2nd Grade English

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(RL) Reading Literature

ELA-02.RL

Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.  

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) 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 Literature Strand:

  • Read to your child often, and let him/her read books to you
  • Ask questions about what is being read  
  • Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
  • Have your child retell a story they have read with the beginning, middle and end
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss favorite stories together and talk about the characters and messages the author is trying to teach or lessons the characters learned in the story
  • Read aloud frequently.  Children love to listen to stories that are more complicated than they can read on their own.  
  • Don't forget - poetry can be a great read aloud
  • Make regular visits to a public library to select literature (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.RL.01

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-02.RL.01 Ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key/supporting details in a text before, during, and after reading.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can identify who, what, where, when, why and how to answer questions about a text.

Reasoning Targets

  • I can use strategies to make sense of the key ideas and details in a story.

Skills (Performance) Targets

  • I can ask and answer questions before, during and after reading a 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).
...notice evidence in the illustrations or text that the author provides to show character attributes or aspects of the setting and notices and follows the dialogue to aide in comprehending the story.
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).
...show understanding of how the setting or details are important to the plot and the characters' perspectives and notice how the evidence an author uses shows the character attributes.
  • recognize or recall specific terminology, such as:
    • character, setting, plot, problem, solution, questions, key detail
  • perform basic processes, such as:
    • identify character, setting, problem, and solution in a story
    • ask or answer who, what, where, when, why, or how questions about the story elements
    • state key/supporting details of a story
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
...find text evidence or clues in the story to support inferences about the character or setting and infer reasons for character change based on evidence in the text.
  • ask and answer who, what, where, when, why, and how to demonstrate understanding of key/supporting details in a text before, during, and after reading
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
...infer character traits, feelings and motivations from what characters say, think or do and what other characters say or think about them as well as describe character attributes as revealed through thought and dialogue in text at the end of the transitional reading stage.
  • use other question words- are, will, etc. make inferences about the text ask and answer questions about the author’s purpose

Resources

Vocabulary

  • Key Detail
  • Questions
  • Characters
  • Setting
  • Plot
  • Problem/Solution

Websites

ELA-02.RL.02

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-02.RL.02 Recount stories from a variety of genres and diverse cultures, and determine their central message, lesson, or moral. Central message = can be theme, a moral, or a specific kind of lesson to be learned..
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can define what a central message or lesson is (what the character learned).

Reasoning Targets

  • I an determine the central message, or lesson of a story I have read.

Skills (Performance) Targets

  • I can recount/retell (put into my own words) stories I have read.

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).
...give a general retell of the story when prompted and provides some details about the story in the retell.
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).
...correctly recount parts of the story and explain something the character said or did in a text.
  • recognize or recall specific terminology, such as:
    • beginning/middle/end, characters, setting, problem/solution, lesson, moral, theme
  • perform basic processes, such as:
    • identify the beginning, middle, and ending of a story
    • retell stories with key/supporting details
    • identify the problem/solution in a story
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
...correctly recount the beginning, middle and end of a story giving specific details and naming events within the retelling of a text at the middle transitional reading stage.
  • recount stories from a variety of genres and diverse cultures
  • determine their central message, lesson, or moral
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
...recount a story with specific details and in the retelling identifies a theme supported with evidence from a text at the end of the transitional reading stage.
  • summarize a story they have read and determine the central message, lesson, or moral and use text evidence to support

Resources

Vocabulary

  • Beginning/Middle/End
  • Characters
  • Problem/Solution
  • Lesson
  • Retell/Recount
  • Central Message

Websites

ELA-02.RL.03

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Ideas and Details

ELA-02.RL.03 Describe settings and how characters in a story, respond to major events and challenges.

Student Learning Targets:

Knowledge Targets

  • I can identify characters in a story

Reasoning Targets

  • I can describe how characters react to events and challenges in a story.

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

  • Character
  • Trait
  • Describe
  • Event
  • Challenge

Websites

ELA-02.RL.04

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-02.RL.04 Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

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.RL.05

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-02.RL.05 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can recognize that a story has a beginning, middle and end.
  • I can describe how the characters, setting and action are introduced in the story.
  • I can describe how the events at the end of the story let me know what happened to the characters.

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

  • Structure
  • Introduce
  • Characters
  • Setting
  • Action

Websites

  • Links to sites that open in a new window

ELA-02.RL.06

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-02.RL.06 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Student Learning Targets:

Knowledge Targets

  • I can define point of view (a character's attitude or feelings about events in a story).

Reasoning Targets

  • I can identify a character's point of view in a story.

Skills (Performance) Targets

  • I can show different points of view by changing my voice when I read dialogue for each character.

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

  • Point of View
  • Dialogue
  • LIST

Websites

ELA-02.RL.07

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-02.RL.07 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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.RL.08

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-02.RL.08 (Not applicable to literature)

ELA-02.RL.09

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-02.RL.09 Compare and contrast two or more versions of the same story by different authors or from different cultures.

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.RL.10

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Range of Reading and Level of Text Complexity

ELA-02.RL.10 By the end of the year, read and comprehend literature, including stories and poetry, on grade level proficiently and independently.

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).
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

  • Reading Strategy
  • Comprehend
  • LIST

Websites