Are You Happy? -Text (Are You Happy?)

  • Grade: Kinder
    Activity type: Interactive Activity

Are You Happy? -Text (Are You Happy?)

Course
English
Grade
Kinder
Section
Reading Comprehension
Outcome
Are You Happy? (narrative)
Activity Type
Interactive Activity
Activity ID
2668

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United States – Common Core State Standards

  • K – Kindergarten
    • RL.K – Reading: Literature

      • Literacy

        • RL.K.1 – With prompting and support, ask and answer questions about key details in a text.

        • RL.K.2 – With prompting and support, retell familiar stories, including key details.

        • RL.K.3 – With prompting and support, identify characters, settings, and major events in a story.

      • Literacy

        • RL.K.4 – Ask and answer questions about unknown words in a text.

      • Literacy

        • RL.K.7 – With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

        • RL.K.9 – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

      • Literacy

        • RL.K.10 – Actively engage in group reading activities with purpose and understanding.

    • RF.K – Reading: Foundational Skills

      • Literacy

        • RF.K.4 – Read emergent-reader texts with purpose and understanding.

      • Literacy

        • RF.K.1 – Demonstrate understanding of the organization and basic features of print.

          • RF.K.1.a – Follow words from left to right, top to bottom, and page by page.

          • RF.K.1.b – Recognize that spoken words are represented in written language by specific sequences of letters.

          • RF.K.1.c – Understand that words are separated by spaces in print.

          • RF.K.1.d – Recognize and name all upper- and lowercase letters of the alphabet.

    • SL.K – Speaking & Listening

      • Literacy

        • SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

        • SL.K.1 – Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

          • SL.K.1.a – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

          • SL.K.1.b – Continue a conversation through multiple exchanges.

    • L.K – Language

      • Literacy

        • L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Australia – Australian Curriculum

  • Foundation Year
    • Language

      • Language for interaction

        • ACELA1428 – Explore how language is used differently at home and school depending on the relationships between people

        • ACELA1429 – Understand that language can be used to explore ways of expressing needs, likes and dislikes

      • Text structure and organisation

        • ACELA1430 – Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes

        • ACELA1431 – Understand that some language in written texts is unlike everyday spoken language

        • ACELA1432 – Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

        • ACELA1433 – Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

      • Expressing and developing ideas

        • ACELA1435 – Recognise that sentences are key units for expressing ideas

        • ACELA1434 – Recognise that texts are made up of words and groups of words that make meaning

        • ACELA1786 – Explore the different contribution of words and images to meaning in stories and informative texts

        • ACELA1437 – Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

        • ACELA1438 – Know how to use onset and rime to spell words

      • Sound and letter knowledge

        • ACELA1439 – Recognise rhymes, syllables and sounds (phonemes) in spoken words

        • ACELA1440 – Recognise the letters of the alphabet and know there are lower and upper case letters

    • Literature

      • Literature and context

        • ACELT1575 – Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences

      • Responding to literature

        • ACELT1577 – Respond to texts, identifying favourite stories, authors and illustrators

        • ACELT1783 – Share feelings and thoughts about the events and characters in texts

      • Examining literature

        • ACELT1578 – Identify some features of texts including events and characters and retell events from a text

        • ACELT1785 – Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry

        • ACELT1579 – Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures

      • Creating literature

        • ACELT1580 – Retell familiar literary texts through performance, use of illustrations and images

    • Literacy

      • Texts in context

        • ACELY1645 – Identify some familiar texts and the contexts in which they are used

      • Interacting with others

        • ACELY1784 – Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact

      • Interpreting, analysing, evaluating

        • ACELY1648 – Identify some differences between imaginative and informative texts

        • ACELY1649 – Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge

        • ACELY1650 – Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  • Year 1
    • Language

      • Expressing and developing ideas

        • ACELA1454 – Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

New Zealand – National Standards

  • Y1 – Year 1
    • Y1.R – Reading

      • They draw on knowledge and skills that include:

        • Y1.R.1 – Having all concepts about print under control

        • Y1.R.2 – Using appropriate language about books, (for example, the terms title, author, and illustration)

        • Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)

        • Y1.R.4 – Identifying all letters by name and being able to produce an associated sound for each letter

        • Y1.R.5 – Automatically recognising many (100-200) of the high-frequency words in their instructional texts

        • Y1.R.7 – Decoding unfamiliar words by using some knowledge of morphology (for example, the word endings -s, -ing, and -ed)

        • Y1.R.8 – Applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level

        • Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:

          • Y1.R.6.a – Identify common graphemes (for example, sh, ch, ow, ai, th, oy) and produce an associated sound for each one

          • Y1.R.6.b – Apply the knowledge that letters can be pronounced in different ways (for example, about, and, apron)

          • Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)

    • Y1.W – Writing

      • They draw on knowledge and skills that include:

        • Y1.W.1 – Using vocabulary drawn from their own oral language or encountered in their reading or other classroom activities

        • Y1.W.5 – Encoding (spelling) unfamiliar words by using their developing knowledge of morphology to write word endings correctly (for example, jump/jumped; boy/boys)

        • Y1.W.7 – Forming all upper-case and lower-case letters and numerals correctly

        • Y1.W.8 – Understanding simple text types (for example, personal recounts and simple descriptions) and using them to meet their writing purpose

        • Y1.W.10 – Using capital letters and full stops to begin and end sentences.

        • Y1.W.4 – Encoding (spelling) unfamiliar words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:

          • Y1.W.4.c – Apply sound-letter relationships in order to write words they want to use (for example, catapulla)

  • 1 – Year 1
    • 1.RS – The reading standard

      • Key characteristics of texts at green level

        • 1.RS.1 – Texts at green level have been designed with characteristics that include:

          • 1.RS.1.a – Generally familiar contexts and settings

          • 1.RS.1.b – One text form, and one main storyline or topic, for each text

          • 1.RS.1.c – Most content explicitly stated but also some implicit content that provides opportunities for students to make simple inferences

          • 1.RS.1.d – Illustrations that support and extend the meaning but may not exactly match the words

          • 1.RS.1.e – Many high-frequency words

          • 1.RS.1.f – Topic words and interest words (including a wide range of regular and irregular verbs and some adjectives and adverbs) that are likely to be in a reader's oral vocabulary and that are strongly supported by the context or illustrations

          • 1.RS.1.j – A range of punctuation, including speech marks and commas, to support phrasing and meaning.

United Kingdom – National Curriculum

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study

      • KS1.Y1.R.C – Reading - comprehension

        • Pupils should be taught to:

          • KS1.Y1.R.C.1 – Develop pleasure in reading, motivation to read, vocabulary and understanding by:

            • KS1.Y1.R.C.1.a: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

            • KS1.Y1.R.C.1.b: being encouraged to link what they read or hear to their own experiences

            • KS1.Y1.R.C.1.d: recognising and joining in with predictable phrases

            • KS1.Y1.R.C.1.f: discussing word meanings, linking new meanings to those already known