1st+grade+Comprehension+Strategies


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 * Comprehension Strategy || story elements ||  || Predictions ||   ||   ||   ||   ||   ||   ||   ||
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**GRADES PREK–K** //**For imaginative/literary texts:**// 8.1: Make predictions using prior knowledge, pictures, and text. For example, students and their teacher read together Jump, Frog, Jump, by Robert Kalan. When each creature comes to the pond and hints at the next hazard for Frog, the teacher stops reading and asks students to use the pictures and their prior knowledge to make a prediction about what will happen next. 8.2: Retell a main event from a story heard or read. 8.3: Ask questions about the important characters, settings, and events. //**For informational/expository texts:**// 8.4: Make predictions about the content of the text using prior knowledge and text features (title, captions, illustrations). 8.5: Retell important facts from a text heard or read.

//(Continue to address earlier standards as needed and as they apply to more difficult texts.)// //**For imaginative/literary texts:**// 8.6: Make predictions about what will happen next in a story, and explain whether they were confirmed or disconfirmed and why. 8.7: Retell a story’s beginning, middle, and end. 8.8: Distinguish cause from effect. //**For informational/expository texts:**// 8.9: Make predictions about the content of a text using prior knowledge and text features (headings, table of contents, key words), and explain whether they were confirmed or disconfirmed and why. 8.10: Restate main ideas. For example, students brainstorm a list of animals they know. Then they read About Mammals: A Guide for Children, by Cathryn Sill. With their teacher, they list different traits of mammals (the main idea of the book) and decide which animals on their original list are mammals.
 * GRADES 1–2**