Standards Alignment Guide: Grade 2 Reading Literature and Informational Text

Reading Literature:

Key Ideas and Details
RL 1:Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Should I use this text for this standard?
Is there enough substance to ask comprehension questions? For example: A poem may be purely descriptive and there may not be a sense of a beginning, middle, and end and therefore, one would not talk about key ideas and details. / Questions to Ask Students:
Who [finished the race first]?
• What [is so special about Mario]?
• Where [does the story take place]?
• When [did Tiesha try out for the play]?
• Why [did Tyrone get an “A” on his test]?
• How [is John different from Paul]? / Students will be able to:
  • Make, test and revise predictions as they read
  • Use the combination of background knowledge and explicitly stated information to answer questions they have as they read
  • Demonstrate an understanding of the key details in a text when answering questions about the text
  • Ask and answer questions which begin with who, what, where, when why, and how to demonstrate understanding of key details in a text

RL 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Should I use this text for this standard?
Is there text that has substance to be summarized or retold?
Is there a lesson or moral that is worth discussing? / Questions to Ask Students:
  • What happens in this [story]? What is the central message?
•What happens in this [story]? What does the author hope the reader learns from the [story]?
•What happens in this [story]? What [lesson does Jose learn in the story]?
•What happens in this [folktale]? What lesson does this [folktale teach]?
•What happens in this [fable]? What is the moral of this [fable]? / Students will be able to:
  • Recount/retell (or graphically represent) key details from literary texts, including fables and folktales from diverse cultures
  • Determine central message, lesson or moral
  • Describe how key details show a central message, lesson or moral
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

RL 3: Describe how characters in a story respond to major events and challenges.
Should I use this text for this standard?
Were the characters developed? If so…
Do the character(s) face challenges?
Was there a major event to which the reader can respond? / Questions to Ask Students:
  • Why [does the boy smile]?
• How [does the[girl feel when she learns what happened]?
• What [does the dog do to find his owner]?
• How [does the main character change during the story]? / Students will be able to:
  • Identify the major events in a story or play
  • Identify the characters in a story or play (e.g., words, thoughts, and feelings)
  • Describe or graphically represent characters (their words, thoughts and feelings) and events in a story or play
  • Describe how characters in a story respond to major events and challenges

Craft and Structure
RL 4:Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language standards 4-6 on page8 for additional expectations.)
Should I use this text for this standard?
Are there examples of sensory detail language?
Are there rhymes, repeated lines, alliteration?
Is there vocabulary worth knowing with context clues? (Language standards 4-6)
Are there any roots, affixes, or compound words that are worth knowing?
Are there verbs or adjectives that represent different shades of meaning?
Are there words in the text for which you can ask students to provide real-life instances when the word can be used? (For example: The following sentence appears in the text, “But he’s a clever lad,” said the cow. After defining clever, the teacher asks where students might use that word in real life.) / Questions to Ask Students:
  • Why does the author repeat the words ______, ______, and ______?
• What is the meaning of ______on page 2?
• Why does the author use rhyming words?
• Why does the author of the poem use the words ______, ______, and ______(words that all start with the same letter)?
• How does the author supply rhythm in the song?
• How do the words ______, ______, and ______supply rhythm in the poem? / Students will be able to:
  • Read and reread other sentences and non-linguistic images (e.g., illustrations) in the text to identify context clues and determine the meaning of unknown words/phrases
  • Determine the appropriate definition of words that have more than one meaning
  • Describe how language choices supply rhythm and create meaning in stories, poems and songs
  • Determine the meaning of new words formed from known roots and known prefixes
  • Use digital/print glossaries/ dictionaries to determine the meaning of unknown words
  • Predict the meaning of compound words using the known meaning of individual words
  • Identify real –life connections between words and their uses
  • Determine shades of meaning among closely related words
  • Use adjectives and adverbs acquired through conversation, reading, and being read to describe

RL 5:Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Should I use this text for this standard?
Is there a defined beginning, middle and end in the story?
Can this story be used as a comparison to a poem and the corresponding poem structure?
Is there a technique being used for introducing the story? (For example: Is there particularly descriptive language about the character or the setting? Does it start with character dialogue to jump the reader into the conflict, revealing character traits, etc.?)
Note: This standard is not just about telling the beginning, middle, and end but rather, HOW the author introduced them. / Questions to Ask Students:
  • What happens at the beginning of the story?
•What happens at the end of the story?
•How does the beginning of the story introduce the characters and setting?
•How does the end of the story tie up the loose ends of the story?
•Complete a story map that shows the overall structure of the story. Be sure to include the beginning, middle, and end. / Students will be able to:
  • Identify the beginning middle, and end of a story
  • Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action

RL 6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Should I use this text for this standard?
Is first person voice being used?
Is there more than one developed point of view?
Are there enough clues about the character that would let the reader know who is speaking? / Questions to Ask Students:
  • How does [Lawanda] feel about the trip? How is that different from how her brother feels?
•How does [Frank] feel about getting a new dog? How is that different from how his mother feels?
•Read a portion of the story aloud using a different voice for each character. / Students will be able to:
  • Identify more than one purpose for writing a text
  • Recognize the author’s purpose for writing a text
  • Identify the points of views of characters in a text
  • Identify how the “voice” of a character could reflect his/her point of view
  • Acknowledge differences in point of views of characters
  • Speak in a different voice for each character when reading dialogue aloud

Integration of Knowledge and Ideas
RL 7: Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.
Should I use this text for this standard?
Do the illustrations truly represent the text?
Do the illustrations enhance the readers understanding of the characters, setting or plot? / Questions to Ask Students:
  • How does the illustration help the reader understand the setting of the story? Use examples from the illustration and story to support your answer.
•What clue to the ending of the story is in the picture? Use examples from the picture and story to support your answer.
•How do the picture and story together help the reader understand [Carlos]? Use examples from both the picture and the story to support your answer.
•What does the reader learn about [Maria] by looking at both the picture and reading the story? Use examples from the picture and story to support your answer. / Students will be able to:
  • Describe essential details/information from illustrations
  • Combine information from illustrations with words from the literary text to make meaning
  • Use details/ information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot

RL 8: (Not applicable to literature)
RL 9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Should I use this text for this standard?
Do multiple representations of the same story exist? / Questions to Ask Students:
  • After reading two versions of the same folktale by different authors, explain how they are alike and different.
•How are the [Cinderella stories from China and the United States] the same and different? / Students will be able to:
  • Identify and describe the settings of two or more texts
  • Identify and describe character(s’) traits in two or more texts
  • Retell the plotsof two or more texts
  • Identify the central message/lesson of two or more texts
  • Compare and contrast two or more versions of the same story by different authors or from different cultures

Reading Informational Texts:

Key Ideas and Details
RI 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Should I use this text for this standard?
Is there enough substance about which to ask comprehension questions? For example: Some sections of a text may have a superficial and/or brief description of a topic. / Questions to Ask Students:
  • Who invented electricity?
•What gave [Edison the idea for his invention]?
•Where was the [first soccer game played]?
•When do [birds fly south for the winter]?
•Why was a [written language started]?
•How are [insects and mammals alike and different]? / Students will be able to:
  • Make reasonable predictions as they read
  • Use information from the text and background knowledge a to make inferences
  • Demonstrate understanding of key details in a text when asking and answering questions
  • Ask and answer questions which begin with who, what, where, when why, and how

RI 2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text
Should I use this text for this standard?
Is there text that has enough substance to be summarized?
Is there a specific focus within each paragraph? / Questions to Ask Students:
  • What is the main idea of the [article]?
  • What is the main idea of [paragraph 3]?
  • Why is ____ a good title for the [article]?
/ Students will be able to:
  • Identify the main topic of a multi-paragraph informational text
  • Identify the focus of specific paragraphs within an informational text
  • Describe or graphically represent the relationship between main topic and focus of specific paragraphs
  • Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text

RI 3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Should I use this text for this standard?
Is there a clear connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text? / Questions to Ask Students:
Describe the life cycle of a ______.
• What events lead up to [the first Thanksgiving]?
• Why was [Christopher Columbus’ voyage] important?
• What are the steps in [building a sandbox]? Why is it important to [sand the wood before it is painted]? / Students will be able to:
  • Identify the events, key ideas/ concepts, or steps in informational texts
  • Discriminate between different kinds of informational texts based on text features
  • Identify words that signal connections in informational texts
  • Describe or graphically represent how a series of events, key ideas/concepts, or steps are connected

Craft and Structure
RI 4:Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language standards 4-6 on page 13 for additional expectations.)
Should I use this text for this standard?
Are there words to know where meanings can be determined from…
a)sentence level context?
b)prefix?
c)root words?
d)knowledge of the meaning of compound words?
e)glossaries and dictionaries?
Are there words in the text for which you can ask students to provide real-life instances when the word can be used?
Are there verbs or adjectives that represent different shades of meaning?
Is there a vocabulary worth knowing with context clues? (Language standards 4-6)
Are there any roots, affixes, or compound words that are worth knowing?
Are there verbs or adjectives that represent different shades of meaning? / Questions to Ask Students:
  • What does the word _____ mean in [paragraph 2]?
  • What does the phrase, _____ mean in [paragraph 4]?
/ Students will be able to:
  • Read and reread other sentences and non-linguistic images in the text to identify context clues
  • Use context clues to help unlock the meaning of unknown words/phrases
  • Determine the appropriate definition of words that have more than one meaning
  • Describe how language choices create meaning in text
  • Recognize words and phrases that have literal and non-literal meanings
  • Identify figurative language
  • Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area

RI 5:Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Should I use this text for this standard?
Are there obvious text features in the text (e.g., captions, bold print, subheadings, glossaries, graphs, indexes, scientific models, electronic menus, icons, text boxes, etc.)? / Questions to Ask Students:
  • What does the caption under the picture tell the reader?
  • What clue does the heading give the reader about the next section of the text?
  • Why are some words in bold print?
  • Why did the author include a glossary?
  • Find the word _____ in the glossary. What does the word mean?
  • Look in the index. On what page can more information about [dinosaurs] be found?
/ Students will be able to:
  • Identify text features
  • Identify essential information from text features to enhance understanding of text
  • Use various text features to locate key facts or information in a text efficiently
  • Know and use various text features) to locate key facts or information in a text efficiently

RI 6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Should I use this text for this standard?
Can you clearly identify the author’s purpose (e.g., explain, describe)? / Questions to Ask Students:
  • What question does the author want to answer in the article? What information from the article supports your answer?
•What is the author’s purpose? What information from the article supports your answer?
•What process does the author want to explain? What information from the article supports your answer?
•What does the author want to describe? What information from the article supports your answer? / Students will be able to:
  • Identify the author’s purpose purposes (to inform, to persuade, to explain how, to entertain) for writing a text
  • Tell how a text answers a question
  • Tell how a text persuades the reader
  • Tell how a text explains an idea or process
  • Tell how a text entertains the reader
  • Tell how a text describes a place, individuals or an event

Integration of Knowledge and Ideas
RI7:Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Should I use this text for this standard?
Do the specific images contribute to and clarify the text?
Does the author provide reasons to support specific points in a text? For example: If the text states that every spring amazing things happen in a pond or lake, does the author provide examples of amazing things? / Questions to Ask Students:
  • How does the diagram help the reader understand [how a person breathes]? Use examples from the diagram and the text to support your answer.
•How does the diagram help the reader understand how to [put the chair together]? Use examples from the diagram and the text to support your answer.
•How does the diagram help the reader understand how to [work the _____]? Use information in the diagram and the text to support your answer. / Students will be able to:
  • Identify and describe key details that relate to the illustrations
  • Describe the relationship between illustrations and the text in which they appear
  • Identify the key idea(s) of the text
  • Use information from illustrations and details from the text to describe its key ideas

RI 8:Describe how reasons support specific points the author makes in a text.
Should I use this text for this standard?
Does the author provide reasons to support specific points in a text? For example: If the text states that every spring amazing things happen in a pond or lake, does the author provide examples of amazing things? / Questions to Ask Students:
  • Which details in the article support the main points of the text?
•How do the reasons the author gives support specific points?
•How does the author support the point [that dolphins are smart]? / Students will be able to:
  • Identify the author’s key ideas/points

RI 9: Compare and contrast the most important points presented by two texts on the same topic.
Should I use this text for this standard?
Are there two texts that provide information on the same topic?
Can the reader compare information given from two sources on the same topic? / Questions to Ask Students:
  • After reading two texts on [dinosaurs], explain how the most important points in each text are alike and different.
/ Students will be able to:
  • Identify the most important points presented in texts
  • Compare by writing or graphically representing the most important points presented by two texts on the same topic
  • Contrast by writing or graphically representing the most important points presented by two texts on the same topic
  • Compare and contrast the most important points presented by two texts on the same topic

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Second Grade Standards Alignment Guide RL RI