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(RI) Reading Information

ELA-02.RI

Narrative for Informational Reading Strand:

The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters.  In this strand students are expected to determine the topic (who or what the text is about).  Students will also ask and answer questions about the topic of the text and retell details from informational text they hear. 

Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, gloassaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts.

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about bears?)
  • Go beyond just naming the topic, ask your child to tell you details about the topic 
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
  • Bring attention to bold words, captions and  glossaries that will help locate key facts or information in a text
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-02.RI.01

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-02.RI.01 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

proficiency scale iconProficiency Scale

ELA-02.RI.02

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-02.RI.02 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

proficiency scale iconProficiency Scale

ELA-02.RI.03

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-02.RI.03 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Student Learning Targets:

Knowledge Targets

  • I can identify historical events.
  • I can identify scientific ideas or concepts.
  • I can identify the steps in a process.

Reasoning Targets

  • I can explain how historical events connect.
  • I can explain how scientific ideas or concepts connect.
  • I can explain how the steps in a process connect.

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Event
  • Idea
  • Concept
  • Step
  • Process
  • Connect

Websites

ELA-02.RI.04

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-02.RI.04 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.05

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-02.RI.05 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.

Student Learning Targets:

Knowledge Targets

  • I can identify and give examples of text features.

Reasoning Targets

  • I can explain how text features help locate key facts or information.

Skills (Performance) Targets

  • I can locate key facts or information about a topic using text features.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... use and know text features of an informational (non-fiction) text.

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... identify text features and locate key facts in a text using text features.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... identify text features and locate key facts in a text using the text features.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... use text features an search tools (key words, hyperlinks) to locate relevant information in an informational (non-fiction) text.

Rubric Scale

Score   Description Sample Activity
4.0

Student is able to use text features an search tools (key words, hyperlinks) to locate relevant information in an informational (non-fiction) text.

The text used is at a mid 4th Grade independent reading range.

Advanced Text Descriptions (Link)

The student uses a diagram to locate information about the topic on a page.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to  identify text features and locate key facts in a text using the text features.

The text used at this level is in the end of 2nd grade independent reading range.

2nd Grade Text Level Descriptions (link)

 

 When asked to identify a bold word, the student is able to point it out in the text. The student also uses the heading of a paragraph to understand the topic.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to  identify text features and locate key facts in a text using text features.

The text used at this level is in the middle of 2nd grade independent reading range.

2nd Grade Text Level Descriptions (link)

See Level 3 for example.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

Student is able to know and use text features of an informational (non-fiction) text.

The text used at this level is in the middle of 2nd grade independent reading range. 

2nd Grade Text Level Descriptions (link)

 

 See Level 3 for example.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Diagram
  • Chart
  • Photo
  • Index
  • Caption
  • Heading
  • Title
  • Text Feature
  • Keyword
  • Bold

Websites

ELA-02.RI.06

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-02.RI.06 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.07

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-02.RI.07 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.08

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-02.RI.08 Describe how reasons support specific points the author makes in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.09

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-02.RI.09 Compare and contrast the most important points presented by two texts on the same topic.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.10

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Range of Reading and Level of Text Complexity

ELA-02.RI.10 By the end of 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complex text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... read and comprehend informational (non-fiction) texts at an early 2nd grade independent reading range.

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... read and comprehend informational (non-fiction) texts at a middle 2nd grade independent reading range.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read and comprehend informational (non-fiction) texts at the end of 2nd grade independent reading range.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read and comprehend informational (non-fiction) texts at a middle 4th grade independent reading range.

Rubric Scale

Score   Description Sample Activity
4.0

Student is able to read and comprehend informational (non-fiction) texts at a middle 4th grade independent reading range.

Advanced Level Text Descriptions

The tasks are similar to Level 3, although the texts are at a middle 4th grade level.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to  read and comprehend informational (non-fiction) texts at the end of 2nd grade independent reading range.

End of 2nd Grade Text Characteristics (link)

The student either reads aloud, or silently reads texts of his/her choice, or texts assigned by teacher.  The student responds verbally or in writing to questions about the text.  The student may also participate in group discussions about the text.

The texts at this level are at the end of 2nd grade level.

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to  read and comprehend informational (non-fiction) texts at a middle 2nd grade independent reading range.

Middle 2nd Grade Text Characteristics (link)

The tasks are similar to Level 3, although the texts are at a middle 2nd grade level.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

Student is able to  read and comprehend informational (non-fiction) texts at an early 2nd grade independent reading range.

Early 2nd Grade Text Characteristics (link)

The tasks are similar to Level 3, although the texts are at an early 2nd grade level.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Reading Strategy
  • Comprehend
  • LIST

Websites