.1

STANDARD

With prompting and support, ask and answer questions about key details in a text.

SKILL

Answer Questions (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

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

LOOK for the answer in:



  • PICTURES.



  • WORDS.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers the question


▢ 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?

RL.K.1

STANDARD

With prompting and support, ask and answer questions about key details in a text.

SKILL

Identify Key Details in Stories (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.1: IDENTIFY KEY DETAILS IN STORIES (WITH SUPPORT)
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 event


▢ 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.K.1

STANDARD

With prompting and support, ask and answer questions about key details in a text.

SKILL

Identify Key Details in Poems (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.1: IDENTIFY KEY DETAILS IN POEMS (WITH SUPPORT)
Step 1What is the poem about?
Step 2Find words that help you understand.
Step 3What do the words help you understand?

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.K.1

STANDARD

With prompting and support, ask and answer questions about key details in a text.

SKILL

Ask Questions (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.1: ASK QUESTIONS (WITH SUPPORT)
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 a question 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
ask a question unrelated to the text…

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

RI.K.1

STANDARD

With prompting and support, ask and answer questions about key details in a text.

SKILL

Answer Questions (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

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

LOOK for the answer in:



  • PICTURES.



  • WORDS.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers the question


▢ 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?
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.K.1

STANDARD

With prompting and support, ask and answer questions about key details in a text.

SKILL

Identify Key Details (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.1: IDENTIFY KEY DETAILS (WITH SUPPORT)
Step 1

LOOK for details that repeat.



  • PEOPLE

  • PLACES

  • ACTIONS

  • 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, or events


▢ tells details about 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.K.2

STANDARD

With prompting and support, retell familiar stories, including key details.

SKILL

Retell a Story with Key Details (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.2: RETELL A STORY WITH KEY DETAILS (WITH SUPPORT)
Step 1WHO is the story mostly about?
Step 2WHERE and WHEN does the story happen?
Step 3

Tell:



  • the characters and setting in the BEGINNING.



  • the problem in the MIDDLE.



  • how the story ENDS.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names the main characters


▢ tells the beginning, middle, and end of the story in order


▢ includes the problem and solution

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.

RI.K.2

STANDARD

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

SKILL

Identify the Main Topic (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.2: IDENTIFY THE MAIN TOPIC (WITH SUPPORT)
Step 1Name the TITLE.
Step 2

Read the PICTURES.



  • cover

  • inside
Step 3What are all the pictures about? (TOPIC)

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names key details


▢ identifies the main topic in 1-2 words or a short phrase

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.K.2

STANDARD

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

SKILL

Retell Key Details (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.2: RETELL KEY DETAILS (WITH SUPPORT)
Step 1What is the text mostly about?
Step 2What details help you understand the most?
Step 3Retell important details 1, 2, 3.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes only important details


▢ uses 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.K.3

STANDARD

With prompting and support, identify characters, settings, and major events in a story.

SKILL

Identify Characters (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.3: IDENTIFY CHARACTERS (WITH SUPPORT)
Step 1Find pictures of characters.
Step 2Find their names.
Step 3Match the characters in the pictures with their names.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds a character in the picture


▢ finds the character’s name


▢ matches the character’s picture with his or her name

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to match a character with his or her name…

  • What name did you find?

  • Listen to the words again. How does this character look/act?

  • Which character in the picture looks/acts the same way?
struggle to find characters in the pictures…Look in the pictures for people, animals, and other things that move and talk. Who do you see?

RL.K.3

STANDARD

With prompting and support, identify characters, settings, and major events in a story.

SKILL

Identify Setting (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.3: IDENTIFY SETTING (WITH SUPPORT)
Step 1WHEN does the story happen?
Step 2WHERE does the story happen?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names when the story happens


▢ names where the story happens


▢ includes correct details from 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.K.3

STANDARD

With prompting and support, identify characters, settings, and major events in a story.

SKILL

Identify Major Events (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.3: IDENTIFY MAJOR EVENTS (WITH SUPPORT)
Step 1LISTEN and LOOK at the story.
Step 2What do characters DO?
Step 3THINK: What are the important events?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells important events


▢ names who is at each event


▢ tells what they do


▢ uses correct details from the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to decide which events are important…Do you need this event to understand the story? If so, it is important.
struggle to tell what happens…

  • Look at the pictures. What do characters do?

  • Listen to the words. What verbs (action words) do you hear?

RI.K.3

STANDARD

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

SKILL

Describe a Connection Between Two People (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.3: DESCRIBE A CONNECTION BETWEEN TWO PEOPLE (WITH SUPPORT)
Step 1WHO are the people?
Step 2What do they DO?
Step 3What is the SAME about them?
Step 4How 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…

  • Are the two people the same in some way?    

  • 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.

RI.K.3

STANDARD

With prompting and support, 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.K.3: DESCRIBE A CONNECTION BETWEEN TWO EVENTS
Step 1Tell WHO.
Step 2Tell WHAT happened.
Step 3Tell WHERE and WHEN.
Step 4

THINK: How are they connected?



  • 1st, 2nd, 3rd?



  • cause and effect?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names two events from the text


▢ tells how they 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.K.3

STANDARD

With prompting and support, 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.K.1.3: DESCRIBE A CONNECTION BETWEEN TWO IDEAS/PIECES OF INFORMATION
Step 1Study PICTURES and listen to WORDS.
Step 2Tell about two IDEAS.
Step 3

How do the ideas CONNECT?



  • 1, 2 ,3

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names two ideas from the text


▢ tells how they connect


▢ includes correct 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.K.4

STANDARD

Ask and answer questions about unknown words in a text.

SKILL

Ask Questions About Unknown Words (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.4: ASK QUESTIONS ABOUT UNKNOWN WORDS (WITH SUPPORT)
Step 1

Ask a question about a word.



  • WHO or WHAT

  • WHERE or WHEN

  • WHY or HOW
Step 2Read again and think about your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question.


▢ asks about a word from the text


▢ starts with the right question word

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to choose the right question word…What do you want to know about the word? Which question word matches this information?
ask a question unrelated to a word from the text…Point to or name a word from the text that you don’t know. Now ask a question about this word.

RL.K.4

STANDARD

Ask and answer questions about unknown words in a text.

SKILL

Answer Questions About Unknown Words (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.4: ANSWER QUESTIONS ABOUT UNKNOWN WORDS (WITH SUPPORT)
Step 1Put the question in your own words.
Step 2Think where to find the answer.
Step 3

Answer the question using details from:



  • pictures.



  • words.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers the question about the word


▢ includes correct text details to support the answer

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 find the word in the text…

  • Does the question give any clues about where to look, like a page number?

  • Look at the word in the question. Now look for a group of letters on the page that match this word.

RI.K.4

STANDARD

With prompting and support, ask and answer questions about unknown words in a text.

SKILL

Ask Questions About Unknown Words (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.4: ASK QUESTIONS ABOUT UNKNOWN WORDS (WITH SUPPORT)
Step 1

Ask a question about a word.



  • WHO or WHAT

  • WHERE or WHEN

  • WHY or HOW
Step 2Read again and think about your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question


▢ asks about a word from the text


▢ starts with the right question word

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to choose the right question word…What do you want to know about the word? Which question word matches this information?
ask a question unrelated to a word from the text…Point to or name a word from the text that you don’t know. Now ask a question about this word

RI.K.4

STANDARD

With prompting and support, ask and answer questions about unknown words in a text.

SKILL

Answer Questions About Unknown Words (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.4: ANSWER QUESTIONS ABOUT UNKNOWN WORDS (WITH SUPPORT)
Step 1Put the question in your own words.
Step 2Think where to find the answer.
Step 3

Answer the question using details from:



  • pictures.



  • words. 

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers the question about the word


▢ includes correct text details to support the answer

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 find the word in the text…

  • Does the question give any clues about where to look, like a page number?

  • Look at the word in the question. Now look for a group of letters on the page that match this word.

RL.K.5

STANDARD

Recognize common types of texts (e.g., storybooks, poems).

SKILL

Recognize Common Text Types

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.5: RECOGNIZE COMMON TEXT TYPES
Step 1Look at the cover.
Step 2

Does the inside of the book have:



  • photographs?

  • headings?

  • charts?

  • information?
Step 3Does the book tell a story?
Step 4Do the words look like a poem?
Step 5Name the type of text.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells if the text is a story, a poem, or an informational text


▢ gives correct text details to support the choice

Potential Student Misconceptions

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

  • Are the people in this text from the real world?

  • Did the actions in this text really happen?

  • Does the text tell a story?

  • Does it teach you facts about a real topic?
struggle to distinguish between a story and a poem…

  • Are the words in sentences, or are they in small groups?

  • Do the words sound like a song?

RI.K.5

STANDARD

Identify the front cover, back cover, and title page of a book.

SKILL

Identify the Parts of a Book

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.5: IDENTIFY THE PARTS OF A BOOK
Step 1Hold the book right side up and closed.
Step 2

Look at the front cover.



  • What PICTURES do you see?



  • Find the TITLE.



  • Find the author’s and illustrator’s NAMES.
Step 3

Look at the back cover.



  • PICTURES



  • WORDS 
Step 4

Open the book and find the title page.


What matches the front cover?



  • PICTURE?



  • WORDS?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds the front cover/back cover/title page


▢ finds the title/author’s name/illustrator’s name


▢ looks closely at the picture


▢ finds information on the front cover/back cover/title page

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
confuse the front cover and title page or back cover…

  • Where do you see an illustration and big letters that tell the title?

  • Are you looking at the outside cover or a page inside the book?

  • Can you open the book and read the beginning or does it open to the end?
hold the book upside down or backwards…Model for students. Post a copy of a book’s cover on an anchor chart showing how to hold it.

RL.K.6

STANDARD

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

SKILL

Identify the Author and Illustrator (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.6: IDENTIFY THE AUTHOR AND ILLUSTRATOR (WITH SUPPORT)
Step 1Read the front cover.
Step 2Find the author’s name.
Step 3Find the illustrator’s name.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds the author’s name on the front cover


▢ finds the illustrator’s name on the front cover


▢ gives correct text details to support the answer

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
confuse the author’s name with the title…Where are the biggest letters on the front cover? This is the title. Where are the next biggest letters?
confuse the author’s name with the illustrator’s name…Which name is on top? Which name comes first? This is probably the author’s name.

RL.K.6

STANDARD

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

SKILL

Describe the Role of the Author and Illustrator (with support)

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.K.6: DESCRIBE THE ROLE OF THE AUTHOR AND ILLUSTRATOR (WITH SUPPORT)
Step 1Look at the front cover.
Step 2Find the AUTHOR and the ILLUSTRATOR.
Step 3Who wrote the words?
Step 4Who made the pictures?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds the author’s name on the front cover


▢ finds the illustrator’s name on the front cover


▢ names who wrote the words


▢ names who made the pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
confuse the author’s role with the illustrator’s role…

  • Who writes the words: the author or the illustrator? Who is the author for this text?

  • Who makes the pictures: the author or the illustrator? Who is the illustrator for this text?
struggle to find the author’s and illustrator’s names on the front cover…Where are the biggest letters on the front cover? This is the title. Where are the next biggest letters?

RI.K.6

STANDARD

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

SKILL

Identify the Author and Illustrator

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.6: IDENTIFY THE AUTHOR AND ILLUSTRATOR
Step 1Read the front cover.
Step 2Find the author’s name.
Step 3Find the illustrator’s name.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds the author’s name on the front cover


▢ finds the illustrator’s name on the front cover


▢ gives correct text details to support the answer

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
confuse the author’s name with the title…Where are the biggest letters on the front cover? This is the title. Where are the next biggest letters?
confuse the author’s name with the illustrator’s name…Which name is on top? Which name comes first? This is probably the author’s name.

RI.K.6

STANDARD

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

SKILL

Describe the Role of the Author and Illustrator

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.K.6: DESCRIBE THE ROLE OF THE AUTHOR AND ILLUSTRATOR
Step 1Look at the front cover.
Step 2Find the AUTHOR and the ILLUSTRATOR.
Step 3Who wrote the words?
Step 4Who made the pictures?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds the author’s name on the front cover


▢ finds the illustrator’s name on the front cover


▢ names who wrote the words


▢ names who made the pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
confuse the author’s role with the illustrator’s role…

  • Who writes the words: the author or the illustrator? Who is the author for this text?

  • Who makes the pictures: the author or the illustrator? Who is the illustrator for this text?
    struggle to find the author’s and illustrator’s names on the front cover…Where are the biggest letters on the front cover? This is the title. Where are the next biggest letters?

    RL.K.7

    STANDARD

    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).

    SKILL

    Describe Details in Illustrations (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RL.K.7: DESCRIBE DETAILS IN ILLUSTRATIONS (WITH SUPPORT)
    Step 1Study the pictures.
    Step 2

    What do you LEARN about:



    • characters?



    • setting?



    • events?

    Sample Criteria for Success

     
    SAMPLE SKILL CRITERIA FOR SUCCESS

    ▢ looks closely at pictures


    ▢ tells what they learn about character, settings, and events


    ▢ gives correct details from text pictures to support the answer

    Potential Student Misconceptions

     
    SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
    If students…Ask/Say
    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?

    RL.K.7

    STANDARD

    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).

    SKILL

    Describe What Illustrations Add to Words (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RL.K.7: DESCRIBE WHAT ILLUSTRATIONS ADD TO WORDS (WITH SUPPORT)
    Step 1Listen to the words.
    Step 2Study the pictures.
    Step 3What details do the pictures ADD?

    Sample Criteria for Success

     
    SAMPLE SKILL CRITERIA FOR SUCCESS

    ▢ looks closely at pictures


    ▢ finds correct details about characters, settings, or events


    ▢ finds correct details in the pictures that are not in the words


    ▢ 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 more do you learn about the story from the picture details?

    • Do you learn how someone/something looks? Do you learn how someone feels?

    RI.K.7

    STANDARD

    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).

    SKILL

    Describe Details in Illustrations (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RI.K.7: DESCRIBE DETAILS IN ILLUSTRATIONS (WITH SUPPORT)
    Step 1Study the pictures.
    Step 2

    What do you learn about:



    • who?



    • where?



    • what?



    • how?

    Sample Criteria for Success

     
    SAMPLE SKILL CRITERIA FOR SUCCESS

    ▢ looks closely at pictures


    ▢ tells what they learn about people, places, things, and ideas


    ▢ gives correct details from text pictures to support the answer

    Potential Student Misconceptions

     
    SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
    If students…Ask/Say
    struggle to find details in pictures…

    • Person: What do you see about the person’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?

    • Place: Do you see any places you know? What things are in this place? Is it inside or outside?

    • Thing: What do you see about its color/size/shape? Who is using it?
    struggle to understand information in pictures…

    • What do you see in this picture? What parts do you need to understand the topic?

    RI.K.7

    STANDARD

    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).

    SKILL

    Describe What Illustrations Add to Words (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RI.K.7: DESCRIBE WHAT ILLUSTRATIONS ADD TO WORDS (WITH SUPPORT)
    Step 1Listen to the words.
    Step 2Study the pictures.
    Step 3What details do the pictures ADD?

    Sample Criteria for Success

     
    SAMPLE SKILL CRITERIA FOR SUCCESS

    ▢ looks closely at pictures


    ▢ finds correct text details about who, where, what, and how


    ▢ finds details in the pictures that are not in the words


    ▢ 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 more do you learn about the person/place/thing/idea from the picture details?

    • Do you learn how someone/something looks? Do you learn how something works?

    RI.K.8

    STANDARD

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

    SKILL

    Identify Key Points in a Text (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RI.K.8: IDENTIFY KEY POINTS IN A TEXT (WITH SUPPORT)
    Step 1What is the text mostly about?
    Step 2What does the author want to teach you?
    Step 3What important details help you understand?

    Sample Criteria for Success

     
    SAMPLE SKILL CRITERIA FOR SUCCESS

    ▢ tells what the text is mostly about


    ▢ tells the author’s key points


    ▢ gives correct details about the key points

    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.K.8

    STANDARD

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

    SKILL

    Identify Reasons that Support a Key Point (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RI.K.8: IDENTIFY REASONS THAT SUPPORT A KEY POINT (WITH SUPPORT)
    Step 1What is something important the text teaches you?
    Step 2

    Find details that help you understand that in:



    • words.

    • pictures.
    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 points


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

    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 detail in the words or pictures that shows the key point is true.
    struggles to identify what kind of support details offer…

    • What is this detail doing? Is it telling what something is like in real life? That’s an example.

    • Is it saying why something is true? That’s a reason.

    • Is it explaining how something works or happens? That’s an explanation.

    RL.K.9

    STANDARD

    With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

    SKILL

    Compare Characters’ Adventures and Experiences (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RL.K.9: COMPARE CHARACTERS’ ADVENTURES AND EXPERIENCES (WITH SUPPORT)
    Step 1What happens to each character?
    Step 2How does each character FEEL?
    Step 3How does each characters ACT?
    Step 4

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



    • feelings.



    • actions.

    Sample Criteria for Success

     
    SAMPLE SKILL CRITERIA FOR SUCCESS

    ▢ tells what is true for BOTH characters


    ▢ includes 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.K.9

    STANDARD

    With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

    SKILL

    Contrast Characters’ Adventures and Experiences (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RL.K.9: CONTRAST CHARACTERS’ ADVENTURES AND EXPERIENCES (WITH SUPPORT)
    Step 1What happens to EACH character?
    Step 2How does each character FEEL?
    Step 3How does each character ACT?
    Step 4

    What is DIFFERENT about the characters? Look at their:



    • feelings.



    • actions.

    Sample Criteria for Success

     
    SAMPLE SKILL CRITERIA FOR SUCCESS

    ▢ tells how the characters are different


    ▢ includes 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.K.9

    STANDARD

    With prompting and support, 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 (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RI.K.9: COMPARE TWO TEXTS ON THE SAME TOPIC (WITH SUPPORT)
    Step 1What are both texts mostly about?
    Step 2Study one idea in both texts.
    Step 3

    Find what is the SAME about the idea in:



    • words.



    • pictures.

    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 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 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.K.9

    STANDARD

    With prompting and support, 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 (with support)

    PDF version of this skill coming soon.

    Reading Thinking Steps Anchor Chart

     
    READING THINKING STEPS ANCHOR CHART
    RI.K.9: CONTRAST TWO TEXTS ON THE SAME TOPIC (WITH SUPPORT)
    Step 1What are both texts mostly about?
    Step 2Study one idea in both texts.
    Step 3

    Find what is DIFFERENT about the idea in:



    • words.



    • pictures.

    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 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].