Reading (ELA) Toolkit
"I Can Statements" below each grade level will correspond with your student(s) report card.
Select Grade Below
If you are unable to print any of the resources, please reach out to your child's school via the teacher and they will print them for you.
Kindergarten - Hang Tight
Hang tight while we work hard to build these resources.
- I can write uppercase letters and lowercase letters using correct formation, while looking at a model of each letter. - COMING SOON
- I can write a dictated sentence using a capital letter at the beginning. - COMING SOON
- I can draw and name a picture that is recognizable to my teacher. - COMING SOON
- I can label a picture with the correct beginning sounds. - COMING SOON
- I can write a complete idea using multiple words. - COMING SOON
- I can write simple words phonetically. - COMING SOON
I can write uppercase letters and lowercase letters using correct formation, while looking at a model of each letter. - COMING SOON
I can write a dictated sentence using a capital letter at the beginning. - COMING SOON
I can draw and name a picture that is recognizable to my teacher. - COMING SOON
I can label a picture with the correct beginning sounds. - COMING SOON
I can write a complete idea using multiple words. - COMING SOON
I can write simple words phonetically. - COMING SOON
Grade 1
- I can ask and answer questions about key details in a fiction text. (1.1.1.1)
- I can retell the story, including characters, settings, and key details in a fiction text. (1.1.2.2)
- I can ask and answer questions about key details in a nonfiction text. (1.2.1.1)
- I can identify the main ideas and details the author uses in a nonfiction text. (1.2.2.2)
- I can hear and say the individual sounds in words. (1.3.0.2)
- I can read words using grade level decoding skills. (1.3.0.3)
- I can read grade level text with accuracy and fluency. (1.3.0.4 b)
I can ask and answer questions about key details in a fiction text. (1.1.1.1)
What is Comprehension?
Reading comprehension refers to the ability to understand what one reads. It is the ultimate goal of reading instruction. (Definition from University of Oregon)
In grade 1 readers can demonstrate a variety of comprehension skills including making predictions, retelling a story, and answering questions related to the story. They are also able to identify fiction from nonfiction texts and share their background knowledge of a topic prior to reading.
What Does it Look Like?
youtube.com: The ABCs of Active Reading. Learn how to actively read with children.
As a parent you can...
Check for Understanding: Ask questions to determine the child's understanding of the story or information read. Questions can be asked during reading and/or after reading.
Watch: Check for understanding on youtube.com
Comprehension Ball: Write comprehension elements (e.g., central message, lesson, characters, problem, solution) on a ball. Toss the ball to the child. The child describes the story element their right pointer finger (or other designated hand/finger) touches based on a book recently read.
Character Compare: Identify similarities and differences between characters by listing shared and unique characteristics.
Character Compare.pdf
Picture the Character: Use a graphic organizer to describe characters from a recently read story.
Picture The Character.pdf
Online Practice:
Storyline Online: This resource provides access to many illustrated read alouds narrated by famous individuals. Use the ABCs of Reading (Ask questions, Build vocabulary, and Connect to the child's world) as you listen to the story with your child.
ABCs of Reading: This resource provides access to videos and explains the ABCs of Reading (ask questions, build vocabulary, and connect to the child's world.).
I can retell the story, including characters, settings, and key details in a fiction text. (1.1.2.2)
What is Comprehension?
Reading comprehension refers to the ability to understand what one reads. It is the ultimate goal of reading instruction. (Definition from University of Oregon)
In grade 2 readers are able to demonstrate knowledge of what they read. This may include sharing specific information on characters, describing important events from the book, and/or accurately acting out a text.
What Does it Look Like?
youtube.com: The ABCs of Active Reading. Learn how to actively read with children.
As a parent you can...
Think Aloud: Make connections while reading to or with the child. Connect the story or information to the child's life experiences. Connect the book to other books the child has read. Connect the book to big ideas and lessons.
Think Aloud.pdf
Retell Wheel for a Story: Support the child in retelling a story by using the questions provided on a retell wheel.
Retell Wheel for a Story.pdf
Retell Wheel for Summarizing Information: Support the child in summarizing information learning from reading by completing sections of the retell wheel.
Retell Wheel for Summarizing Information.pdf
Story Question Cube: Use a dice-like cube with questions on each side to review elements of a recently read story. Roll the cube and answer discuss the question on top.
Story Question Cube.pdf
Online Practice:
Storyline Online: This resource provides access to many illustrated read alouds narrated by famous individuals. Use the ABCs of Reading (Ask questions, Build vocabulary, and Connect to the child's world) as you listen to the story with your child.
Story Elements: This Classroom Connect lesson teaches children how to identify story elements.
Access an extension activity.pdf here.
I can ask and answer questions about key details in a nonfiction text. (1.2.1.1)
What is Comprehension?
Reading comprehension refers to the ability to understand what one reads. It is the ultimate goal of reading instruction. (Definition from University of Oregon)
In grade 1 readers can demonstrate a variety of comprehension skills including making predictions, retelling a story, and answering questions related to the story. They are also able to identify fiction from nonfiction texts and share their background knowledge of a topic prior to reading.
What Does it Look Like?
youtube.com: The ABCs of Active Reading. Learn how to actively read with children.
As a parent you can...
Check for Understanding: Ask questions to determine the child's understanding of the story or information read. Questions can be asked during reading and/or after reading.
Watch: Check for understanding on youtube.com
Comprehension Ball: Write comprehension elements (e.g., central message, lesson, characters, problem, solution) on a ball. Toss the ball to the child. The child describes the story element their right pointer finger (or other designated hand/finger) touches based on a book recently read.
Retell Wheel for Summarizing Information: Support the child in summarizing information learning from reading by completing sections of the retell wheel.
Retell Wheel for Summarizing Information.pdf
Character Compare: Identify similarities and differences between characters by listing shared and unique characteristics.
Character Compare.pdf
Picture the Character: Use a graphic organizer to describe characters from a recently read story.
Picture The Character.pdf
Story Question Cube: Use a dice-like cube with questions on each side to review elements of a recently read story. Roll the cube and answer discuss the question on top.
Story Question Cube.pdf
Online Practice:
Storyline Online: This resource provides access to many illustrated read alouds narrated by famous individuals. Use the ABCs of Reading (Ask questions, Build vocabulary, and Connect to the child's world) as you listen to the story with your child.
ABCs of Reading: This resource provides access to videos and explains the ABCs of Reading (ask questions, build vocabulary, and connect to the child's world.).
I can identify the main ideas and details the author uses in a nonfiction text. (1.2.2.2)
What is Comprehension?
Reading comprehension refers to the ability to understand what one reads. It is the ultimate goal of reading instruction. (Definition from University of Oregon)
In grade 1 readers can demonstrate a variety of comprehension skills including making predictions, retelling a story, and answering questions related to the story. They are also able to identify fiction from nonfiction texts and share their background knowledge of a topic prior to reading.
What Does it Look Like?
youtube.com: The ABCs of Active Reading. Learn how to actively read with children.
As a parent you can...
Think Aloud: Make connections while reading to or with the child. Connect the story or information to the child's life experiences. Connect the book to other books the child has read. Connect the book to big ideas and lessons.
Think Aloud.pdf
Online Activities
Storyline Online: This resource provides access to many illustrated read alouds narrated by famous individuals. Use the ABCs of Reading (Ask questions, Build vocabulary, and Connect to the child's world) as you listen to the story with your child.
I can hear and say the individual sounds in words. (1.3.0.2)
What is Phonics?
Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. (Definition from University of Oregon)
In grade 1, readers recognize and read words with ch, th, sh, and ph, read regularly spelled one-syllable words, know long vowel sound/spellings, read two-syllable words that follow basic patterns, and recognize and read grade-appropriate irregularly spelled words.
What Does it Look Like?
youtube.com: What is phonics and why is it important?
As a parent you can...
Mail Letter Names and Sounds: Circle, underline, or point to letters the child needs to practice more. Then, ask the child to name the letter and say the sound. Use printed materials such as newspapers, magazines, or junk mail.
YouTube, Watch: Mail Letter Names and Sounds
Letter Bag: Write individual letters or letter patterns (e.g., th, ch, sh, wh, ph) on paper. Cut or tear the individual letters or letter patterns apart and place in a bag. Have the child pull one piece of paper out of the bag and say the sound. Play together by taking turns pulling a piece of paper and saying the sound represented by the letters. You can also use Scrabble or Bananagrams letter tiles.
Online Activities
Letter Tile Phonics: Practice phonics by using the free online Letter Tile Free Play Board. Access optional lists of words organized by the
number of phonemes (or sounds).pdf or by word families.pdf
Learn to Read: This resource provides games, books, and skill practice.
Reading and Identifying Long or Short Vowel Words: This game has children read words and identify whether words have a long or short vowel sound.
Long Vowel Whack-A-Mole: This game allows children to determine if a word has a long or short vowel sound.
Whack-A-Mole with o-e: This game allows children to determine whether or not a word has a long o, spelled o-e as in hole.
I can read words using grade level decoding skills. (1.3.0.3)
What is Phonics?
Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. (Definition from University of Oregon)
In grade 1, readers recognize and read words with ch, th, sh, and ph, read regularly spelled one-syllable words, know long vowel sound/spellings, read two-syllable words that follow basic patterns, and recognize and read grade-appropriate irregularly spelled words.
What Does it Look Like?
youtube.com: What is phonics and why is it important?
As a parent you can...
Change a Letter, Change a Word: Start with a three letter word. Have the child say the word and spell the word. Next, ask what letter would need to be changed to make a new word (e.g., What letter would you change when turning the word 'cat' into 'hat'?).
YouTube: Watch Change a Letter, Change a Word.
Skill Sheet.pdf (optional)
Word Puzzles: Scramble letter cards and give the child a word to spell. As the child pulls each letter, have them say the letter sound.
Word Puzzles: Level 1.pdf
Word Puzzles: Level 2.pdf
Word Puzzles: Level 3.pdf
Online Activities
Letter Tile Phonics: Practice phonics by using the free online Letter Tile Free Play Board. Access optional lists of words organized by the
number of phonemes (or sounds).pdf or by word families.pdf
Learn to Read: This resource provides games, books, and skill practice.
I can read grade level text with accuracy and fluency. (1.3.0.4 b)
What is Fluency?
Fluency is the ability to read accurately with reasonable speed and expression while understanding what is read.
In grade 1, readers can fluently read grade level text aloud with accuracy, appropriate speed, and expression.
What Does it Look Like?
YouTube: What is reading fluency?
As a parent you can...
Echo Reading: First, model fluency by reading a sentence, paragraph, or page to the child. Next, the child will reread the same sentence, paragraph, or page. You may notice the child's reading sounding more and more fluent. Continue taking turns.
Partner Reading: Take turns reading with the child. If the child is just learning to read, you may start by taking turns to read each sentence. Over time, you may begin to alternate reading paragraphs and eventually pages.
Repeated Reading: Prompt the child to reread the same paragraph a few times. If needed, model reading with expression before prompting your child to reread. This helps improve fluency and reading with expression.
Model Reading Fluency: Use the following tips for Reading With Expression:
- Read expressively: talk the way the story's characters would talk; make sound effects and funny faces; and vary the pitch of your voice throughout the story to make it more interesting.
- Expressively reread when you notice words like “shouted”, “cried” or “laughed”.
- Expressively reread when you notice the punctuation such as ! and ?.
- Enjoy the time reading together! Do not rush.
- See reading with expression here.
Online Activities
Models of Fluent Reading: This resource provides access to many illustrated read alouds narrated by famous individuals. These stories provide children with models of fluent reading.
Echo Reading: This resource provides books to practice echo reading with your child to build fluency. Each book has a speaker symbol at the bottom of the page. Push the speaker for the child to hear the page read aloud. Then, have the child echo the reading to practice reading with expression as if they were talking to someone.
Starfall Reading: This resource gives children access to games, decodable books, and skills based games. Have the child practice reading the books multiple times until they read it accurately, with an appropriate rate, and expression.
Grade 2
- I can ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. (2.1.1.1)
- I can recount the main events in a story I read. (2.1.2.2)
- I can apply grade level phonics skills to read words. (2.3.0.3)
- I can fluently read grade level text. (2.3.0.4)
I can ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. (2.1.1.1)
What is Comprehension?
Reading comprehension refers to the ability to understand what one reads. It is the ultimate goal of reading instruction. (Definition from University of Oregon)
In grade 2 readers are able to demonstrate knowledge of what they read. This may include sharing specific information on characters, describing important events from the book, and/or accurately acting out a text.
What Does it Look Like?
youtube.com: The ABCs of Active Reading. Learn how to actively read with children.
As a parent you can...
Think Aloud: Make connections while reading to or with the child. Connect the story or information to the child's life experiences. Connect the book to other books the child has read. Connect the book to big ideas and lessons.
Think Aloud.pdf
Check for Understanding: Ask questions to determine the child's understanding of the story or information read. Questions can be asked during reading and/or after reading.
Watch: Check for understanding on youtube.com
Comprehension Questions: Ask comprehension questions after reading a book. Access a bookmark with comprehension questions here.
bookmark.pdf
Online Practice:
Storyline Online: This resource provides access to many illustrated read alouds narrated by famous individuals. Use the ABCs of Reading (ask questions, build vocabulary, and connect to the child's world) as you listen to the story with your child.
Read and Answer Questions: This resource provides access to informational text and stories with comprehension questions.
Watch Story Elements: This Classroom Connect lesson teaches children how to identify story elements.
Extension Activity.pdf
I can recount the main events in a story I read. (2.1.2.2)
What is Comprehension?
Reading comprehension refers to the ability to understand what one reads. It is the ultimate goal of reading instruction. (Definition from University of Oregon)
In grade 2 readers are able to demonstrate knowledge of what they read. This may include sharing specific information on characters, describing important events from the book, and/or accurately acting out a text.
What Does it Look Like?
youtube.com: The ABCs of Active Reading. Learn how to actively read with children.
As a parent you can...
Think Aloud: Make connections while reading to or with the child. Connect the story or information to the child's life experiences. Connect the book to other books the child has read. Connect the book to big ideas and lessons.
Think Aloud.pdf
Story Charades: Act out a story silently to retell it in a creative way. Have the child guess which story you are acting out. Take turns acting out and guessing.
Retell Ring: Use cards on the Retell Ring to ask the child a series of questions after reading.
RetellRingCards.pdf
Online Practice:
Storyline Online: This resource provides access to many illustrated read alouds narrated by famous individuals. Use the ABCs of Reading (ask questions, build vocabulary, and connect to the child's world) as you listen to the story with your child.
I can apply grade level phonics skills to read words. (2.3.0.3)
What does this look like?
youtube.com: What is Phonics? Why is it Important for My Child to Read?
As a parent you can...
Building Multisyllabic Words: Write multiple one-syllable words. Have the child put two of the words together to create a new, multisyllabic word. Watch Building Multisyllabic Words.
Prefixes and Suffixes: While reading with the child, pause when you come to a word that has a prefix and/or suffix. Take time to discuss the word by breaking down the word's meaning based on the prefix and/or suffix. Prefixes and Suffixes (optional)
Rainbow Word: Write a word for the child. Have the child write the same word using different colored utensils (e.g., marker, colored pencil, crayon) and using the key below to mark spelling patterns. Rainbow Words example
- Red- Consonant
- Blue- Vowel
- Orange- Digraph: two letters that make one sound (e.g., sh, ch, th, wh, ph, ck, ng)
- Green- Bossy or Silent e: an e at the end of a word that is silent and makes the vowel say its name (e.g., kite, cake, broke)
- Purple- Vowel Teams (e.g., ee, ei, ie, ea, ie, ou, oi, oy, ai, ay, oa, ow, ue)
- Brown- R Controlled Vowels (e.g., ir, ur, er, or, ar)
Short and Long Vowel Sound Sort: Practice long and short vowel sounds by sorting. Short and Long Vowel Sound Sort
Spell and Sort with Vowel Digraphs: Use this sorting activity to identify vowel digraphs. Access printable materials for ai, ay, ea, ee, oa, ow, and ui here. Spell and Sort with Vowel Digraphs
Vowel Digraphs: Play this baseball themed game to practice reading words with vowel digraphs (ea, oa, ai, ay, and oo). Vowel Digraphs
Blend Syllables in Words: Play this game by pulling two cards, each having a one syllable word. If the syllables combine to make a new word, write the new word. Blend Syllables in Words
Create New Words: Combine base words, prefixes, and suffixes to create new words. Create New Words
Affix Hunt: Use this activity to support the child's recognition of affixes (prefixes and suffixes). Affix Hunt
Online Practice:
Short and Long Vowels: This game allows children to sort words into long and short vowel categories. Play this similar game for more words to sort.
Multisyllabic Words: This game allows children to match open and closed syllables to build a new word with game cards. This similar game allows children to match open and closed syllables as well. Syllable Types (optional)
Prefixes and Suffixes: This game allows children to whack a mole based on prefix or suffix.
I can fluently read grade level text. (2.3.0.4)
What is Fluency?
Fluency is the ability to read accurately with reasonable speed and expression while understanding what is read.
In grade 2, readers should be able to read the same way that they talk, easily using expression and accurate language.
As a parents you can...
Echo Reading: Model expression while reading to the child. Then, have the child read the same sentence or phrase fluently. Watch Echo Reading.
Two to Read: Take turns reading a sentence, paragraph, or page at a time while listening to each other.
Coach to Fluent Reading: Draw attention to punctuation while reading and have the child reread to increase fluency after discussing the punctuation. Watch Coach to Fluent Reading.
Self-Correct: Give the child time to work through challenging words and self-correct. Watch Self-Correct
Word Family Zoom: Time the child reading words grouped by word family. Record how long it takes each time with a goal to increase speed and accuracy.
Word Family Zoom.pdf
Online Activities
Models of Fluent Reading: This resource provides access to many illustrated read alouds narrated by famous individuals. These stories provide children with models of fluent reading.
Echo Reading: This resource provides books to practice echo reading with your child to build fluency. Each book has a speaker symbol at the bottom of the page. Push the speaker for the child to hear the page read aloud. Then, have the child echo the reading to practice reading with expression as if they were talking to someone.
Grade 3
- I can ask and answer questions about a story. (3.1.1.1)
- I can look back at the text to find my answers. (3.2.1.1)
- I can tell the difference between the literal meaning or the non-literal meaning of a word or phrase. (figurative language) (3.1.4.4)
- By the end of the year, I can read and comprehend grade level fiction text. (3.1.10.10)
- By the end of the year, I can read and comprehend grade level non-fiction text. (3.2.10.10)
- I can identify the main idea. I can identify details that support the main idea. (3.2.2.2)
- I can fluently read 3rd grade level text. (3.3.0.4)
- I can figure out the correct meaning of a word or phrase. (Language Standard)
I can ask and answer questions about a story. (3.1.1.1)
As a parent you can...
Before, During, and After: Engage before reading a book to the child by making a prediction about the book, reading the blurb on the back, or connecting the topic of the book to something familiar to the child. During reading, make personal connections, predict what will happen next, or discuss characters and/or emotions. After reading, talk about favorite parts of the story and your opinions.
Before During After Reading .pdf
Online Practice
pbslearningmedia.com: Question Cube: This game provides a short story to read. Click the question cube and answer the question based on the story.
RoomRecess.com: Main Idea Millionaire: Find the sentence that does not fit with the main idea of the paragraph.
I can look back at the text to find my answers. (3.2.1.1)
As a parent you can...
Before, During, and After: Engage before reading a book to the child by making a prediction about the book, reading the blurb on the back, or connecting the topic of the book to something familiar to the child. During reading, make personal connections, predict what will happen next, or discuss characters and/or emotions. After reading, talk about favorite parts of the story and your opinions.
Before During After Reading .pdf
Just the Facts: Support the child as they read informational text. Look for facts about the topic. Children are expected to refer to the text to support what they have read about the topic.
Just the Facts .pdf
Online Practice:
I can tell the difference between the literal meaning or the non-literal meaning of a word or phrase. (figurative language) (3.1.4.4)
As a parent you can...
Extreme Words: Explore the relationships between descriptive words. Talk about the provided words and their meaning to determine the order (e.g., giggle, chuckle, whimper, cry).
Extreme Words .pdf
Synonym-Antonym Connections: Use the cards included to help the child identify synonyms and antonyms. Synonyms have similar meaning and antonyms have opposite meanings.
Synonym-Antonym Connections .pdf
Homograph Hitch: Match words that sound the same but have different meanings with the cards provided.
Homograph Hitch .pdf
Oh My Word!: Have the child write simple explanations, sentences, and synonyms of words in this activity.
Oh My Word .pdf
Online Practice:
By the end of the year, I can read and comprehend grade level fiction text. (3.1.10.10)
As a parent you can...
Check-ins: Stop every few pages to “check-in" while the child is reading or as you are reading together. This is one way to know if the child is understanding what is being read or heard. Use open-ended questions to gauge their understanding (e.g., “What are your thoughts about this part of the story?”, “How do you know?”, “What do you think might happen next?”). You can vary how frequently you check-in based on how well your child is understanding the text. For more challenging texts, check-in more frequently.
Online Practice:
By the end of the year, I can read and comprehend grade level non-fiction text. (3.2.10.10)
As a parent you can...
Check-ins: Stop every few pages to “check-in" while the child is reading or as you are reading together. This is one way to know if the child is understanding what is being read or heard. Use open-ended questions to gauge their understanding (e.g., “What are your thoughts about this part of the story?”, “How do you know?”, “What do you think might happen next?”). You can vary how frequently you check-in based on how well your child is understanding the text. For more challenging texts, check-in more frequently.
Online Practice
I can identify the main idea. I can identify details that support the main idea. (3.2.2.2)
As a parent you can...
Five Finger Retell: Retell a story with the child, having each finger represent a story element. Your thumb is the characters, pointer finger is the setting (where the story took place), middle finger is the beginning, ring finger is the middle events, and pinkie is the solution ending. After the child retells, ask them their favorite part of the story.
Family Book Club: Encourage different family members to pick the book. Discuss the main ideas, plots, characters, and personal opinions about the book together. This is a great way to enjoy quality family time while experiencing the joy of reading together.
Online Practice:
I can fluently read 3rd grade level text. (3.3.0.4)
As a parent you can...
Choral Reading: Practice reading the same text aloud chorally (together and in unison) with the child.
Echo Reading: Model expression while reading to the child. Then, have the child read the same sentence or phrase fluently.
Watch Echo Reading
Chunky Passages: Practice reading text in meaningful chunks, then reread it fluently without separation.
Chunky Passages .pdf
Online Practice:
Models of Fluent Reading: This resource provides opportunities to see illustrations and listen to books read fluently.
Echo Reading: This resource provides books to practice echo reading with your child to build fluency. Each book has a speaker symbol at the bottom of the page. Push the speaker for the child to hear the page read aloud. Then, have the child echo the reading to practice reading with expression as if they were talking to someone.
I can figure out the correct meaning of a word or phrase. (Language Standard)
As a parent you can...
Model Rich Vocabulary: Use more sophisticated and descriptive language instead of trying to simplify your language so the child will always understand (e.g., Instead of: “Wow! You’re working hard!” Try: “Wow! You are persevering through a really challenging task!”). If you think that your child may not understand, stop and take time to discuss the less familiar words.
My Dictionary: Help the child keep track of new/unfamiliar words and their meanings by helping the child create their own dictionary or word catcher. The child can write the words, draw pictures to illustrate the word or definition, and write sentences using the words.
Online Practice:
Grade 4
- I can use background knowledge and evidence from the text to infer new ideas. (4.1.1.1)
- I can Summarize at text and I can use evidence to determine a theme of a text . (4.1.2.2)
- I can use evidence to describe a character's thoughts, words and actions, the setting of a story and evidence to describe important events in a story. (4.1.3.3)
- I can determine the meaning of unknown words using a range of strategies. (4.10.4.4)
- I can determine the main idea of a text and support it with key details. (4.2.2.2)
- I can describe the structure of a text or part of a text. (chronology, comparison, cause/effect, problem/solution) (4.2.5.5)
- Creativity in storytelling (4.8.8.8)
I can use background knowledge and evidence from the text to infer new ideas. (4.1.1.1)
As a parent you can...
Prior Knowledge: Have a discussion with the child to learn what they already know about the topic before reading nonfiction. Ask the child if there are any questions about the topic they hope to find answers to as they read the book. Talk about answers that were found in the book after reading.
Read Between the Lines: Help your child learn how to infer meaning from what is not said in the text. When a character has a major event, ask your child to think about how the character might feel or what their next steps might be based on what he/she has already done in the story.
Double-Entry Journal: Use this to jot down big ideas from the text. For each item added students connect or react to the idea.
Double-Entry Journal .pdf
Online Practice
ILX Reading Strategies: H. Inferences: #1–5
Make Reading Connections: This game provides practice making mental connections between the text and things the reader already knows (e.g., text-to-text, text-to-world, text-to-self).
Detective's Notebook: The game is designed to get students thinking about what they are reading and answering questions that require inferencing.
Inferencing with Poetry: This Classroom Connection lesson teaches children how to make inferences about a poem by citing evidence from the text. Extension Activity (optional)
I can Summarize at text and I can use evidence to determine a theme of a text . (4.1.2.2)
As a parent you can...
Check-ins: Stop every few pages to “check-in" while the child is reading or as you are reading together. This is one way to know if the child is understanding what is being read or heard. Use open-ended questions to gauge their understanding (e.g., “What are your thoughts about this part of the story?”, “How do you know?”, “What do you think might happen next?”). You can vary how frequently you check-in based on how well your child is understanding the text. For more challenging texts, check-in more frequently.
After you share a story, talk about important story elements such as beginning, middle and end. Encourage your child to retell or summarize the reading. After reading nonfiction, ask questions about the information, "Is the spider an insect? How is a spider different than an insect?
Online Practice:
IXL Reading Strategies: B. Theme: #1
Poetry and Theme: This Classroom Connection lesson teaches children how to make inferences about a poem by citing evidence from the text. Extension activity (optional)
Author's Reasoning: This Classroom Connection lesson teaches children how to make inferences about a poem by citing evidence from the text. Extension activity (optional)
I can use evidence to describe a character's thoughts, words and actions, the setting of a story and evidence to describe important events in a story. (4.1.3.3)
As a parent you can...
Family Book Club: Encourage different family members to pick the book. Discuss the main ideas, plots, characters, and personal opinions about the book together. This is a great way to enjoy quality family time while experiencing the joy of reading together.
Character Consideration: Work together with the child to describe a character using a graphic organizer.
Character Consideration .pdf
Story Pieces: Discuss story elements with the child (e.g., characters, setting, plot, problem, solution) by using a graphic organizer or question cards. Story Pieces .pdf
Online Practice:
IXL Reading Strategies: I. Story Elements: #1
Question Cube: This game provides a short story to read. Click the question cube and answer the question based on the story.
I can determine the meaning of unknown words using a range of strategies. (4.10.4.4)
As a parent you can...
Vocabulary is essential to comprehension. Students need to apply strategies before, during, and after reading to understand texts. Journey North provides a wealth of informational texts to help students learn about words in meaningful contexts. Use the following ideas to help students build and extend vocabulary skills during your Journey North studies. https://journeynorth.org/tm/tips/Tip0023.html#Sorts
My Dictionary: Help the child keep track of new/unfamiliar words and their meanings by helping the child create their own dictionary or word catcher. The child can write the words, draw pictures to illustrate the word or definition, and write sentences using the words.
Synonym/Antonym Brainstorm: Name a word. Take turns brainstorming words that mean the same thing as the word that was named. Alternate antonym version: Play the game brainstorming words that mean the opposite of the word that was named.
Affix Activity: Using newspapers, magazines, cookbooks, or storybooks, have the child search for words with a targeted prefix or suffix, writing the words found on a piece of paper. Once several words have been found, work together to break the words into the affix (prefix or suffix) and root word and explain what the word means (e.g., “I found the word unthinkable! If I break it into the root and affixes, it is un-think- able. That means that if something is unthinkable, you are not able to think of it.”).
Word Categories: Play a word association game with your child. Call out a category name, and take turns brainstorming other words that make you think of the category word (e.g., “The category is weather.” “Thunderstorm!” “Snow!” “Cumulus Clouds!” “Typhoon!). Afterward, have the child sort the words into other categories, based on their similarities. Have the child explain what is similar about all of the words in their new categories (e.g., “I put train, monorail, boats, and strollers in the same category because they are all types of transportation people use at theme parks.”).
Up with Words: Practice using more precise language in writing by using synonyms to complete the provided sentence cards.
Context Clues: Assist the child in determining the meaning of unfamiliar words by reading context clues. Then sort the words by type.
Context Clues .pdf
Online Practice:
IXL Vocabulary Strategies: All practice activities are great!
Vocabulary Crossword Puzzle: This game has children apply vocabulary as they complete a crossword puzzle by matching a definition and word from a given list.
Vocab Vik: This game has children match words to a given vocabulary word.
ANTonyms: This game has children find the matching ants to form antonym pairs.
Prefix Popper: This game has children match a prefix to its meaning while popping balloons.
I can determine the main idea of a text and support it with key details. (4.2.2.2)
As a parent you can...
Super Summary: Identify main ideas using a graphic organizer and write a summary with the child. A graphic organizer provides structure for children to write a summary based on the main ideas of the text.
Super Summary .pdf
Online Practice
ILX Reading Strategies: A. Main Ideas: #1–3
Main Idea Millionaire: This game has players find the sentence that does not fit with the main idea of the paragraph.
Summarizing Poetry: This Classroom Connection lesson teaches children how to make inferences about a poem by citing evidence from the text. Extension activity (optional)
I can describe the structure of a text or part of a text. (chronology, comparison, cause/effect, problem/solution) (4.2.5.5)
As a parent you can...
Text Structure Sort: Sort the passages into text structure categories (e.g., cause and effect, problem and solution, sequence) using the provided cards.
Text Structure Sort .pdf
Online Practice:
ILX Reading Strategies: D. Text Structure: #1-5
Creativity in storytelling (4.8.8.8)
Creativity Applications
Flipgrid.com, Simple, free video discussions to make learning fun, fulfilling and empowering.
AppleApp: ChatterPix Kids, Storytelling for kids
AppleApp: Draw and Tell HR, Storytelling for kids
AppleApp: Clips, Say it with a video
Google: Google Slides, Tell impactful stories with Google Slides
Explaineverthing.com, Create engaging lessons, assign activities and tasks. Record instructions and give interactive presentations.
Grade 5
- I can cite textual evidence and accurately find words or phrases to support my inference. (5.1.1.1)
- I can determine the theme from details in the text. (5.1.2.2)
- I can determine the meaning of figurative language within a text. (5.1.4.4)
- I can cite textual evidence and accurately find words or phrases to support my inference. (5.2.1.1)
- I can determine two or more main ideas of a text with supporting details and summarize the text. (5.2.2.2)
- I can explain how a nonfiction text is organized using different text structures in two or more texts. (i.e. cause/effect, comparison, problem/solution, chronological, description. (5.2.5.5)
I can cite textual evidence and accurately find words or phrases to support my inference. (5.1.1.1)
What is inference?
We learn about some things by observing or experiencing them first-hand. In contrast, when we make inferences, we reach conclusions based on evidence and reasoning. We figure things out by applying our own knowledge and experience to the situation at hand. Helping students understand when information is implied, or not directly stated, will improve their skill in drawing conclusions and making inferences. Inferential thinking is a complex skill that will develop over time and with experience.
View examples of how inference is taught in the classroom. readingrockets.org
Why teach inference?
- Inference is a prerequisite for higher-order thinking (Marzano, 2010)
- Inferencing skills are needed across the curriculum, from English language arts and math to science and social studies.
As a parent you can...
5th Reading Practice Sheet.pdf
Use this resource along with an informational book from your child's library or a book of your own.
Inferencing Text Analysis Worksheet.pdf
Use this resource when you are reading a fictional book at home with your child.
Readwritethink.org: Standard Lesson in Inferring How and Why Characters Change
Read Between the Lines: Help your child learn how to infer meaning from what is not said in the text. When a character has a major event, ask your child to think about how the character might feel or what their next steps might be based on what he/she has already done in the story.
Double-Entry Journal: Use this to jot down big ideas from the text. For each item added students connect or react to the idea.
Double-Entry Journal .pdf
Online Practice
Make Reading Connections: This game provides practice making mental connections between the text and things the reader already knows (e.g., text-to-text, text-to-world, text-to-self).
Detective's Notebook: The game is designed to get students thinking about what they are reading and answering questions that require inferencing.
Inferencing with Poetry: This Classroom Connection lesson teaches children how to make inferences about a poem by citing evidence from the text. Extension Activity (optional)
I can determine the theme from details in the text. (5.1.2.2)
In order to identify the theme of a text, students must also have the ability to summarize important parts of a text so that they have a clear understanding of what an entire passage says. Students must be able to distinguish the theme from the main idea. They must understand what lesson the author is trying to teach and recognize that they can disagree with the author's point of view. They must have a solid grasp of story elements and how characters change. They must be able to make inferences.
YouTube.com: Understanding Theme
Examples.yourdictionary.com: 25 Most common Themes in Children's Literature
As a parent you can...
Check-ins: Stop every few pages to “check-in" while the child is reading or as you are reading together. This is one way to know if the child is understanding what is being read or heard. Use open-ended questions to gauge their understanding (e.g., “What are your thoughts about this part of the story?”, “How do you know?”, “What do you think might happen next?”). You can vary how frequently you check-in based on how well your child is understanding the text. For more challenging texts, check-in more frequently.
After you share a story, talk about important story elements such as beginning, middle and end. Encourage your child to retell or summarize the reading. After reading nonfiction, ask questions about the information, "Is the spider an insect? How is a spider different than an insect?
Online Practice:
Poetry and Theme: This Classroom Connection lesson teaches children how to make inferences about a poem by citing evidence from the text. Extension activity (optional)
Author's Reasoning: This Classroom Connection lesson teaches children how to make inferences about a poem by citing evidence from the text. Extension activity (optional)
I can determine the meaning of figurative language within a text. (5.1.4.4)
What is Figurative Language?
The difference between literal and figurative language then give definitions and examples for six types of figurative language: metaphors, similes, personification, hyperboles, symbolism, and idioms.
YouTube.com: Figurative language explained
As a parent you can...
Play Synonym Bingo where the student will identify synonyms.
BINGO Instructions and printable .pdf
Play Antonym Dominoes where the student will identify antonyms.
Dominoes Instructions and printable.pdf
Play Memory using antonyms.
Memory Antonym Concentration Card Printable.pdf
Work with your student to produce synonyms and antonyms to match words.
Synonym and Antonym Creations Game printable.pdf
Online Practice:
I can cite textual evidence and accurately find words or phrases to support my inference. (5.2.1.1)
As a parent you can...
Use this resource along with an informational book from your child's library or a book of your own.
Printable Inference Text Analysis.pdf
Use this resource when you are reading a fictional book at home with your child.
Printable Inference Graphic Organizer.pdf
Online Practice:
I can determine two or more main ideas of a text with supporting details and summarize the text. (5.2.2.2)
As a parent you can...
Super Summary: Identify main ideas using a graphic organizer and write a summary with the child. A graphic organizer provides structure for children to write a summary based on the main ideas of the text.
Super Summary .pdf
Use this resource along with an informational book from your child's library or a book of your own.
Online Practice
Main Idea Millionaire: This game has players find the sentence that does not fit with the main idea of the paragraph.
Summarizing Poetry: This Classroom Connection lesson teaches children how to make inferences about a poem by citing evidence from the text. Extension activity (optional)
I can explain how a nonfiction text is organized using different text structures in two or more texts. (i.e. cause/effect, comparison, problem/solution, chronological, description. (5.2.5.5)
Please report any errors or broken links via email to: jenny.bushman@isd47.org, Director of Teaching and Learning