Reading - 2019-20

K.9 - Nonfiction

K.9 The student will demonstrate comprehension of nonfiction texts.

a)  Use pictures to identify topic and make predictions.

b)  Identify text features specific to the topic, such as titles, headings, and pictures.

c)  Ask and answer questions about what is read.

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.
  • Because when items are grouped (headings are used for grouping information), it makes it easier to understand and remember.  This is similar to identifying the rules for your sorted groups.


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 nonfictional texts provide information.

·  understand text features serve a purpose.

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

K.9a1  make ongoing predictions based on graphics and text.

K.9b1  relate pictures and illustrations to the text in which they appear.

K.9b2  identify the topic of a nonfiction selection.

K.9c1  ask and respond to questions about the content of a book.

K.9c2  discuss facts and information relevant to the topic.

Updated: Mar 26, 2019