2nd Grade English


(RI) Reading Information

Page:  1  2  (Next)
  ALL

ELA-02.RI

BPSS-ELA logoStrand (RI)

Reading Information

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 wordscaptions 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-02 Targeted Standards
(RI) Strand: Reading Information
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.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can use reading strategies to help me answer questions about a text

Skills (Performance) Targets

  • I can ask and answer questions before, during and after reading a text

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to summarize a text referring to details and examples that support the summary in a text at the end of the transitional reading stage.

  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 student displays complete understanding of the text and includes the important information and main ideas when answering questions about a text at the middle transitional reading stage.



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

The student demonstrates understanding of the text by including a main idea and some facts about the topic and referring to specific information from the text or text features.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student demonstrates some understanding of the text when prompted and includes some facts or details about the text.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Key Details
  • Questions
  • Who, What, When, Where
  • Information

 


ELA-02.RI.02

 

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

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

Student Learning Targets:

Knowledge Targets

  • I can define topic (who or what the text is about)

Reasoning Targets

  • I can determine the topic of a text

Skills (Performance) Targets

  • I can retell the important parts of the text, and the focus (big idea) of each paragraph or page

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student states a main idea and explains how it is supported by the key details from a text at the end of the transitional reading stage.
  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 student can identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the middle of the transitional reading stage.


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

The student can identify the main topic of the text and retell some of the important key details or events from the text.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student identifies the main topic and/or retells some information with few details from the text.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Key Details
  • Focus
  • Paragraph
  • Main Topic
  • Retell
  • Information

 


ELA-02.RI.03

 

ELA-02 Targeted Standards
(RI) Strand: Reading Information
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.

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  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


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


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-02.RI.04

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.RI.05

 

ELA-02 Targeted Standards
(RI) Strand: Reading Information
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 (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

Websites

Vocabulary

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

 


ELA-02.RI.06

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

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

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.RI.07

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-02.RI.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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.RI.08

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.RI.09

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



Page:  1  2  (Next)
  ALL