Second Grade Reading Standards for Literature: Key Ideas and Details
Essential Questions:
1. Why do readers read?
2. How do readers construct meaning?
Essential Vocabulary: key details, who, what, where, when, why, how, recount, fable, folktale, diverse cultures, central message, lesson, moral,
major event, describe, challenge, character
College and Career Readiness Anchor Standard 1 for Reading: 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.
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• ask and answer questions
• that key details in text
Students will…
to demonstrate
support them in asking and
• key details
understanding of the text.
answering questions about
• ask and answer questions
• who
a story.
about key details in the
• what
text.
• where
• when
• why
• how
X
College and Career Readiness Anchor Standard 2 for Reading: Determine central ideas of themes of a text and analyze their development;
summarize the key supporting details and ideas.
(IEFA) RL.2.2: Recount stories, including fables and folktales from diverse cultures, (including American Indian stories), and determine their
central message, lesson, or moral.
Grade 2 Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• recount a story.
• that fables and folktales
Students will…
have a central message,
• recount
• determine the central
lesson or moral.
• listen carefully to a story.
message or moral within
• fable
stories including those by
• that fables and folktales,
• recall key elements of the
• folktale
and about Montana
including
American
Indian
story.
• diverse cultures
American Indians.
stories, recount familiar
• use key elements to
• central message
stories
through
oral
and
construct the retell
• lesson
written tradition.
(i.e graphics, teacher
• moral
questioning).
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 3 for Reading: Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
RL.2.3: Describe how characters in a story respond to major events and challenges.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• describe characters.
• that major events and
Students will…
challenges in a story affect
• major event
• identify a major event or
character responses.
challenge in a story.
• put key details in
• describe
sequential order to retell a
• challenge
• describe and interrelate
story they know.
• character
character’s reactions to
• recognize and describe
events in the story.
elements in a story,
including characters,
setting, and major events.
X
Adoption Date: July 22, 2013 Second Grade Reading Standards for Literature Text: Craft and Structure
Essential Questions:
• How does word choice impact the overall meaning of the text?
• How does the author’s use of structure affect the meaning of the text?
• How does the author’s point of view and purpose shape and direct the text?
Essential Vocabulary: beat, alliteration, rhyme, repeated lines, rhythm, structure, beginning, ending, conclusion, action, point of view, voice,
dialogue
College and Career Readiness Anchor Standard 4 for Reading: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem,
or song.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• identify beat, alliteration,
• that the use of words or
Students will…
rhyme, and repeated lines.
phrases supply rhythm and
• beat
meaning in a story, poem,
• identify words and phrases
• apply knowledge of these
• alliteration
or song.
in stories or poems that
terms to gain meaning from
• rhyme
suggest feelings or appeal
a story, poem, or song.
• that there is specialized
• repeated lines
to the senses.
vocabulary associated with
• describe how these writing
• rhythm
various writing styles (e.g.;
• ask and answer questions
styles influence the
regular
beats,
alliteration,
about unknown words in
meaning of a text.
rhymes, repeated lines) .
text.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 5 for Reading: Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text ( e.g. a section, chapter, scene, or stanza) relate to each other and the whole.
(IEFA)RL.2.5: Describe the overall structure of a story from different cultures (e.g. Montana American Indian stories); including describing how
the beginning introduces the story and the ending concludes the action.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• describe the overall
• that all stories have a
Students will…
structure of a story.
structure, including those
• structure
from different cultures.
• recognize common types of
• describe how the beginning
• beginning
texts.
introduces the story.
• that all stories have a
• conclusion
beginning and an ending.
• explain the differences
• describe how the ending
• ending
between books that tell
concludes the action.
• action
stories and books that give
• describe the structure of a
information.
story from different
cultures including
Montana American Indian
stories.
X
College and Career Readiness Anchor Standard 6 for Reading: Assess how point of view or purpose shapes the content and style of a text.
RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading
dialogue aloud.
Grade 2 Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• explain the difference in
• that all characters have
Students will…
points of view of characters
• point of view
different thoughts and
in the story.
points of view.
• identify the author and
• voice
illustrator.
• read aloud by using voice
• that each character is
• dialogue
to show and express
represented with a
• identify who is telling the
differences amongst
different
voice,
as
indicated
story.
characters.
by dialogue.
X
Adoption Date: July 22, 2013 Second Grade Reading Standards for Literature: Integration of Knowledge and Ideas
Essential Questions:
• How does analyzing diverse media help us to build our own knowledge?
• How does the use of evidence impact the author’s claim?
• How does analyzing more than one text help us to interpret the author’s intent and build our knowledge?
Essential Vocabulary: illustration, characters, setting, plot, compare, contrast, cultures, similar, different
College and Career Readiness Anchor Standard 7 for Reading: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting,
or plot.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students
will
know…
Prior Background Knowledge
Vocabulary:
Required:
• analyze character, setting,
• that information is gained
Students will…
or plot from information
from illustrations.
• illustration
gained from the
• use the illustrations to
• that information is gained
• characters
illustrations and words in a
describe the characters,
from words in print or
• setting
print or digital text story.
setting or events in the
digital text.
• plot
story.
• that information is used to
understand character,
setting, and plot.
X
College and Career Readiness Anchor Standard 8 for Reading: Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.2.8: (This standard is not applicable to literature)
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 9 for Reading: Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the author takes.
(IEFA) RL.2.9: Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different
cultures including American Indians.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students
will
know…
Prior Background Knowledge
Vocabulary:
Required:
• compare and contrast two
• that there are different
Students will…
versions of the same story.
versions of the same story
• compare
within each culture and
• compare and contrast the
• recognize similarities and
• contrast
across
cultures.
adventures and experiences
differences across cultural
• cultures
of characters in stories
versions of a story
• similar
including American Indian
including those of
• different
stories.
American Indians.
X
Adoption Date: July 22, 2013 Second Grade Reading Standards for Literature: Range of Reading and Level of Text Complexity
Essential Questions:
• How does reading add meaning to your life?
• How do readers adapt when text becomes more complex?
Essential Vocabulary: literature, comprehend, poetry, complexity
College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently
and proficiently.
RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• read a variety of self• that reading texts
Students will…
selected and assigned text
independently and
• literature
at the 2-3 complexity band.
proficiently involves
• read a variety of self• comprehend
appropriate texts and use
selected and assigned text
• read and comprehend text
• poetry
of strategies.
at the previous grade level.
at a steadily increasing
• complexity
complexity with
• that reading all types of
• read and comprehend text
scaffolding as needed at the
literature increases
at a steadily increasing
high end range.
comprehension
and
fluency
complexity.
at their grade level.
X
Adoption Date: July 22, 2013