All About Astronauts

Part of

• Science Stories

Standards alignment

Common Core State Standards

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Alabama

• ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
• ELA21.K.22 — Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

Alaska

• RI.K.1 — With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.
• RI.K.10 — Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed.
• Make predictions based on prior experiences.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Arizona

• Read and comprehend grade appropriate texts and media to acquire scientific and/or technical information.
• Identify questions and make predictions based on prior experiences.
• Ask questions based on observations of the natural and/or designed world

Arkansas

• K.RC.2.RF — Answer questions about key details in a text.
• K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
• K.RC.6.RF — Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.
• K.RC.7.RF — Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.

California

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• RI.K.10.a — Activate prior knowledge related to the information and events in texts.
• RI.K.10.b — Use illustrations and context to make predictions about text.
• Make predictions based on prior experiences.

Colorado

• RWC20-GR.K-S.4-GLE.1-EO.g — With guidance and support from adults, recall information from experience or gather information from provided sources to answer a question.
• RWC20-GR.PS-S.4-GLE.1-EO.b — Identify problems and search for solutions by asking questions during collaborative explorations of the topic; begin to state facts about the topic.
• SC.P.1.1.b — Make simple observations, predictions, explanations, and generalizations based on real-life experiences.
• SC.P.3.1.c — Inquire about the natural and physical environment.

Connecticut

• Make predictions based on prior experiences.
• Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Delaware

• RI.K.10 — Actively engage in group reading activities with purpose and understanding.
• Make predictions based on prior experiences.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Florida

• ELA.K.R.2.2 — Identify the topic of and multiple details in a text.
• SC.K.E.5.1 — Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up.
• SC.1.L.17.1 — Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

Georgia

• ELAGSEKRI10 — Actively engage in group reading of informational text with purpose and understanding.
• ELAGSEKRI1 — With prompting and support, ask and answer questions about key details in a text.

Hawaii

• Make predictions based on prior experiences.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• 1.RI.1 — Ask and answer questions about key details in a text.

Idaho

• K.RS.DR.2 — Listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world.

Illinois

• INFO-P1 — Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.
• INV-P4 — Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• INV-P6 — Make predictions based on prior experiences.

Indiana

• K.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)
• K.RC.4 — With support, make predictions about what will happen in a text.

Iowa

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Make predictions based on prior experiences.
• Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Kansas

• RI.1.1 — Ask and answer questions about key details in a text.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• Make predictions based on prior experiences.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Kentucky

• Make predictions based on prior experiences.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• RI.K.1 — With prompting and support, ask and answer explicit questions about key concepts and details, and make logical inferences to construct meaning from the text.
• RI.K.10 — With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex informational texts.

Louisiana

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Make predictions based on prior experiences.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Maine

• Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.
• Make predictions based on prior experiences.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Maryland

• RI.PK.3 — With modeling and support, connect individuals, events, and pieces of information in text to life experiences.
• SEP.8.K-2.1 — Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Massachusetts

• RI.PK.1 — With prompting and support, ask and answer questions about an informational text read aloud.
• SL.PK.2 — Recall information for short periods of time and retell, act out, or represent information from a text read aloud, a recording, or a video (e.g., watch a video about birds and their habitats and make drawings or constructions of birds and their nests).
• RL.PK.9 — With prompting and support, make connections between a story or poem and their own experiences.

Michigan

• Obtaining, Evaluating, and Communicating Information

Minnesota

• 0.1.2.1 — With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.
• 0.1.8.2 — Ask and answer questions about unfamiliar vocabulary in informational text read aloud.

Mississippi

• E.2.8.4 — With teacher support, gain an understanding that scientists are humans who use observations and experiments to learn about space. Obtain information from informational text or other media about scientists who have made important discoveries about objects in space (e.g., Galileo Galilei, Johannes Kepler, George Ellery Hale, Jill Tarter) or the development of technologies (e.g., various telescopes and detection devices, computer modeling, and space exploration).

Missouri

• Make predictions based on prior experiences.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• K.R.1.A.d — connecting the information and events of a text to experiences
• K.R.3.C.c — name the main topic and recall key details of the text

Montana

• RI.K.10 — Actively engage in group reading activities with purpose and understanding.
• K-LS1-1 — use observations to describe patterns of what plants and animals, including humans, need to survive.
• RI.1.1 — Ask and answer questions about key details in a text.

Nebraska

• LA.K.RI.1 — With prompting and support, identify the main topic and key details in an informational text.
• LA.K.RI.8 — Actively engage in group reading activities with purpose and understanding.
• Make predictions based on prior experiences.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Nevada

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Make predictions based on prior experiences.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

New Hampshire

• Make predictions based on prior experiences.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

New Jersey

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Make predictions based on prior experiences.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• RI.K.10 — Actively engage in group reading activities with purpose and understanding.

New Mexico

• Make predictions based on prior experiences.
• RL.K.NM.1 — Identify the main topic, retell key details of a text, and make predictions.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

New York

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.
• Make predictions based on prior experiences.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

North Carolina

• RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
• RI.K.10 — Actively engage in group reading activities with purpose and understanding.

North Dakota

• K.R.2 — Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
• K.R.3.a — Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.

Ohio

• RI.K.10 — Actively engage in group reading activities with purpose and understanding.
• RL.K.10 — Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Oklahoma

• K.2.R.4 — Students will begin to retell facts and details from an informational text.
• K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
• PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
• PK.S.2 — Make observations of the physical and natural world. Clarification Statement: Observations should focus on what things look, feel, hear, or smell like, how they might operate or function, and similarities and differences among things inside classroom (e.g., pencils, markers, and highlighters make different marks on paper) and outside a classroom (e.g., leaves look different at different times of year, sticks in different areas of the school yard are different shapes and sizes, it is cooler in the morning than at lunch). Explanations for why things inside and outside the classroom look, feel, or smell the way they do are not expected.

Oregon

• K.RI.1 — With prompting and support, ask and answer questions about key details in a text.
• K.RI.10 — Actively engage in group reading activities with purpose and understanding.
• 1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Pennsylvania

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• CC.1.2.PK.B — Answer questions about a text.
• CC.1.2.PK.C — With prompting and support, make connections between information in a text and personal experiences.
• CC.1.2.K.L — Actively engage in group reading activities with purpose and understanding.

Rhode Island

• Make predictions based on prior experiences.
• Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

South Carolina

• ELA.K.AOR.2.2 — Retell familiar texts by identifying the topic and supporting details in an informational text.

South Dakota

• Make predictions based on prior experiences.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• 1.RI.1 — Ask and answer questions about key details in a text.
• 1.SL.2 — Ask and answer questions about key details in a text read aloud, information presented orally, or through other media.

Tennessee

• K.RI.KID.1 — With prompting and support, ask and answer questions about key details in a text.
• K.RI.KID.2 — With prompting and support, orally identify the main topic and retell key details of a text.
• K.RI.RRTC.10 — With prompting and support, read informational texts of appropriate complexity for Kindergarten.
• K.ETS1.1 — Ask and answer questions about the scientific world and gather information using the senses.

Texas

• K.4B — identify scientists and engineers such as Isaac Newton, Mae Jemison, and Ynes Mexia and explore what different scientists and engineers do.
• 1.4B — identify scientists and engineers such as Katherine Johnson, Sally Ride, and Ernest Just and explore what different scientists and engineers do.

Utah

• Students obtain, evaluate, and derive meaning from scientific information or presented evidence using appropriate scientific language. They communicate their findings clearly and persuasively in a variety of ways including written text, graphs, diagrams, charts, tables, or orally.

Vermont

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Virginia

• 1.1.a.i — Ask questions and make predictions based on observations.
• K.1.b.i — Make observations to collect data.

Washington

• Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• Make predictions based on prior experiences.
• RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Washington, D.C.

• Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Make predictions based on prior experiences.

West Virginia

• ELA.K.19 — Actively engage in group reading activities of informational texts with purpose and understanding.
• Building and appropriately using science domain vocabulary and phrases
• Utilizing and connecting ideas among informational (factual) scientific texts
• ELA.K.5 — With prompting and support, identify the main topic and retell key details of an informational text.

Wisconsin

• ELA.K.SL.2 — With guidance and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media.
• Students collect, record, and share observations. This includes the following: Record information (observations, thoughts, and ideas). Use and share pictures, drawings, or writings of observations. Use observations (firsthand or from media) to describe patterns or relationships in the natural and designed worlds in order to answer scientific questions and solve problems. Compare predictions (based on prior experiences) to what occurred (observable events). Analyze data from tests of an object or tool to determine if the object or tool works as intended.
• Students use observations and texts to communicate new information. This includes the following: Read developmentally-appropriate texts or use media to obtain scientific and technical information. Use the information to determine patterns in or evidence about the natural and designed worlds. Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea. Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering scientific questions or supporting scientific claims. Communicate information or design ideas and solutions with others in oral or written forms. Use models, drawings, writing, or numbers that provide detail about scientific ideas, practices, or design ideas.

Wyoming

• Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).