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Kansas State Tested Reading Standards Support Materials Elementary
Prepared by the USD 475 Library Media Specialists This is out of date but titles might be useful until it can be updated.
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Kansas State Tested Reading Standards Support Materials Elementary
Prepared by the USD 475 Library Media Specialists This is out of date but titles might be useful until it can be updated.
|
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STATE TESTED READING STANDARDS By the of third grade, the students: |
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Standard 3: Learners demonstrate
knowledge of literature from |
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Benchmark 1: The proficient reader demonstrates knowledge of the effects of cultures on literature. |
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Indicators: 1. Recognize customs as expressed in literature from a variety of cultures. |
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Anaya |
Farolitos of Christmas |
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Behrens |
Pow Wow |
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Burns |
Arbor Day |
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Chocolate |
Kwanzaa |
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Cohen |
Make a Wish Molly |
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Deines |
Charlotte |
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Erlbach |
Happy Birthday, Everywhere |
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Hoyt-Goldsmith |
Potlatch |
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Lawlor |
Addie Across the Prairie |
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Mosel |
Tikki Tikki Tembo |
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Polacco |
The Keeping Quilt |
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Say |
How My Parents Learned to Eat |
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Shachtman |
Parade (Thanksgiving |
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Uchida |
Jar of Dreams |
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Waters |
Lion Dancer-Ernie Wan’s Chinese New Year |
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Yarbrough |
Cornrows |
| 2. Relate literature from a variety of cultures to personal experiences. | |
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Bradley |
Ruthie’s Gift |
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Burleigh |
Hoops |
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Carrick |
Left Behind |
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Cohen |
Make a Wish Molly |
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Lord |
In the Year of the Boar and Jackie Robinson |
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Polacco |
Chicken Sunday |
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Benchmark 2: The proficient reader identifies characteristics of a wide
variety |
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Indicators: |
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de Paola |
Legends |
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Goble |
Legends |
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Kellogg |
Tall Tales |
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Lobe |
Frog and Toad Books |
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See Card Catalog Under Subject |
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Benchmark 3: The proficient reader demonstrates knowledge of the
effects of |
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Indicators: |
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Anderson |
The First Thanksgiving Feast |
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Bunting |
How Many Days to America? A Thanksgiving Story |
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Dalgliesh |
The Courage of Sarah Noble |
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Hamilton |
The Bells of Christmas |
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Kroll |
Oh, What a Thanksgiving! |
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Luenn |
Charlotte |
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Pryor |
The House on Maple Street |
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Waters |
Samuel Eaton’s Day |
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Standard 4 : Learners demonstrate skills needed to read and respond to literature. |
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Benchmark 1: The proficient reader uses literary concepts to interpret literature. |
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Indicators: |
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Allard |
It’s so Nice to Have a Wolf Around the House |
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Barbour |
Little Nino’s Pizzeria |
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Bemelmans |
Madeline |
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Black |
Little Old Man Who Could Not Read |
Blame |
T he Terrible Thing That Happened at Our House |
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Blos |
Old Henry |
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Blume |
The Pain and the Great One |
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Bornstein |
Little Gorilla |
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Bridwell |
Clifford the Big Red Dog |
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Brown |
Arthur’s Baby |
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Cameron |
Julian’s Glorious Summer |
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Carle |
Mixed-up Chameleon |
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Carlson |
Harriet’s Halloween Candy |
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Clifton |
Amifika |
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Engel |
Josefina the Great Collector |
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Flack |
Story of Ping |
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Flournoy |
The Patchwork Quilt |
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Freeman |
Corduroy |
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Friedman |
How My Parents Learned to Eat |
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Gauch |
Christina Katerina and the Time She Quit the Family |
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Greenfield |
Grandpa’s Face |
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Griffith |
Grandaddy’s Place |
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Harper |
Gunniwolf |
Hest |
Crack-of-Dawn Walkers |
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Hoban |
Best Friends for Frances |
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Johnston |
The Quilt Story |
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Keats |
Peter’s Chair |
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Kellogg |
Best Friends |
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Lewin |
Jafta’s Father |
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Lobel |
Giant John |
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Marshall |
George and Martha |
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Matsuno |
Pair of Red Clogs |
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Mosel |
Funny Little Woman |
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Ness |
Sam, Bang, and Moonshine |
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Parish |
Amelia Bedelia |
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Potter |
Tale of Peter Rabbit |
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Rey |
Curious George |
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Ross |
Lazy Jack |
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Sendak |
Where the Wild Things Are |
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Sharmat |
Bartholomew the Boss |
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Steig |
Sylvester and the Magic Pebble |
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Vipont |
Elephant and the Bad Baby |
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Wilhelm |
Let’s Be Friends Again |
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Williams |
A Chair for My Mother |
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Winthrop |
Best Friends |
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Woolley |
Popcorn Dragon |
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Zion |
Harry the Dirty Dog |
| (Use other stories with strong characters or stories that highlights character relationships.) | |
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2. Restate the main idea in narrative literature. |
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| 3. Describe the setting in narrative literature. | |
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Blume |
Freckle Juice |
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Cohen |
Lost In the Museum |
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Jonas |
Round Trip |
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Mahy |
17 Kings and 42 Elephants |
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Marshall |
Three By the Sea |
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Naylor |
Shiloh |
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Peet |
Caboose Who Got Loose |
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Rylant |
Relatives Came |
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Scieszka |
Time Warp Trio Books |
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Speare |
Sign of the Beaver |
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Sims |
Speak Up, Blanche |
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Williams |
Stringbean’s Trip to the Shining Sea |
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Wood |
The Napping House |
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Yolen |
Owl Moon |
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(Or use other stories with vivid descriptions.) |
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| 4. Identify the problem and solution in narrative literature. | |
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Bang |
Wiley and the Hairy Man |
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Browne |
Willy the Wimp |
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Bunting |
Mother’s Day Mice |
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Carle |
Do You Want To Be My Friend? |
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Chapman |
Barney Bippie’s Magic Dandelions |
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Cohen |
Liar, Liar Pants on Fire' |
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Daly |
Not So Fast, Songolo |
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dePaola |
Big Anthony and the Magic Ring |
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Flora |
Great Green Turkey Creek Monster |
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Fox |
Hattie the Fox |
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Freeman |
Mop Top |
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Gag |
Millions of Cats |
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Gage |
Squash Pie |
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Ginsburg |
Mushroom in the Rain |
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Graham |
All About Arthur |
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Hutchins |
Doorbell Rang |
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Keats |
Pet Show |
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Kellogg |
Can I Keep Him? |
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Kent |
Joey Runs Away |
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Khalsa |
I Want a Dog |
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Lester |
Porcupine Named Fluffy |
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Lionni |
Swimmy |
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Lobel |
Frog and Toad Together —"Cookies" |
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Lord |
Giant Jam Sandwich |
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McCully |
Mouse Practice |
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McPhall |
Fix-It |
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Marshall |
Fox on the Job |
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Mosel |
Tikki Tikki Tembo |
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Namioka |
Yancy the Youngest and His Terrible Ear |
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Rylant |
When I was Young in the Mountains |
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Seeger |
Abiyoyo |
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Shannon |
Dance Away |
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Sharmat |
Mitchell Is Moving |
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Siegal/Thomas |
No More Baths |
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Sims |
Speak Up, Blanche |
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Slobodkina |
Caps for Sale |
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Snyder |
Boy of the Three Year Nap |
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Swope |
The Araboolies of Liberty Street |
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Williams |
Something Special for Me |
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Winthrop |
Lizzie and Harold |
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Wood |
Hegedy Peg |
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Yashima |
Crow Boy |
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Yolen |
Owl Moon |
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Zion |
No Roses for Harry |
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Zolotow |
Mr. Rabbit and the Lovely Present |
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(Or use other stories that highlight a problem and its solution.) |
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5. Identify the concept and supporting details in expository literature. |
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Aardema |
Bringing the Rain to Kapiti Plain |
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Aliki |
Corn Is Maize |
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Baker |
Where the Forest Meets the Sea |
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Berger |
Switch On, Switch Off |
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Branley |
Comets |
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Broekel |
The True Book of Football |
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Chlad |
Bicycles Are Fun to Ride |
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Cole |
Cars and How They Go |
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DePaola |
Nana Upstairs, Nana Downstairs |
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DeSantis |
Dentist’s Tools |
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Dorros |
Feel the Wind |
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Fradin |
Drug Abuse |
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Gibbons |
Farming |
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Hader |
Big Snow |
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Heller |
Color |
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Hennessy |
The Dinosaur Who Lived My Backyard |
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Hirsch |
What is a Bird? |
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Hoban |
Concept Books |
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Jacobsen |
The True Book of Computers |
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Jonas |
Color Dance |
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Krementz |
Visit to Washington, D.C. |
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Lane |
Spiders |
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Lyon |
Biggest Truck |
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Maestro |
Ferryboat |
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Milton |
Whales, the Gentle Giants |
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Morris |
Dolphin |
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Parish |
Dinosaur Time |
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Podendorf |
The True Book of Insects |
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Poliock |
Water is Wet |
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Possell |
Deserts |
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Rockwell |
Fire Engines |
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Rodgers |
New Baby |
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Rosenthal |
The True Book of Baseball |
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Selsam |
Egg to Chick |
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Showers |
What Happens to a Hamburger? |
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Simon |
Meet the Computer |
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Sis |
Going Up |
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Tresselt |
Beaver Pond |
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Yabruichi |
Whose Baby? |
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(Use other selections that give information or selections with a clear TOPIC and MAIN IDEA) |
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Benchmark 2: The proficient reader evaluates literature with criteria
based on |
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Indicators: 1. Recognize connections between characters and events and people and events in their lives. |
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Alexander |
Mom Can't See Me |
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Markham |
Helen Keller |
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St George |
Dear Dr. Bell…Your Friend, Helen Keller |
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Walker |
Amy: The Story of a Deaf Child |
| 2. Share responses with peers. | |
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Cohen |
Molly's Pilgrim |
| 3. Select literature based on purposes for reading. | |
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STATE TESTED READING STANDARDS |
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Fifth Grade |
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By the of fifth grade, the students |
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Standard 1: Learners demonstrate skill in reading a variety of
materials for a |
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Benchmark 1: The proficient reader comprehends whole pieces of
narration, |
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Indicators: |
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| 1. Identify a correct restatement of the main idea. | |
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Anderson |
Pioneer Children of Appalachia |
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Rylant |
Appalachia: The Voices of the Sleeping Birds |
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Stanely |
Children of the Dustbowl |
| 2. Identify details to support their understanding. | |
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Ada |
Dear Peter Rabbit |
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Simon |
Sharks |
| 3. Identify author's purpose. | |
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Ada |
Dear Peter Rabbit |
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Ahlberg |
The Jolly Postman |
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Cleary |
Dear Mr. Henshaw |
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Hubalek |
Butter in the Well |
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Murphy |
West to a Land of Plenty: The Diary of Teresa |
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Myers |
The Journal of Joshual Loper: A Black Cowboy |
| 4. Connect predictions with information read. | |
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Ayres |
Family Tree |
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Blume |
Tales of a Fourth Grade Nothing |
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DeFelice |
The Ghost of Fossil Glen |
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Fenner |
Yolanda's Genius |
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Fleischman |
Bandit's Moon |
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George |
My Side of the Mountain |
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Hobbs |
Far North |
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Kehret |
Earthquake Terror |
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Korman |
The 6th Grade Nickname Game |
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Petersen |
White Water |
| 5. Identify characteristics of narrative text and expository text. | |
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Cushman |
The Ballad of Lucy Whipple |
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Kroll |
Oh, What a Thanksgiving |
| 6. Reread as necessary for understanding. | |
| 7. Compare and contrast information in texts. | |
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Brink |
Caddie Woodlawn |
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Galdone |
The Three Little Pigs |
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McDermott |
Anansi the Spider |
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Perrault |
Cinderella |
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San Souci |
Sootface: An Ojibwa Cinderella |
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Schroeder |
Smoky Mountain Rose |
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Sciezka |
The True Story of the Three Little P |
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Sharmat |
Gila Monsters Meet You At the Airport |
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Wilder |
Little House in the Big Woods |
| 8. Link causes to effects. | |
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Aardema |
Why Mosquitoes Buzz in People's Ears |
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Ada |
Dear Peter Rabbit |
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Babbit |
Tuck Everlasting |
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Blume |
Tales of a Fourth Grade Noth |
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Calvert |
Glennis Before and After |
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Charlip |
Fortunately |
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Clements |
Frindle |
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Cuyler |
That's Good, That's Bad |
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Fleischman |
Scarebird |
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Fletcher |
Flying Solo |
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Franklin |
Lone Wolf |
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Freeman |
Dandelion |
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Franklin |
Lone Wolf |
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Freeman |
Dandelion |
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Hobbs |
Far North |
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Kehret |
Earthquake Terror |
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Kipling |
Just So Stories |
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Korman |
The 6th Grade Nickname Game |
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Lobel |
Fables |
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Numeroff |
If You Give a Moose a Muffin |
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Park |
Mick Harte |
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Paterson |
Jip, His Story |
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Peterson |
White Water |
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Polacco |
Pink and Say |
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Smith |
The War with Grandpa |
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Spinelli |
Crash |
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9. Use the skills of skimming to get an overview of the text and
scanning to to find specific information in the text. |
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Nature’s Children Series |
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| 10. Recognize problem and solution. | |
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Graham |
Crusher is Coming! |
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Scieszka |
Time Warp Books |
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Soto |
Too Many Tamales |
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Stevenson |
The Night After Christmas |
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Uchida |
The Bracelet |
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11. Use various parts of a book such as table of contents, appendix, and
glossary, to locate information. |
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Lauber |
Hurricanes |
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12. Identify text organizers such as headings, topic and summary
sentences, and graphic features. |
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Curtis |
Animals You Never Even Heard Of |
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Krupp |
Let’s Go Traveling |
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Moss |
Amelia Books |
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Rockwell |
The Way to Captain Yankee’s |
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Benchmark 2: The proficient reader decodes accurately and
understands new words in reading materials. |
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Indicators: |
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1. Use context clues such as definition, reinstatement, and example
to determine meaning of unfamiliar vocabulary. |
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Bunting |
The Blue and Gray |
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Martin |
Knots on a Counting Rope |
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Peet |
Farewell to shady Glade |
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Soto |
Too Many Tamales |
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Waters |
Sarah's Morton's Day |
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| 2. Use synonyms, antonyms, homographs, and homophones. | ||
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Synonyms/Antonyms |
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Burningham |
John Burningham's Opposites |
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Hanson |
Words That Are Different |
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Hoban |
Push, Pull, Empty, Full: A Book of Opposites |
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McMillan |
Becca Backward, Becca Forward |
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Maestro |
Traffic: A Book of Opposites |
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Merriam |
"Argument" in A Sky Full of Poems |
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Spier |
Fast-Slow, High-Low: A Book of Opposites |
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Wilbur |
Opposites |
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Homograph/Homophone |
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Basil |
How Ships Play Cards |
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Bossom |
A Scale Full of Fish and Other Turnabouts |
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Clifford |
A Bear Before Breakfast |
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Grossman |
My Little Sister Ate One Hare |
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Gwynne |
16 Hand Horse |
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Hanlon |
How a Horse Grew Hoarse on the Site |
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Maestro |
What's Mite Might? |
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Terban |
Eight Ate: A Feast of Homonym Riddles |
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White |
Word Twins |
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Wiseman |
Morris Goes to School |
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Yolen |
Owl Moon |
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| 3. Use a dictionary or a glossary to determine the meaning of vocabulary. | ||
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Clements |
Frindle |
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Hall |
Sniglets |
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Krauss |
A Hole Is to Dig |
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Paulson |
Hatchet |
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4. Use phonetic including rimes (phonograms) and structural analysis to
determine meaning of unfamiliar words |
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| 5. Identify figurative language (similes, metaphors, and idioms) | ||
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Similes |
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Ackerman |
Song and Dance Man |
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Asch |
I Can Blink |
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Fleischman |
The Scarebird |
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Kraus |
My Son the Mouse |
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Lewin |
Jafta |
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Merriam |
"Simile" and "Cliché" in It Doesn't Always Have to Rhyme |
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Nixon |
Fat Chance, Claude |
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Ormerod |
Just Like Me |
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Our Ollie |
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Say |
Bicycle Man |
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Spinelli |
Wringer |
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Turner |
Dakota Dugout |
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Turner |
Nettie's Trip South |
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Yolen |
Owl Moon |
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Metaphors |
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Howe |
I Wish I were a Butterfly |
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Martin |
Knots on a Counting Rope |
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McNulty |
Lady and the Spider |
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Mayne |
Patchwork Cat |
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Turner |
Dakota Dugout |
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Yolen |
Owl Moon |
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Alliteration |
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Barrett |
A Snake is Totally Tail |
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Bayley |
One Old Oxford Ox |
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Carle |
All About Arthur, an Absolutely Absurd Ape |
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Edwards |
Dinorella |
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Hilgartener |
Great Gorilla Grins: An Abundance of Animal |
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Kahl |
Plum Pudding |
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Kellogg |
Chicken Little |
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Lobel |
The Rose in My Garden |
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Nedobeck |
Nedobeck's Alphabet Book |
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Obligato |
Faint Frogs Feeling Feverish |
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Schwartz |
Busy Buzzing Bumblebees and Other Tongue Twisters |
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Seuss |
How the Grinch Stole Christmas |
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Shaw |
Sheep in a Shop |
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Terban |
I Think I Thought and Other Tricky Verbs |
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Benchmark 3: The proficient reader reads fluently. |
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Indicators: |
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| 1. Demonstrate rhythms of natural speech in oral reading. | |
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London |
Like Butter on Pancakes |
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2. Recognize the need to adjust silent reading rate to focus on the
meaning of the text. |
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| 3. Use vocabulary, punctuation, and sentence structure to assist in reading fluency. | |
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Aylesworth |
Hannah's Hog |
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Raschka |
Ring! Yo? |
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Van Allsburg |
Two Bad Ants |
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Benchmark 4: The proficient reader uses what he/she already knows about
the |
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Indicators: |
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Freedman |
Kids at Work: Lewis Hine and the Crusade Against Child Labor |
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2. Use elements of story, such as setting, character and plot, to
understand narrative text. |
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Keats |
The Snowy Day |
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McCloskey |
One Morning in Maine |
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Naylor |
The Boys Start the War and the Girls Get Even |
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Smith |
The War With Grandpa |
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3. Adapt how they read depending upon whether the material is a
narrative (story) or expository (informational ) text. |
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Nature’s Children Series |
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| 4. Draw on past experiences to make connections to the text. | |
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Collard |
Animal Dads |
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Jukes |
Like Jake and Me |
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Ling |
Lemonade for Sale |
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Lowry |
Number the Stars |
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MacLachlan |
Through Grandpa’s Eyes |
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Peck |
"Soup" books |
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Smith |
The War with Grandpa |
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5. Apply reading skills and strategies to a variety of expository
texts, such as textbooks, directions, procedures, and magazines. |
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Heller, Ruth |
Books about parts of speech |
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Benchmark 5: The proficient reader draws conclusions supported by the text. |
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Indicators: |
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1. Identify common topics in different texts. |
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Burnett |
A Secret Garden |
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Erickson |
Daily Life in a Covered Wagon |
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Holland |
The Journey Home |
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Keith |
The Obstinate Land |
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Levin |
If You Traveled West in a Covered Wagon |
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Mooyaart |
Diary of a Young Girl |
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Moss |
Rachel's Journal |
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Nixon |
Orphan Train Series |
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Van Leeuwen |
Grandma's Essie's Covered |
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Woodruff |
Dear Levi |
| 2. Draw conclusions from the text. | |
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Aardema |
Why Mosquitoes Buzz in People’s Ears |
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Ada |
Dear Goldilocks |
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Cannon |
Stellaluna |
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Hoban |
Bargain for Frances |
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Soto |
Too Many Tamales |
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Standard 3: Learners demonstrate knowledge of literature from a variety
of |
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Benchmark 1: The proficient reader demonstrates knowledge of the
effects of |
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Blazek |
An Irish Night Before Christmas |
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Brett |
The Town Mouse and the Country Mouse |
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Climo |
The Egyptian Cinderella |
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Ketteman |
Bubba the Cowboy Prince |
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Sharmat |
Gila Monsters meet You at the Airport |
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Souci |
Soot Face: An Ojibwa Cinderella |
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Stevens |
Cook-a-Doddle-Do |
| 2. Compare and contrast customs and ideas within literature from a variety of cultures. | |
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Climo |
The Egyptian Cinderella |
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Cole |
Prince Cinders |
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Compton |
Ashpet |
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Huck |
Princess Furball |
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Lowell |
Three Little Javelinas |
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Martin |
The Rough-Face Girl |
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Benchmark 2: The proficient reader identifies characteristics of a wide
variety Indicators: Folklore (Fables and Hero Tales) |
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Keats |
Mike Fink |
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Kellogg |
Paul Bunyan |
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Lester |
John Henry |
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Shapiro |
Paul Bunyan Fights a Dragon |
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Fantasy |
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Barrett |
Cloudy with a Chance of Meatballs |
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Nolen |
Harvey Potter's Balloon Farm |
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Wiesner |
Tuesday |
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Wood |
Sweet Dream Pie |
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Historical Fiction |
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American Girl Series |
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Biography |
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| Adler |
Picture Biography Series |
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Cooney |
Miss Rumphius |
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Freedman |
Wright Brothers |
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Houston |
My Great-Aunt Arizona |
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Stanely |
Leondardo da Vinci |
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Benchmark 3: The proficient reader demonstrates knowledge of
the effects Indicators: |
|
|
Bunting |
Wednesday Surprise |
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Lowry |
The Giver (Older Students) |
|
Turner |
Katie' Trunk Nettie's Trip South |
| Standard 4: Learners demonstrate skills needed to read and respond to literature. | |
| Benchmark 1: The proficient reader uses literary concepts to interpret literature. | |
|
Indicators: Setting |
|
|
Avi |
Poppy |
|
Brett |
The Trouble with Troll |
|
de Paola |
Little Grunt & the Big Egg |
|
Dorros |
Morning Girl |
|
Hesse |
Out of the Dust |
|
Hobbs |
Far North |
|
Martin |
The Ghost-Eye Tree |
|
Paulsen |
Hatchet |
|
Peterson |
White Water |
|
Yolen |
Owl Moon |
|
Characters |
|
|
Avi |
Poppy |
|
Steptoe |
Mufaro's Beautiful Daughter |
|
Waber |
Ira Sleeps Over |
| 2. Identify text structure in expository literature, such as cause and
effect, comparison and contrast, description, sequence, and problem and solution. |
|
|
Murphy |
The Great Fire |
|
Pringle |
Extraordinary Life: The Story of a Monarch Butterfly |
|
Swanson |
Safari Beneath the Sea |
|
Cause & Effect |
|
|
Berger |
Oil Spill |
|
Facklam |
And Then There Was One |
|
Lauber |
Who Eats What? |
|
Levine |
If You Lived at the Time of the San Francisco Earthquake |
|
Wright |
Will We Miss Them When They're Gone? |
|
Comparison and Contrast |
|
|
Gibbons |
Sea Turtles |
|
Wells |
What’s Faster Than a Speeding Cheetah? |
|
Description |
|
|
Fowler |
It Could Still Be a Fish |
|
Gibbons |
Catch the Wind |
|
Problems and Solutions |
|
|
Berenstain |
Berenstain Bear Books |
|
Brown |
Arthur Books |
|
Jones |
Mistakes That Worked |
|
Terban |
Dove Dove: Funny Homograph Riddles |
|
Sequence |
|
|
Douglass |
The Chocolate Chip Cookie Contest |
|
Gibbons |
From Seed to Plants |
|
Keenan |
More or Less a Mess |
|
Williams |
Three Days on a River in a Red Canoe |
|
Benchmark 2: The proficient reader evaluates literature with criteria
based on Indicators: |
|
|
Byars |
Cracker Jackson |
|
Carrick |
Left Behind |
|
Harshman |
The Storm |
| 2. Compare responses within a group of peers. | |
|
Cleary |
Dear Mr. Henshaw |
|
Fletcher |
Flying Solo |
|
Korman |
The 6th Grade Nickname Game |
|
Park |
Mick Harte Was Here |
|
3. Select literature from various time periods and cultures based on
purposes for reading. |
|
|
Coerr |
Sadako and the Thousand Paper Cranes |
|
Lowry |
Number the Stars |
|
Mochizuki |
Baseball Saved Us |
|
Salisbury |
Under the Blood Red Sun |
|
Tsuchiya |
The Faithful Elephants |
|
Tunnell |
The Children of Topaz |
|
Uchida |
Journey Home |
| 4. Evaluate literature based on purpose for reading. | |
|
Gregory |
The Legend of Jimmy Spoon |
|
MacLachlan |
Skylark |
|
McGraw |
Moccasin Trail |
|
Morrow |
On to Oregon |
|
Moss |
Rachel's Journal |
|
Turner |
The Grasshopper Summer |
For more information Latane Kreiser, Ed. D. latanekreiser@usd475.org Coordinator of Library Media Services Geary County Schools USD 475 Instruction Division Elementary Education | Instructional Media Center School/Community Special Projects Secondary Education | Special Education Staff Development |
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