Grade Level: 2 nd Grade

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Strand: Reading for Literature Anchor Standard:

1. 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.

Grade Level: 2nd_Grade

CCSS:

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.

Correlated WA. Standard(s):

2.R.2.1.7 WA GLE DOES NOT mention these specific orienting questions

Clarify Standard: Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a literary text. Pacing:

Task Analysis:

• (1st_{) Ask and answer questions about key details in a text.}

 Read/discuss expository/narrative text

 Develop an understanding of story, main idea, details and problem/solution.

 Use textual evidence to support thinking.

 Ask and answer questions (who, what, when, where, why, and how) to demonstrate understanding of key details.

 Relate explicit key details from the text.

• (2nd_{) Ask and answer such questions as who, what, where, when, why, and}

how to demonstrate understanding of key details in a text.

Vocabulary:

Prior: beginning, middle, end, characters, detail, text, question, ask, answer,

Explicit: who, what, when, where, why, and how, evidence,

sentence, plot, problem/solution, infer/inference, conclusion, main idea, genre

Introductory: passage, selection

Assessment Prompt:

• Teacher observation (formative) • Graphic organizer: GLAD story

map (summative) • DRA2/EDL2 retell format

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2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS:

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Correlated WA. Standard(s): WA.2.R.2.1.3, 2.1.7, 2.2.1, 2.2.3 Clarify Standard: Retell stories, including fable and folktales from different cultures and determine the

message, lesson or moral. Pacing:

Task Analysis:

• (1st_{) Retell stories, including key details, and demonstrate understanding of}

their central message or lesson.

 Read, listen to, retell stories and determine the central message using literature from diverse cultures, including folktales and fables.

 Understand that characters are people who are involved in a story.

 Discuss character development in terms of the characters reaction to what is taking place in the story.

 Retell the story in the correct sequence, and explain the message, lesson or moral of the story.

• (2nd₎_{Recount stories, including fables and folktales from diverse cultures,} and determine their central message, lesson, or moral.

Vocabulary:

Prior: stories, key details, message, lesson, retell Explicit:: character, literature, fables, folktales, diverse cultures, message, lesson, moral, recount, details, summarize, genre

Introductory:

map (summative) • DRA2/EDL2 retell format

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3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCSS:

RL.2.3. Describe how characters in a story respond to major events and challenges. Correlated WA. Standard(s): WA.2.R.2.2.3 GLE DOES NOT mention character response to events

Clarify Standard: Describe how characters in a story respond to major events and challenges. Pacing: Task Analysis:

• (1st_{) Describe characters, settings, and major events in a story, using key}

details.  Determine:

o Name the characters in the story.

o State the most important events that happened in the story.

o Cite evidence of how characters in the story react to the main events. o Identify various cause/effect examples throughout the story.

o Summarize how the characters solve the problem in this story.

• (2nd_{)Describe how characters in a story respond to major events and}

challenges.

Vocabulary:

Prior: character, setting, major event, story, key details

Explicit: challenges, cause/effect, event, analyze, interact

Introductory: sequence, order

map (summative)

• Reading Response Journal • DRA2/EDL2 retell format

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4. 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.

CCSS:

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.

WA.2.R. 2.3.3 GLE is more sophisticated, naming literary devices.

Clarify Standard: . Describe how regular beats, alliteration, rhymes, and repeated lines supply rhythm

and meaning in a story, poem, or song. Pacing:

Task Analysis:

• (1st_{) Identify words and phrases in stories or poems that suggest feelings or}

appeal to the senses.

 Listen to/read to a variety of text that illustrates regular beats, alliteration, rhymes, and repeated lines.

 Tell how words and phrases provide meaning to a story, poem, or song.  Identify and demonstrate words and phrases that provide alliteration to a story,

poem, or song.

 Identify and demonstrate words and phrases that provide rhythm and beat to a story, poem, or song.

 Identify and demonstrate words and phrases that provide rhyme to a story, poem, or song.

 Identify and demonstrate repeated lines that provide rhyme and/or rhythm to a story, poem, or song.

• (2nd_{) Describe how words and phrases (e.g., regular beats, alliteration,}

rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Vocabulary:

Prior: poems, rhyme, stories, feelings, senses, words, phrases

Explicit: beats, alliteration, rhymes, repeated lines, rhythm, meaning, song, fluency, author’s purpose

Introductory:

• Teacher observation (formative) • Poem Frames

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5. 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.

CCSS:

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

WA.2.R.2.1.3, 2.1.7.c, 2.2.3 Asks students to use strategies to identify and understand story elements, but DOES NOT isolate story structure.

Clarify Standard: Describe how the beginning introduces the story and the ending concludes the

action. Pacing:

Task Analysis:

• (1st_{) Explain major differences between books that tell stories and books that}

give information, drawing on a wide reading of a range of text types.  State that the purpose of the beginning/introduction is to introduce the story.  State that the purpose of the ending/conclusion is to conclude the action. • (2nd_{) Describe the overall structure of a story, including describing how the}

beginning introduces the story and the ending concludes the action.

Vocabulary:

Prior: beginning, middle, end

Explicit: action, story structure, introduces, concludes body, paragraph

Introductory: chapter, stanza

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6. Assess how point of view or purpose shapes the content and style of a text.

CCSS:

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.

WA.2.R.2.3.c Asks students to identify the speaker in a story, but DOES NOT connect this to reading strategies and comprehension.

Clarify Standard: Demonstrate each character’s point of view by using different voices when reading

aloud. Pacing:

Task Analysis:

• (1st_{) Identify who is telling the story at various points in the text.}

 Identify all characters within the story.

 Identify all characters’ point of view within the story.

 Differentiate each character’s point of view/opinion by using a different voice when reading aloud.

• (2nd_{) Acknowledge differences in the points of view of characters, including}

by speaking in a different voice for each character when reading dialogue aloud.

Vocabulary:

Prior: text, points (places in the story); point of view

Explicit: voice of the speaker (expression), characters, dialogue, opinion

Introductory: narrator, fluency

• Teacher observation (formative) • Readers Theatre

• Reading Response Journal • DRA2/EDL2

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7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

CCSS:

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.

WA.2.R.2.2.2.a DO NOT emphasize engagement with illustrations; GLE asks to use text features to understand text.

Clarify Standard:

Use illustrations and print to demonstrate understanding of characters, setting, or plot. Pacing: Task Analysis:

• (1st_{) Use illustrations and details in a story to describe its characters, setting,}

or events.

 Discuss that the purpose of an illustration is to help the reader infer additional details not explicitly stated in the text.

 Demonstrate understanding of the characters mood, feelings and motivation using illustrations and text.

 Describe the setting using illustrations and text.

 Demonstrate understanding of the plot using sequence of events, prediction, inference and/or problem and solution using illustrations and text.

• (2nd_{) Use information gained from the illustrations and words in a print or}

digital text to demonstrate understanding of its characters, setting, or plot.

Vocabulary:

Prior: illustrations, details, character, setting, events Explicit: plot, digital, sequence,

infer/inference, predict, problem and solution, mood/feelings, motivation, graphic organizer, captions

Introductory:

• Graphic organizer to demonstrate an understanding of the

characters, setting, or plot of the story.

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8. 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.

CCSS:

RL.2.8. (Not applicable to literature) Correlated WA. Standard(s):

Clarify Standard: Pacing:

Task Analysis: Vocabulary:

Prior: Explicit:

Introductory:

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9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCSS:

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.

WA.2.R.2.3.1 WA does not specify that comparison is of versions of the same story.

Clarify Standard: Compare and contrast two or more versions of the same story (e.g., Cinderella

stories) by different authors or from different cultures. Pacing:

Task Analysis:

• (1st_{) Compare and contrast the adventures and experiences of characters in}

stories.

 Compare (find similarities) in different versions of the same story.  Contrast (find differences) in different versions of the same story.

• (2nd_{) Compare and contrast two or more versions of the same story (e.g.,}

Cinderella stories) by different authors or from different cultures.

Vocabulary:

Prior: adventures, experiences, characters, compare and contrast, similarities/differences Explicit: versions, cultures,

compare/contrast, similarities/differences Introductory: theme

• Graphic organizer (e.g., VENN Diagram, T-Chart, table chart)

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10. Read and comprehend complex literary and informational texts independently and proficiently.

CCSS:

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.

EALR WA.2.R.1, 2.R.4 Each GLE within WA EALR 1 relates to this CC standard

Clarify Standard: By the end of the year students will read and comprehend 2nd_{– 3}rd_{grade text using}

scaffolding as needed. Pacing:

Task Analysis:

• (1st_{) With prompting and support, read prose and poetry of appropriate}

complexity for grade 1.

 Listen to/read a variety of literary genres, including poetry.

 Demonstrate comprehension of literature by identifying and interpreting essential story elements.

 Read and comprehend literature at the 2nd_{grade level proficiently.}

 Read and comprehend literature at the 3rd grade level with scaffolding as needed. • (2nd_{) 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.

Vocabulary:

Prior: prose (non-verse text), poetry

Explicit: literature, comprehend, fluency, genre, variety, interpret Introductory: drama

Assessment Prompt: • Running Records • DRA2/EDL2

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