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1 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. RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Clarify Standard: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a literary text. 2.R WA GLE DOES NOT mention these specific orienting questions (1 st ) Ask and answer questions about key details in a text. Read/discuss expository/narrative text Develop an understanding of story, main idea, details and problem/solution. Use textual evidence to support thinking. Ask and answer questions (who, what, when, where, why, and how) to demonstrate understanding of key details. Relate explicit key details from the text. (2 nd ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Prior: beginning, middle, end, characters, detail, text, question, ask, answer, Explicit: who, what, when, where, why, and how, evidence, sentence, plot, problem/solution, infer/inference, conclusion, main idea, genre Teacher observation (formative) Graphic organizer: GLAD story map (summative) DRA2/EDL2 retell format Introductory: passage, selection

2 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Clarify Standard: Retell stories, including fable and folktales from different cultures and determine the message, lesson or moral. WA.2.R.2.1.3, 2.1.7, 2.2.1, (1 st ) Retell stories, including key details, and demonstrate understanding of their central message or lesson. Read, listen to, retell stories and determine the central message using literature from diverse cultures, including folktales and fables. Understand that characters are people who are involved in a story. Discuss character development in terms of the characters reaction to what is taking place in the story. Retell the story in the correct sequence, and explain the message, lesson or moral of the story. (2 nd ) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Prior: stories, key details, message, lesson, retell Explicit:: character, literature, fables, folktales, diverse cultures, message, lesson, moral, recount, details, summarize, genre Introductory: Teacher observation (formative) Graphic organizer: GLAD story map (summative) DRA2/EDL2 retell format

3 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.2.3. Describe how characters in a story respond to major events and challenges. Clarify Standard: Describe how characters in a story respond to major events and challenges. WA.2.R GLE DOES NOT mention character response to events (1 st ) Describe characters, settings, and major events in a story, using key details. Determine: o Name the characters in the story. o State the most important events that happened in the story. o Cite evidence of how characters in the story react to the main events. o Identify various cause/effect examples throughout the story. o Summarize how the characters solve the problem in this story. (2 nd )Describe how characters in a story respond to major events and challenges. Prior: character, setting, major event, story, key details Explicit: challenges, cause/effect, event, analyze, interact Introductory: sequence, order Teacher observation (formative) Graphic organizer: GLAD story map (summative) Reading Response Journal DRA2/EDL2 retell format

4 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. RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. WA.2.R GLE is more sophisticated, naming literary devices. Clarify Standard:. Describe how regular beats, alliteration, rhymes, and repeated lines supply rhythm and meaning in a story, poem, or song. (1 st ) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Listen to/read to a variety of text that illustrates regular beats, alliteration, rhymes, and repeated lines. Tell how words and phrases provide meaning to a story, poem, or song. Identify and demonstrate words and phrases that provide alliteration to a story, poem, or song. Identify and demonstrate words and phrases that provide rhythm and beat to a story, poem, or song. Identify and demonstrate words and phrases that provide rhyme to a story, poem, or song. Identify and demonstrate repeated lines that provide rhyme and/or rhythm to a story, poem, or song. (2 nd ) Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Prior: poems, rhyme, stories, feelings, senses, words, phrases Explicit: beats, alliteration, rhymes, repeated lines, rhythm, meaning, song, fluency, author s purpose Introductory: Teacher observation (formative) Poem Frames

5 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Clarify Standard: Describe how the beginning introduces the story and the ending concludes the action. WA.2.R.2.1.3, c, Asks students to use strategies to identify and understand story elements, but DOES NOT isolate story structure. (1 st ) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. State that the purpose of the beginning/introduction is to introduce the story. State that the purpose of the ending/conclusion is to conclude the action. (2 nd ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Prior: beginning, middle, end Explicit: action, story structure, introduces, concludes body, paragraph Teacher observation (checklist) Introductory: chapter, stanza

6 6. Assess how point of view or purpose shapes the content and style of a text. RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Clarify Standard: Demonstrate each character s point of view by using different voices when reading aloud. WA.2.R.2.3.c Asks students to identify the speaker in a story, but DOES NOT connect this to reading strategies and comprehension. (1 st ) Identify who is telling the story at various points in the text. Identify all characters within the story. Identify all characters point of view within the story. Differentiate each character s point of view/opinion by using a different voice when reading aloud. (2 nd ) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Prior: text, points (places in the story); point of view Explicit: voice of the speaker (expression), characters, dialogue, opinion Introductory: narrator, fluency Teacher observation (formative) Readers Theatre Reading Response Journal DRA2/EDL2

7 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* *Please see Research to Build and Present Knowledge in Writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Clarify Standard: Use illustrations and print to demonstrate understanding of characters, setting, or plot. WA.2.R a DO NOT emphasize engagement with illustrations; GLE asks to use text features to understand text. (1 st ) Use illustrations and details in a story to describe its characters, setting, or events. Discuss that the purpose of an illustration is to help the reader infer additional details not explicitly stated in the text. Demonstrate understanding of the characters mood, feelings and motivation using illustrations and text. Describe the setting using illustrations and text. Demonstrate understanding of the plot using sequence of events, prediction, inference and/or problem and solution using illustrations and text. (2 nd ) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Prior: illustrations, details, character, setting, events Explicit: plot, digital, sequence, infer/inference, predict, problem and solution, mood/feelings, motivation, graphic organizer, captions Graphic organizer to demonstrate an understanding of the characters, setting, or plot of the story. Introductory:

8 RL.2.8. (Not applicable to literature) 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. Clarify Standard: Prior: Explicit: Introductory:

9 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. RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Clarify Standard: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. WA.2.R WA does not specify that comparison is of versions of the same story. (1 st ) Compare and contrast the adventures and experiences of characters in stories. Compare (find similarities) in different versions of the same story. Contrast (find differences) in different versions of the same story. (2 nd ) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Prior: adventures, experiences, characters, compare and contrast, similarities/differences Explicit: versions, cultures, compare/contrast, similarities/differences Graphic organizer (e.g., VENN Diagram, T-Chart, table chart) Introductory: theme

10 10. Read and comprehend complex literary and informational texts independently and proficiently. RL 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. Clarify Standard: By the end of the year students will read and comprehend 2 nd 3 rd grade text using scaffolding as needed. EALR WA.2.R.1, 2.R.4 Each GLE within WA EALR 1 relates to this CC standard (1 st ) With prompting and support, read prose and poetry of appropriate complexity for grade 1. Listen to/read a variety of literary genres, including poetry. Demonstrate comprehension of literature by identifying and interpreting essential story elements. Read and comprehend literature at the 2 nd grade level proficiently. Read and comprehend literature at the 3rd grade level with scaffolding as needed. (2 nd ) 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. Prior: prose (non-verse text), poetry Explicit: literature, comprehend, fluency, genre, variety, interpret Introductory: drama Running Records DRA2/EDL2 Teacher observation

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