This standard requires students to be able to describe how reasons support specific points the author makes in a text by determining the key details in text. Also, they students should be able to describe the author's purpose and how it supports comprehension.

This standard requires students to know how to explain the speaker's reflection on a topic and how that impacts the theme. Also, the students should be able to write a summary by using details from the text.

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.

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.

Grade 4 students must be able to pull information from both the text and from their existing knowledge to figure out the meaning of new words and phrases.

This common core standard for literacy for third graders reflects their knowledge on not only recounting and recalling several variations of stories, but also using what they know about different cultural practices to identify a central message or moral.

With the use of scaffolding teachers help kindergarteners further develop both their knowledge in stories kindergarteners have previously heard/read as well as their skills in retelling the key details of the familiar story. Recalling a story's major events, characters, settings, sequential details, etc. require kindergarten students to tap into their prior knowledge and skill sets in accurately retelling a story.

First graders must know the definitions and understand the terms character, setting and event.

Grade 1 students must know the definitions of characters, settings and major events.

This is knowledge because the students have to know what the meaning, tone and beauty of a text means and it is also a skill because then they have to be able to write about it

This is both knowledge and a skill because it is knowledge because the children have to know what summarize means and it is a skill because they have to be able to summarize the story or poem.

This is knowledge because they need to know different traits and feelings of people and it is also a skill because they need to remember the trait and be able to write about it.

This would be a knowledge because the students need to know about different cultures and what their traditions are like

Fourth graders must be able to remember the character, setting and events in the story as well as specific details

Second graders must be able to recognize patterns like rhyme and repeated lines and alliteration.

Third graders must know who the characters are in the story and what unique characteristics they each have.

Third graders must understand what happened in the text and remember specific examples.

First graders must understand and remember what happened in the story.

Second graders must know the characters, settings and events in the story.

A kindergarten student needs to be able to identify who wrote the book and who drew the pictures. This would be knowledge.

A kindergarten student must know the definition of a illustration.

This idea of third grade students being able to explain how illustrations helps the author make his or her points apparent to readers is knowledge. The students should be able to make inferences and create understanding with reasonable explanation and support for their ideas.

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.

In order to fulfill this, second graders must demonstrate knowledge of characters, setting, and/or plot to be able to show their understanding of it.

A kindergarten student must know a definition of a character