Being able to decode words are a skill a students must understand how to do in order to improve their reading.

The students must have the skill to compare and contrast. The knowledge comes in when the student has to know the information that is needed to compare and contrast.

the knowledge comes from being able to understand key details in a text while the skill comes from being able to ask questions and answer questions using the knowledge they have.

This standard requires the students to know how the beginning or introduction usually talks about the important problems the characters have along with information about characters. Also, the students know the conclusion usually talks about how the characters solve their problems.

This standard requires students to know what an illustration is and how they are different from the words in a text. The skill required of students is making connections between the illustrations they see and the story that is being told. A good book for this standard would be No David! The story in this book is mostly told through pictures while the words on the page say things like "No, David!"

This standard requires students to know how to read and to know the role of the author of a text. The skill required is students having to find a meaning in the text that is not worded on the pages. This standard requires students to think deeply about the text in order to find the author's purpose in writing it. A good text to use for this standard would be Green Eggs and Ham. Students would have to think about how the green eggs and ham could relate to their own lives. The main point of this story is fairly easy to understand, it is that you should try food before you say you don't like it, something many elementary students may be able to relate to.

This standard requires students to have knowledge of the details of a text in order to answer the "where, when, why, what, and how" questions. The skill that is required is that students must think deeply about the text in order to answer questions that are not written in the book. A good book for this would be The Cat in The Hat by Dr. Suess. There are a lot of things going on in this book, and the answer to these questions would be easier to find for young readers. For example, if the question is "why did the cat in the hat show up?" students can see that the kids in the story were complaining about boredom right before he showed up, and thus conclude that the cat and the hat showed up to entertain the kids.

In order for students to accomplish this standard they must know what happened in the story and remember specific details. The skill this standard requires is to think about the text as a whole in order to figure out it's main topic. A good book for this would be "brown bear brown bear." Students would have to figure out what is reoccurring in the novel in order to find it's topic. The repeated topics are colors and animals.

First graders must be able to utilize illustrations and details in a story in order to describe the characters, setting, or events.

Grade 1 students must be able to use key details in order to describe the characters, settings and major events.

Students need to be able to give examples from the text after reading and be able to explain what the detail means.

Fourth graders must be able to retell the details of a character, setting, or event in their own words using what they remember from the text.

Second graders must be able to think about why specific words are chosen and what they add to the text.

A third grader must be able to identify how the characters' actions affect the plot.

Third graders must be able to reference specific moments and details in the text.

First graders must be able to retell the story in their own words.

Second graders must be able to think of a reason why events in the story happened, using their knowledge of characters, setting and plot

Students identify key details, about plots and settings of different stories that have the same or similar characters and they are written by the same author. Students will see this commonly in series books.

Students who ask questions by using words such as who, why, what, where, and when, expand their understanding of a text. They also use words such as setting, events, and characters.

Students must read a wide variety of fiction story types, understand the moral, and explain what key details help identify it. I think stories about the greek gods would be fun and exciting for kids, possibly Hercules as a book and movie follow up.

Students need to be able to convey what they are seeing in an illustration and compare it to the text that was read.

Fifth grade students should have the ability to accurately cite and draw on the text they have read.This is a necessary skill that they will need to develop for their further education

These two standards show the difference in skill and knowledge that a student should have from the end of kindergarten to the end of first grade. In kindergarten the student should be able to compare and contrast elements of familiar stories with prompting, but by the end of first grade students should be able to do this with all stories by only illustrations, and without any prompting. This is a good example of how the expectations work on the same skill, but become a more difficult task as the students progress through each grade.

This is a skill that first grade students should have. They should be able to tell the difference between fiction and non fiction, and what separates them from one another.

Kindergarten students need to be able to recognize the different types of texts that are available. This is a knowledge for kindergartners because it is all about sorting through different material that may be given, and is a simple identifying task.

A first grade students should be able to, while reading a text, pick out specific words that refer or appeal to the five senses or an emotion.

Skill

A good example of a book for this standard would be You Can't Taste a Pickle With Your Ear. This book is a fun way to have students pick out words or phrases that refer to the five senses and have them understand the difference between them all.

Students need to be able to pint out characters in stories.