Second Grade Reading Standards for Informational Text: Key Ideas and Details
Essential Questions:
1. Why do readers read?
2. How do readers construct meaning?
Essential Vocabulary: who, what, where, why, how, details, focus, main topic, paragraph, multi-paragraph, historical event, scientific ideas,
technical procedure, technical procedure, describe, connection
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.
RI.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:
• show comprehension of
• that question words help
Students will …
text by answering and
identify key details in a
• who
asking questions such as
text.
• ask and answers questions
• what
who, what, where, when,
about key details in a text.
• where
why, and how.
• why
• when
• how
• details
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.
RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Grade 2 Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• identify the main topic of
• that paragraphs within a
Students will …
the entire text.
text contain their own
• focus
topics
that
support
the
• identify the key details
• identify the main focus of a
• main topic
main topic of the text.
from the text.
paragraph within a text.
• paragraph
•
that
there
is
one
overall
• connect the key details to
• multi-paragraph
main topic of the text.
determine the main topic of
a text.
• retell the main topic and
key details.
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.
(IEFA) RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text. Include texts by and about American Indians.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• recognize the significance
• that there are connections
Students will …
of historical events and
between a series of
• historical event
how they are connected,
historical events, scientific
• retell two or more events,
• scientific ideas
including events in texts
ideas, or steps in a technical
ideas, or pieces of
• technical procedure
about American Indians.
procedures within a texts.
information, or identify
• describe
individuals in a text
• describe the connections
• connection
including those by and
between historical events.
about American Indians.
• describe the connection
between scientific ideas or
• explain the relationship
between two or more
concepts.
individuals, events, ideas,
• describe the steps in
or pieces of information,
technical procedures in a
(e.g., compare/ contrast,
text.
cause/effect).
• describe people, places,
things, and events with
relevant details, expressing
ideas and feelings clearly.
X
Adoption Date: July 22, 2013 Craft and Structure Reading Standards for Informational Text: Craft and Structure
Essential Questions:
1. How does word choice impact the overall meaning of the text?
2. How does the author’s use of structure affect the meaning of the text?
3. How does the author’s point of view and purpose shape and direct the text?
Essential Vocabulary: context, phrase, captions, bold print, subheadings, glossaries, indexes, electronic means, icons, text features, answer, explain,
describe, main purpose, text features
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.
(IEFA)RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Recognize words and phrases
within cultural contexts, including those of Montana American Indians.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• recognize and determine
• that words and phrases
Students will …
the meaning of words and
bring meaning to a topic.
• context
phrases from a text within
• ask and answer questions
• phrase
cultural context, including
about unknown words to
those of Montana American
help determine or clarify
Indians.
the meaning of words in a
text.
• recognize words and
phrases within cultural
contexts.
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.
RI.2.5: Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic means, icons) to locate key
facts or information in a text efficiently.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• efficiently locate key facts
• that text features improve
Students will …
and information in a text.
understanding of a text.
• text features
• know and use various text
• use text features to locate
• captions
features.
information.
• bold print
• identify front cover, back
• subheadings
cover, and title pages of a
• glossaries
book.
• indexes
• electronic means
• icons
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.
RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• discern the author’s reason
• that authors always have a
Students will …
for writing a text.
purpose for writing.
• answer
• name the author and
• recognize what the author
• that an author is writing to
• explain
illustrator of a text.
wants to answer, explain,
answer, explain, or describe
• describe
or describe.
a
topic.
• define the
• main purpose
author’s/illustrator’s role
• identify the main purpose
in presenting the ideas or
of a text.
information in a text.
• distinguish between
information provided by
illustrations and
information provided by
text.
X
Adoption Date: July 22, 2013 Second Grade Reading Standards for Informational Text: Integration of Knowledge and Ideas
Essential Questions:
1. How does analyzing diverse media help us to build our own knowledge?
2. How does the use of evidence impact the author’s claim?
3. How does analyzing more than one text help us to interpret the author’s intent and build our knowledge?
Essential Vocabulary: image, diagram, clarify, explain, support, specific point, compare, contrast, 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.
RI.2.7: Explain how specific images (e.g., a diagram showing how machine works) contribute to and clarify a text.
Grade 2 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• explain how pictures and
• that images and diagrams
Students will …
diagrams contribute to the
clarify the meaning of a
• image
clarification and
text.
• use the illustrations and
• diagram
understanding of a text in
details in a text to describe
• clarify
print or in a digital story.
its key ideas.
• explain
• describe the relationship
between illustrations and
text with support.
• distinguish between key
details and supporting
details in a text.
• describe people, places,
things, and events with
relevant details, expressing
ideas and feelings clearly.
X
Adoption Date: July 22, 2013 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.
RI.2.8: Describe how reasons support specific points the author makes in a text.
Grade 2 Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• describe how an author
• that authors use reasons to
Students will …
supports his or her specific
support specific points and
• support
points with reasons .
main idea.
• identify the reasons an
• specific point
author gives to support
• locate words and phrases
points in a text.
that support authors’
points.
• recall details from a text.
• distinguish between key
ideas and supporting
details in a text.
• identify details that
support a specific point in a
text.
• identify the author’s
purpose by referencing
their text.
X
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 authors take.
RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.
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 two texts can have
texts about the same topic.
similarities and differences
• compare
• Students will …
on one topic.
• identify the most important
• contrast
• identify basic similarities in
points of two texts.
• that by comparing and
and differences between
• similar
contrasting texts, they can
two concepts on the same
• different
form an educated opinion.
topic.
X
Adoption Date: July 22, 2013 Second Grade Reading Standards for Informational Text: Range of Reading and Level of Text Complexity
Essential Questions:
1. How does reading add meaning to your life?
2. How do readers adapt when text becomes more complex?
Essential Vocabulary: comprehend, complexity
College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently
and proficiently.
RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, 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 know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• read and comprehend
• that applying known
Students will …
different types of
reading strategies helps
• comprehend
informational proficiently
them comprehend
• read informational text of
• complexity
in grades 2-3 text
informational
text.
appropriate complexity.
complexity.
• read with purpose and
• understand texts at the
understanding.
high end of the range with
• use a variety of reading
scaffolding as necessary.
strategies.
X
Adoption Date: July 22, 2013