Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.2.RL/RI.1.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
CCR Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Understand “Essential understandings”: Ideas transferable to other contexts.
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Asking questions before, during, and after reading will help the reader identify what is important (explicit and
implicit) and monitor his or her comprehension.
The type of text influences the questions a reader asks and answers.
Know*
Declarative knowledge: Facts, vocab., information
Know* what is meant by:
 Key Details
 Question
 Ask
 Answer
 Text
 Who, What, Where, When, Why, How
 Explicit
 Inference
Do
Procedural knowledge: Transferable skills, strategies, and processes.
Retrieval:
 Know what type of information a who, what, where,
when, why or how question is asking for.
 Identify key details in a text.
 Identify the types of questions (who, what, where,
when, why, how).
Comprehension:
 Answer who, what, where, when, why and how
questions before, during, and after reading.
 Ask who, what, where, when, why, and how questions
about key details before, during, and after reading.
 Demonstrate an understanding of the text by asking
appropriate questions, and supplying relevant answers.
Analysis:
 Reflect on how asking and answering questions
before, during, and after reading affected
comprehension (specific to a text being read
independently).
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?
 Active listening, techniques to engage in conversation with others, basic knowledge of how text works.
*Key vocabulary that the teacher and student will interact with throughout the learning process. These terms are not intended to be a
vocabulary list for drill and practice.
Rev. Pasco County Schools, 2014-15
Uni-Dimensional Scale**: “How will we know if and when they’ve learned?”
LAFS.2.RL/RI.1.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Score
Learning Progression
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
4.0*
For example:
 Reflect on how asking and answering questions before, during, and after reading affected
comprehension (specific to a text being read independently).
*Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and
authentic application for the students.
3.5
3.0
Target
(Standard)
2.5
2.0
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
 Answer who, what, where, when, why and how questions before, during, and after
reading.
 Ask who, what, where, when, why, and how questions about key details before, during,
and after reading.
 Demonstrate an understanding of key details in a text.
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
I can:
 Determine what type of information a who, what, where, when, why or how question is
asking for.
 Identify key details in a text.
 Identify the types of questions (who, what, where, when, why, how).
Know what is meant by: key details, question, ask, answer, who, what, where, when, why,
how, explicit, inference.
1.5
I can do some things at a 2.0 with some success.
1.0
With prompting and/or support, I am unable to complete 2.0 tasks.
**A 3.0 represents proficiency. Level 4.0 extends beyond the cognitive complexity of the standard, while a level 2.0 outlines the
necessary declarative and procedural knowledge leading to the standard.
Rev. Pasco County Schools, 2014-15