Reading - 2019-20

K.8 - Fiction

K.8 The student will demonstrate comprehension of fictional texts.

a)  Identify the role of an author and an illustrator.

b)  Relate previous experiences to what is read.

c)  Use pictures to make predictions.

d)  Ask and answer questions about what is read.

e)  Use story elements of characters, settings, and events to retell stories sequentially using beginning, middle, and end.

Adopted: 2017


  • Because, many times, I already know a little information about what we are reading.  If in science, we are reading about the five senses, I can use what I already know about sight to help me better understand.


The kindergarten student will be immersed in a text -rich environment to develop phonological awareness, phonemic awareness, vocabulary, comprehension, and an appreciation for reading. The exposure to fiction and nonfiction texts will enable students to develop an awareness of reading materials as sources of information and enjoyment.  Students will learn to identify and name the capital and lowercase letters of the alphabet, understand that letters represent sounds, and identify initial and final consonant sounds in one syllable words The kindergarten student will expand both listening and speaking vocabularies. They will also learn to comprehend and think creatively as they relate stories through drama, retelling, drawing, and their own writing. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and the workplace.

Teacher Notes:

  • Teachers should teach the concepts of print, basic phonetic principles, comprehension of stories, and letter identification skills through systematic, direct instruction, individual and small group activities, and time spent exploring and reading books and other print material.
  • Please note there is not a specific list or number of sight words students must learn.  In order to build a personal word bank, students will develop the ability to read their own names and common high-frequency words in context.
  • Teachers need to read texts aloud to model language and introduce students to new words, expand working vocabularies, and improve comprehension.
  • Please note although the strands are developed separately, teachers should seamlessly integrate all strands.

o Thematic units are one approach.

o Teachers should have students write about what they have read.


All students should:

·  understand that fictional texts tell a story

·  understand that authors tell stories through words and illustrators tell stories with pictures

To be successful with this standard, students are expected to:

K.8a1  identify and explain the roles of the author and the illustrator of selected texts

K.8a2  make ongoing predictions based on illustrations and text

K.8c1  describe the relationship between illustration and the story

K.8b1  link knowledge from own experiences to make sense of and talk about a text

K.8d1  give evidence that they understand the meaning of what is being read aloud, including the who, what, when, where, why, and how

K.8d2  ask and respond to questions about the content of a book

K.8e1  use vocabulary from a story in discussions and retellings

K.8e2  retell a story in their own words using the characters, settings, and events in the correct sequence from beginning to end

K.8e3  use words to sequence events (e.g., before, after, and next)

K.8e4  demonstrate comprehension of text through drawings or a written response

K.8d3  recognize various types of fictional texts (e.g., storybooks, poems)

Updated: Mar 26, 2019