Playbook® Applicability to


State Standards in Language Arts

Kindergarten through Grade Six


Reading a Playbook® in the classroom meets the following Washington standards in English Language Arts and Reading:



Suggested Characteristics to Be Worked Toward by the End of Kindergarten

4. Focuses on text detail to identify or confirm

13. Uses pictures to predict text

14. Identifies the beginning, middle, and end of a story

15. Retells a simple text in sequence

16. Connects characters with actions

17. Recounts information gained from books

18. Understands importance of directionality

19. Interprets and uses pictures, labels, photographs

22. Pauses and sometimes reruns or self-corrects if meaning is lost

23. Participates in the reading of stories, poems, songs

27. Rereads to gain confidence and pace in known text



Suggested Text forms and Text Features to Be Worked Toward by the End of First Grade

1. Uses initial, final, and medial sounds to identify as well as confirm text

4. Identifies alliteration, rhyme, and repeated or alternating patterns

6. Identifies and uses adjectives, nouns, verbs, prepositions, conjunctions, and pronouns

7. Uses pictures to confirm and not just predict text

8. Retells, recalls, or recounts some details of text

9. Phrasing and expression in oral reading shows awareness of meaning

11. Retells or recounts stories and sequences of 3 or 4 incidents accurately; retells sequence of an activity

12. Identifies consequences of actions

13. Beginning to read beyond text and make inferences

14. Locates information by page

15. Reads, though may not always use, table of contents and glossary

18. Uses appropriate directionality when reading diagrams, story maps, charts, maps, stories, poems

20. Identifies some features or traits of characters from illustration and text

21. Makes accurate predictions at instructional level and can explain confirming strategy

23. Attends to all parts of text in working toward accuracy



Suggested Characteristics to Be Worked Toward by the End of Second Grade

4. Identifies and uses adverbs, homonyms, and similes

5. Integrates strategies of meaning, structure, and letter-sound relationships, almost automatically, focusing on text detail when meaning is lost

6. Makes inferences from illustrative and textual details

8. Recalls specific events, ideas, or information to explain meaning or reaction to text

9. Copes with a number of characters, incidents, and scene changes within a text

10. Considers text more critically

11. Shows awareness of characterization and in oral reading and responses

12. Responds to text in more varied ways

13. Distinguishes between the features of fiction and nonfiction material

14. Summarizes text or content of illustrative material for a specific purpose

15. Locates information in a range of texts and illustrations to answer problems or pursue a topic

16. Uses table of contents and index to locate information

17. Uses dictionaries and glossaries to check meaning and spelling

18. Compares forms and writing and illustrative styles

22. Reads orally with expression, reflecting personal interpretation of text

23. Describes reactions to books and considers ideas of others



Suggested Characteristics to Be Worked Toward by the End of Third Grade

2. Identifies similes and metaphors and provides alternatives

4. Justifies stance on authenticity of text, or reasons for actions in text, and own response

5. Identifies importance of setting in terms of characters and actions

6. Identifies author's intention and purpose for writing and how these influence reading and response

7. Identifies main idea or message of text and evaluates how this influences meaning and the reading

Considers how different illustrative or text forms present a different view of or emphasis on the same content or theme

Copes with a wide range of features within a text or book

10. Copes with more than one form within a text

13. Reruns and self corrects over longer passages and on a range of writing forms

14. Summarizes orally and in writing information gained from text and/or illustration

15. Identifies elements in the text and illustrations that develop characterization and influence the presentation of plot

16. Identifies persuasive elements in fiction and nonfiction material

18. Skims and scans when selecting a book or seeking information

19. Uses reading to explore ideas and gain new knowledge

21. Uses pace and intonation to reflect purpose and meaning when reading to others



Suggested Characteristics to Be Worked Toward by the End of Fourth Grade

5. Uses dictionary, glossary, index, table of contents, and thesaurus to check spelling, meanings, and synonyms

6. Uses index, table of contents, catalogs, files, numbering, and alphabetical organization to locate and reference material, both in text and on computer software

7. Selects and integrates most appropriate strategies for reading a particular kind of text and can explain how meaning was gained and checked

8. Uses appropriate vocabulary, including title, headings, paragraph, chapter, index, and captions when referencing text

10. Uses and compares story elements and structure (plot, main idea, main and supporting characters, setting, point of view) when describing reaction to, retelling, or summarizing fiction text

11. Identifies and uses text structure, main idea, supporting details, text organizers, and illustrative material when summarizing or referencing nonfiction material

12. Identifies and explains similarities and differences in purpose and basic structure of different kinds of literary and informational text, including stories, poems, articles, reports, and letters

14. Identifies features that indicate the author has considered the audience when presenting ideas and information

15. Views the same text from different perspectives, including those of different cultures

16. Considers the validity of information gained from text and illustration

17. Applies information from reading to give a response and express insight, for example, entering imaginatively into another time, place, or role when absorbed in a text

18. Revisits and analyzes text and illustrations for a specific purpose, including identifying story elements and literary devices

19. Understands how illustrations and graphics, including diagrams, graphs, photographs, line drawings, realistic and impressionist art, influence reading and the ideas or information gained

20. Compares elements of two or more texts in the same genre or by the same author or on a similar theme

24. Reads orally with increased understanding of phrasing, punctuation, content, form, and author's style



Suggested Characteristics to Be Worked Toward by the End of Fifth Grade

3. Understands how the conventions of different writing forms influence access to meaning and information

5. Shows awareness that layout, graphics, title, book shape and size capture interest and affect the purpose, style, and pace of reading

6. Shows awareness of techniques authors use to create, link, and contrast characters, events, ideas, and information

8. Demonstrates understanding that culture and values affect the connotation of words through seeking the opinion of others, offering more than one option, or using a range of reference material 2.2, 3.1, 3.2, 3.4,

10. Evaluates, contrasts, and discusses the reliability and validity of information gained through text and illustration

11. Evaluates effectiveness of the author's use of similes, metaphors, analogies, alliteration, and other literary devices in relation to the text type and purpose

12. Considers the audience and the author's possible intended message and emphases when reading orally 1.3, 2.3

14. Generates questions for rereading, wider reading, or discussion

16. Compares the effectiveness of the same text, topic, or theme presented in more than one media 2.3, 3.1, 3.3

17. Distinguishes inferences and opinions when summarizing text for a specific purpose

18. Considers reading to be a problem-solving activity and can talk about expectations, challenges, and purpose and then discuss and evaluate the process

19. Attends to details of instructions and returns to these during a task

20. Summarizes information from tables, graphs, and maps and can describe findings in another format

22. Seeks material beyond the classroom and school library to pursue an interest or complete a task



Suggested Characteristics to Be Worked Toward by the End of Sixth Grade

2. Intonation and pace of oral reading indicate understanding of form and language and common elements in each

3. Pace, intonation, and response both during and after reading show greater understanding of purpose, form, style, and complexity of ideas, information, and issues

4. Intonation, phrasing, and pace of oral reading indicate awareness of function of a range of punctuation

9. Identifies ambiguity in text or mismatch between parts of text or between text and illustration

10. Identifies ways authors use imagery, exaggeration, and irony and how these techniques influence meaning for each reader

11. Selects, analyzes, and synthesizes ideas and information from visual and electronic material and from text, providing accurate references

14. Discusses how rereading influences initial meaning or ideas about text quality and style