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HOW TO READ A…Delaware English Language Arts Literacy Concept Organizer

The ELA Literacy Concept Organizers* were created to assist teachers in aligning their instruction to the Common Core State Standards in ELA. These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards.  These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.

Knowledge: Refers to information such as vocabulary terms, definitions, and facts that may or may not need explicit instruction, however, are the foundation on which the lesson will be built.

Understandings: Refers to the important ideas, principles, and generalizations that allow students to make connections and see patterns and relationships among content.  These are the goals of the instruction, outcomes you expect to achieve.

Dos: Refers to demonstration of skills.  These are the skills that require explicit instruction.  By the completion of a lesson/unit, students should have mastered the selected skill(s).

GRADE 1-Key Ideas and Details

Informational Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (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. |

|CCSS – Grade Specific Reading Standard 1 (Informational) |

|Grade K: With prompting and support, ask and|Grade 1: Ask and answer questions about key |Grade 2: Ask and answer such questions as |

|answer questions about key details in a text.|details in a text. |who, what, where, when, why and how to |

| | |demonstrate understanding of key details in |

| | |the text. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Texts |Authors include key details in informational |Make reasonable predictions as they read |

|Questions |texts which can help a reader ask and answer |Use information from the text and background|

|Answers |questions. |knowledge to make inferences |

|Key details | |Ask and answer questions which begin with |

|Predictions |Good readers know a question is different |who, what, where, when why, and how |

|Inferences |from a statement and requires an answer. |Ask and answer questions about key details in|

|Background knowledge | |a text |

|5 W’s + H questions (who, what, where, when, | | |

|why and how) | | |

|CCSS – Grade Specific Reading Informational Standard 10 (Grade 1) |

|With prompting and support, read informational texts appropriately complex for grade 1. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including |

|directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics |

Reading Recursive Strategies:

o Assimilating prior knowledge

o Rereading to clarify information

o Seeking meaning of unknown vocabulary

o Making and revising predictions

o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions

o Making connections and responding to text

These recursive strategies are the basic reading strategies that students must know and use to become successful readers.  Some of the strategies are not explicitly stated in the Common Core State Standards for ELA

GRADE 2-Key Ideas and Details

Literary Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (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. |

|CCSS – Grade Specific Reading Standard 1 (Literary) |

|Grade 1: Ask and answer questions about key |Grade 2: Ask and answer such questions as |Grade 3: Ask and answer questions to |

|details in a text. |who, what, where, when, why and how to |demonstrate understanding of a text, |

| |demonstrate understanding of key details in |referring explicitly to the text as the basis|

| |the text. |for the answers. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Prediction |Authors include key details in literary texts|Make, test and revise predictions as they |

|Inference |which can help a reader ask and answer |read |

|Background knowledge |questions. |Use the combination of background knowledge |

|Literary elements (e.g., character, setting, | |and explicitly stated information to answer |

|events) |Good readers use the information from a text |questions they have as they read |

|5 W’s + H questions (who, what, where, when, |as a basis for answering questions and |Demonstrate an understanding of the key |

|why, and how) |gaining an understanding of the text. |details in a text when answering questions |

| | |about the text |

| |Good readers answer who, what, where, when, |Ask and answer questions which begin with |

| |why, and how questions about a text in order |who, what, where, when why, and how to |

| |to demonstrate an understanding of key |demonstrate understanding of key details in a|

| |details. |text |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

GRADE 2-Key Ideas and Details

Informational Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (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. |

|CCSS – Grade Specific Reading Standard 1 (Informational) |

|Grade 1: Ask and answer questions about key |Grade 2: Ask and answer such questions as |Grade 3: Ask and answer questions to |

|details in a text. |who, what, where, when, why and how to |demonstrate understanding of a text, |

| |demonstrate understanding of key details in |referring explicitly to the text as the basis|

| |the text. |for the answers. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Texts |Authors include key details in informational |Make reasonable predictions as they read |

|Questions |texts which can help a reader ask and answer |Use information from the text and background|

|Answers |questions. |knowledge a to make inferences |

|Key details |Good readers know a question is different |Demonstrate understanding of key details in a|

|Predictions |from a statement and requires an answer. |text when asking and answering questions |

|Inferences |Good readers answer who, what, where, when, |Ask and answer questions which begin with |

|Background knowledge |why, and how questions about a text in order |who, what, where, when why, and how |

|5 W’s + H questions (who, what, where, when, |to demonstrate an understanding of key | |

|why and how) |details. | |

|CCSS – Grade Specific Reading Informational Standard 10 (Grade 2) |

|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. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including |

|directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 2- Key Ideas and Details

Literary Reading Standard 2

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (2): |

|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. |

|CCSS – Grade Specific Reading Standard 2 (Literary) |

|Grade 1: Retell stories, including key |Grade 2: Recount stories, including fables |Grade 3: Recount stories, including fables, |

|details, and demonstrate understanding of |and folktales from diverse cultures, and |folktales, and myths from diverse cultures; |

|their central message or lesson. |determine their central message, lesson, or |determine their central message, lesson, or |

| |moral. |moral and explain how it is conveyed through |

| | |key details in the text.. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Literary texts |Authors of literary texts include details |Recount/retell (or graphically represent) key|

|How to recount literary texts |that help readers make sense of stories. |details from literary texts, including fables|

|Characteristics of fables and folktales from |Good readers create an effective recounting |and folktales from diverse cultures |

|diverse cultures |or retelling of literary text(s) that |Determine central message, lesson or moral |

|Central message, moral, lesson |includes key ideas and details (e.g., |Describe how key details show a central |

|Difference between central ideas and key |characters, settings, problem/solution) |message, lesson or moral |

|details in a story | |Recount stories, including fables and |

|Characteristics of an effective | |folktales from diverse cultures, and |

|retelling/recounting | |determine their central message, lesson, or |

| | |moral |

|CCSS – Grade Specific Reading Informational Standard 10 (Grade 2) |

|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. |

GRADE 2- Key Ideas and Details

Informational Reading Standard 2

|College and Career Ready (CCR) Anchor Reading Standard (2): |

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

|CCSS – Grade 2 Reading Standard 2 (Informational) |

|Grade 1: Identify the main topic and retell |Grade 2: Identify the main topic of a |Grade 3: Determine the main idea of a text and |

|key details of a text. |multi-paragraph text, as well as the focus of |explain how it is supported by key details. |

| |specific paragraphs within the text. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction |Authors of informational text(s) include key details |Identify the main topic of a multi-paragraph |

|and expository/technical texts) |in order to help readers make meaning of the text. |informational text |

|Main topic | |Identify the focus of specific paragraphs within |

|Difference between the main topic and key |Good readers use key details in an informational text|an informational text |

|details |to identify the main topic. |Describe or graphically represent the relationship|

|Focus of specific paragraphs | |between main topic and focus of specific |

| |Informational texts can have multiple paragraphs that|paragraphs |

| |work together to inform readers about a topic. |Identify the main topic of a multi-paragraph text,|

| | |as well as the focus of specific paragraphs within|

| | |the text |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 2- Key Ideas and Details

Literary Reading Standard 3

|College and Career Ready (CCR) Anchor Reading Standard (3): |

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

|CCSS – Grade 2 Reading Standard 3 (Literary) |

|Grade 1: Describe characters, setting, and |Grade 2: Describe how characters in a story respond |Grade 3: Describe characters in a story (e.g., |

|major events in a story, using key details. |to major events and challenges. |their traits, motivations, or feelings) and |

| | |explain how their actions contribute to the |

| | |sequence of events. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Literary texts |Authors develop their stories by having characters |Identify the main topic of a multi-paragraph |

|Important/supporting details |respond to major events and challenges. |informational text |

|Story & Play elements | |Identify the focus of specific paragraphs within |

|Plot (e.g., major events) |Good readers understand that characters in a literary|an informational text |

|Challenge/conflict (e.g., problem/solution) |text can change and respond to major events and |Describe or graphically represent the relationship|

|Character’s feelings, words and actions |challenges. |between main topic and focus of specific |

|Setting (e.g., time, place) | |paragraphs |

|How to describe | |Identify the main topic of a multi-paragraph text,|

| | |as well as the focus of specific paragraphs within|

| | |the text |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

GRADE 2- Key Ideas and Details

Informational Reading Standard 3

|College and Career Ready (CCR) Anchor Reading Standard (3): |

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

|CCSS – Grade Level Reading Standard 3 (Informational) |

|Grade 1: Describe the connection between two |Grade 2: Describe the connection between a series of|Grade 3: Describe the relationship between a |

|individuals, events, ideas, or pieces of |historical events, scientific ideas or concepts, or |series of historical events, scientific ideas or |

|information in a text. |steps in technical procedures in a text. |concepts, or steps in technical procedures in a |

| | |text, using language that pertains to time, |

| | |sequence, and cause/effect. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors of informational texts produce |Identify the events, key ideas/ concepts, or steps in|

|expository/technical texts) |texts that have a variety of |informational texts |

|How to describe |characteristics and structures. |Discriminate between different kinds of informational|

|Key ideas/concepts, events, steps in informational | |texts based on text features |

|texts. |Good readers understand the connections |Identify words that signal connections in |

|Key features of content-specific texts (e.g., |between events, ideas/concepts or steps and|informational texts |

|science and historical texts) based on text |use those connections to better understand |Describe or graphically represent how a series of |

|features (e.g., events, steps, procedures) |informational text(s). |events, key ideas/concepts, or steps are connected |

|Simple transition/linking words that show | | |

|connections (e.g., first, because, then, on the | | |

|other hand) for informational texts. | | |

|Connections (e.g., one piece of text “explains” | | |

|another or stands in “contrast” to another or | | |

|“comes before” another) | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 2- Craft and Structure

Literary Reading Standard 4

|College and Career Ready (CCR) Anchor Reading Standard (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 – Grade 2 Reading Standard 4 (Literary) |

|Grade 1: Identify words and phrases in |Grade 2: Describe how words and phrases (e.g., |Grade 3: Determine the meaning of words and |

|stories or poems that suggest feelings or |regular beats, alliteration, rhymes, repeated lines) |phrases as they are used in a text, |

|appeal to the senses. |supply rhythm and meaning in a story, poem, or song. |distinguishing literal from non-literal language.|

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Literary text |Authors make purposeful language choices to|Read and reread other sentences and non-linguistic |

|How to describe |create meaning in stories, poems, and |images (e.g., illustrations) in the text to identify |

|Word choice |songs. |context clues |

|Context clues | |Use context clues to help unlock the meaning of |

|Literal and non-literal meaning |Readers actively seek the meaning of |unknown words/phrases |

|Figurative language (e.g., simile, metaphor) |unknown words/phrases to clarify |Determine the appropriate definition of words that |

|Literary devices (e.g., alliteration, repetition, |understanding of stories, poems, and songs.|have more than one meaning |

|rhythm, rhyme, dialogue) | |Begin to recognize words and phrases that have |

|Feeling & sensory words/mood | |literal and non-literal meanings |

| | |Identify figurative language and literary devices |

| | |Describe how language choices supply rhythm and |

| | |create meaning in stories, poems and songs |

| | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

GRADE 2- Craft and Structure

Informational Reading Standard 4

|College and Career Ready (CCR) Anchor Reading Standard (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 – Grade 2 Reading Standard 4 (Literary) |

|Grade 1: Ask and answer questions to help |Grade 2: Determine the meaning of words |Grade 3: Determine the meaning of general academic and |

|determine or clarify the meaning of words and |and phrases in a text relevant to a grade 2|domain-specific words and phrases in a text relevant to |

|phrases in a text. |topic or subject area. |a grade 3 topic or subject area. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text |Authors make purposeful language choices to|Read and reread other sentences and non-linguistic |

|Word choice |create meaning in informational text(s). |images in the text to identify context clues |

|Words and phrases | |Use context clues to help unlock the meaning of unknown |

|Context clues |Good readers actively seek the meaning of |words/phrases |

|Non-linguistic images (e.g. Picture/graphic clues) |unknown words/phrases to clarify |Determine the appropriate definition of words that have |

|Strategies for identifying and using context clues |understanding of informational text(s). |more than one meaning |

|Literal and non-literal meaning | |Describe how language choices create meaning in text |

|Simple figurative language (e.g., simile, metaphor)| |Recognize words and phrases that have literal and |

| | |non-literal meanings |

| | |Identify figurative language |

| | |Determine the meaning of words and phrases in a text |

| | |relevant to a grade 2 topic or subject area |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 2-Craft and Structure

Literary Reading Standard 5

|College and Career Ready (CCR) Anchor Literary Reading Standard (5): Analyze the structure of text, 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 – Grade Level Reading Standard 5 (Literary) |

|Grade 1: Explain major differences between books that|Grade 2: Describe the overall structure of |Grade 3: Refer to parts of stories, dramas, and poems when |

|tell stories and books that give information, drawing|a story, including describing how the |writing or speaking about a text, using terms such as chapter, |

|on a wide reading of a range of text types. |beginning introduces the story and the |scene, and stanza; describe how each successive part builds on |

| |ending concludes the action. |earlier sections |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary text |Authors of literary texts use various story|Identify the beginning middle, and end of a story |

|How to describe |structures. |Describe the overall structure of a story, including how the |

|Story structure(e.g., beginning, middle, end) | |beginning introduces the story and the ending concludes the |

|The beginning of a story introduces the action |Good readers understand that knowing the |action |

|The end of a story concludes the action |beginning, middle, and ending of a story | |

| |helps them to make meaning of a literary | |

| |text. | |

| | | |

| |Good readers understand that the overall | |

| |structure of a text can help them make | |

| |meaning of what they read. | |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

GRADE 2- Craft and Structure

Informational Reading Standard 5

|College and Career Ready (CCR) Anchor Literary Reading Standard (5): |

|Analyze the structure of text, 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 – Grade Level Reading Standard 5 (Informational) |

|Grade 1: Know and use various text features (e.g. |Grade 2: Know and use various text features |Grade 3: Use text features and search tools (e.g. key |

|headings, tables of contents, glossaries, electronic |(e.g., captions, bold print, subheadings. |words, sidebars, hyperlinks) to locate information |

|menus, icons) to locate key facts or information in a|glossaries, indexes, electronic menus, icons) to|relevant to a given topic efficiently. |

|text. |locate key facts or information in a text | |

| |efficiently. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors create informational texts using various|Identify text features |

|expository/technical texts) |text features to help readers locate key facts |Identify essential information from text features to |

|Various text features (e.g., captions, bold print, |or information in a text proficiently. |enhance understanding of text |

|subheadings. glossaries, indexes, electronic menus, | |Use various text features to locate key facts or |

|icons) |Good readers use the overall structure and text |information in a text efficiently |

|The characteristics of key facts |features of an informational text to make |Know and use various text features) to locate key facts or|

|How to locate information in a text efficiently |meaning from their reading. |information in a text efficiently |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 2- Craft and Structure

Literary Reading Standard 6

|College and Career Ready (CCR) Anchor Reading Standard (6): |

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

|CCSS – Grade 2 Reading Standard 6 (Literary) |

|Grade 1: Identify who is telling the story at |Grade 2: Acknowledge differences in the |Grade 3: Distinguish their own point of view from |

|various points in a text. |points of view of characters, including by |that of the narrator or those of the characters. |

| |speaking in a different voice for each | |

| |character when reading dialogue aloud. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary text(s) |An author’s purpose for writing a piece of |Identify more than one purpose for writing a text |

|Point of View |text affects what he/she writes. |Recognize the author’s purpose for writing a text |

|Characters | |Identify the points of views of characters in a text |

|Author’s purpose (e.g., to inform, to persuade, to |Good readers recognize that who tells a |Identify how the “voice” of a character could reflect|

|entertain, to describe, to explain how) for writing|story (or a part of a story) affects what |his/her point of view |

|a text |is told and how it is told. |Acknowledge differences in point of views of |

|Voice tone, rate, and loudness | |characters |

|Dialogue | |Speak in a different voice for each character when |

| | |reading dialogue aloud |

| | | |

| | | |

| | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

GRADE 2- Craft and Structure

Informational Reading Standard 6

|College and Career Ready (CCR) Anchor Reading Standard (6): |

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

|CCSS – Grade 2 Reading Standard 6 (Informational) |

|Grade 1: Distinguish between information provided |Grade 2: Identify the main purpose of a |Grade 3: Distinguish their own point of view from |

|by pictures or other illustrations and information |text, including what the author wants to |that of the author of a text. |

|provided by the words in a text. |answer, explain, or describe. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and |

| | |Extended thinking) |

|Informational text (both literary nonfiction and |Authors have different reasons for writing | Identify the author’s purpose purposes (to inform, |

|expository/technical texts) |texts. |to persuade, to explain how, to entertain) for |

|How to identify | |writing a text |

|Author’s roles/purposes (to inform, to persuade, to|The author’s purpose affects what and how |Tell how a text answers a question |

|explain how, to entertain) for writing a text |he/she writes. |Tell how a text persuades the reader |

| | |Tell how a text explains an idea or process |

| |Good readers identify the main purpose of a|Tell how a text entertains the reader |

| |text. |Tell how a text describes a place, individuals or an |

| | |event |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 2- Integration of Knowledge and Ideas

Literary Reading Standard 7

|College and Career Ready (CCR) Anchor Reading Standard (7): |

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

|CCSS – Grade 2 Reading Standard 7 (Literary) |

|Grade 1: Use illustrations and details in a story |Grade 2: Use information gained from the |Grade 3: Explain how specific aspects of a text's |

|to describe its characters, setting, or events |illustrations and words in a print or |illustrations contribute to what is conveyed by the |

| |digital text to demonstrate understanding |words in a story (e.g., create mood, emphasize |

| |of its characters, setting, or plot. |aspects of a character or setting). |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and |

| | |Extended thinking) |

|How to use information from illustrations to |Authors choose details and illustrations to|Describe essential details/information from |

|demonstrate understanding |include in a literary text in order to |illustrations |

|Illustrations (e.g., photos, pictures, drawings) |convey meaning. |Combine information from illustrations with words |

|Versions of text (e.g., written, print, digital) | |from the literary text to make meaning |

|Story details (e.g., character, setting, |Good readers use the details and |Use details/ information gained from the |

|plot/events) |illustrations available in a literary text |illustrations and words in a print or digital text to|

| |to enhance understanding of the text(s). |demonstrate understanding of its characters, setting,|

| | |or plot |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

GRADE 2- Integration of Knowledge and Ideas

Informational Reading Standard 7

|College and Career Ready (CCR) Anchor Reading Standard (7): Integrate and evaluate content |

|presented in diverse media and formats, including visually and quantitatively, as well as in words. |

|CCSS – Grade 2 Reading Standard (7) (Informational) |

|Grade 1: Use the illustrations and details in|Grade 2: Explain how specific images (e.g., a |Grade 3: Use information gained from |

|a text to describe its key ideas. |diagram showing how a machine works) contribute to |illustrations (e.g., maps, photographs) and the |

| |and clarify a text. |words in a text to demonstrate understanding of |

| | |the text (e.g., where, when, why, and how key |

| | |events occur). |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Characteristics of an explanation |Authors choose details and illustrations to|Identify the information presented in specific images|

|Key ideas |include in an informational text in order |(e.g., photographs, diagrams, charts, graphs, maps) |

|Graphics/images/illustrations (e.g., photographs, |to convey meaning. |Use information from graphics/ illustrations/images |

|diagrams, charts, graphs, maps) | |and words from the text to make meaning |

| |Good readers use the details and |Explain how specific images contribute to and clarify|

| |illustrations available in an informational|a text. |

| |text to make meaning of the text(s). | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 2- Integration of Knowledge and Ideas

Literary Reading Standard 8

There is no Standard 8 for Literature.

GRADE 2- Integration of Knowledge and Ideas

Informational Reading Standard 8

|College and Career Ready (CCR) Anchor Reading Standard (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 – Grade 2 Reading Standard (8) (Informational) |

|Grade 1: Identify the reasons an author gives|Grade 2: Describe how reasons support specific |Grade 3: Describe the logical connection between |

|to support points in a text. |points the author makes in a text. |particular sentences and paragraphs in a text |

| | |(e.g., comparison, cause/effect, |

| | |first/second/third in a sequence). |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors provide reasons/examples in |Identify the author’s key ideas/points |

|expository/technical texts) |informational text to support their points |Identify (e.g., by telling, writing, graphically |

|How to describe |and ideas. |representing) reasons/examples that support the |

|Main/key ideas/points | |author’s key ideas/points |

|Supporting details |Good readers identify the reasons/examples |Differentiate between relevant and irrelevant |

|Relevant/important vs. irrelevant/unimportant |an author uses to support points and ideas |reasons/examples/details |

|details |to enhance their understanding of an |Identify the relevant reasons/examples an author |

|Reasons/examples |informational text. |gives to support points in a text |

| | |Describe how reasons/examples support specific points|

| | |the author makes in a text |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 2- Integration of Knowledge and Ideas

Literary Reading Standard 9

|College and Career Ready (CCR) Anchor Reading Standard (9): |

|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 – Grade 2 Reading Standard (9) (Literary) |

|Grade 1: Compare and contrast the adventures |Grade 2: Compare and contrast two or more versions |Grade 3: Compare and contrast the themes, |

|and experiences of characters in stories. |of the same story (e.g., Cinderella stories) by |settings, and plots of stories written by the |

| |different authors or from different cultures. |same author about the same or similar characters |

| | |(e.g., in books from a series). |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Compare |Authors can write different versions of the|Identify and describe the settings of two or more |

|Contrast |same story which may reflect different |texts |

|Author(s) |perspectives and cultures. |Identify and describe character(s’) traits in two or |

|Culture | |more texts |

|Central message/lesson |Good readers recognize similarities and |Retell the plots of two or more texts |

|Setting |differences in two or more versions of the |Identify the central message/lesson of two or more |

|Plot (main events, problem/solution) |same story. |texts |

|Character/character traits | |Compare and contrast two or more versions of the same|

|Text-to-self, text-to-text, text-to-world | |story by different authors or from different cultures|

|connections | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

GRADE 2- Integration of Knowledge and Ideas

Informational Reading Standard 9

|College and Career Ready (CCR) Anchor Reading Standard (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 – Grade Level Reading Standard 9 (Informational) |

|Grade 1: Identify basic similarities in and |Grade 2: Compare and contrast the most important |Grade 3: Compare and contrast the most important |

|differences between two texts on the same |points presented by two texts on the same topic. |points and key details presented in two texts on |

|topic (e.g., in illustrations, descriptions, | |the same topic. |

|or procedures). | | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors of informational text provide |Identify the most important points presented in texts|

|expository/technical texts) |information on topics in different ways. |Compare by writing or graphically representing the |

|Compare | |most important points presented by two texts on the |

|Contrast |Good readers make meaning of informational |same topic |

|Important points/main ideas |texts by identifying the important points |Contrast by writing or graphically representing the |

|Most important vs. least important points |in those texts, and by comparing and |most important points presented by two texts on the |

| |contrasting the important points presented |same topic |

| |in two texts. |Compare and contrast the most important points |

| | |presented by two texts on the same topic |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 2) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

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The Know, Understand and Do columns align to the shaded grade level.

These recursive strategies are the basic reading strategies that students must know and use to become successful readers.  Some of the strategies are not explicitly stated in the Common Core State Standards for ELA.

This arrow indicates the CCSS of grade level above the grade level you are working. This allows you to see the progression of from grade to grade.

This arrow indicates the CCSS of grade level prior to the grade level you are working. This allows you to see the progression of from grade to grade.

The shaded areas highlight both the College and Career Readiness Anchor Reading Standard Key Ideas and Details and the CCSS for the grade level indicated.

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