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Grade 2

Grade 2 Reading Standards and Component Skills

 
StandardSkillStandardSkill
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.RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RL.2.3: Describe how characters in a story respond to major events and challenges.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
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.RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RI.2.5: 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.
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.RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
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.RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8: Describe how reasons support specific points the author makes in a text.
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.RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.

Grade 2 Summary Table

Click the button to download a PDF of a summary table listing the reading standard, its component skills, and the reading lessons where the skills are taught.

RL.2.1

STANDARD

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

SKILL

Ask Questions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.1.: ASK QUESTIONS
Step 1What do you wonder about this text?
Step 2

ASK a question about it.



  • WHO or WHAT

  • WHERE or WHEN

  • WHY or HOW
Step 3REMEMBER your question as you reread.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks about the text


▢ starts with the right question word

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
ask a question unrelated to the text…Point to something in the text you wonder about. Now ask a question about this detail.
use the wrong question word…

  • What do you want to know: a person, a thing, a place, a time, a reason, or a group of steps?

  • Which word matches this information?

RL.2.1

STANDARD

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

SKILL

Answer Questions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.1.: ANSWER QUESTIONS
Step 1Say the question in your own words.
Step 2Think where to look for the answer.
Step 3Scan text for important details in words and pictures.
Step 4

Answer the question using text details.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers the question


▢ includes correct text details to support the answer

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to include relevant text details in their answer…Point to a detail in the text that shows your answer is true.
struggle to find the part of the text related to the question…

  • What is the question asking about?

  • Where is this person/thing/place/idea in the text?

RL.2.1

STANDARD

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

SKILL

Identify Key Details in Stories

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.1: IDENTIFY KEY DETAILS IN A STORY
Step 1

Retell story elements.



  • main CHARACTERS

  • SETTING

  • important EVENTS
Step 2

Identify KEY details that:




  • show character traits.


  • connect to the problem.


  • are needed for the story to make sense.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells important details about characters, setting, and events


▢ differentiates important from unimportant ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to distinguish between key details and minor details…Can you understand the story without this detail? If so, it probably is NOT important.
include only some key details…Can you understand the story without this detail? If not, it probably IS important.

RL.2.1

STANDARD

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

SKILL

Identify Key Details in Poems

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.1: IDENTIFY KEY DETAILS IN POEMS
Step 1What is the poem about?
Step 2Find words that show the poem’s ideas.
Step 3What do these details help you understand in the poem?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what the poem is mostly about


▢ tells important details from the poem


▢ explains what the details show

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe what the poem is about…

  • Say the poem aloud

  • What does the poem describe?

  • What are some things that happen or are described in the poem?
struggle to explain what a detail shows…

  • Do the words help you make a picture in your mind? What do you imagine when you hear these words?

  • Do the words give you a feeling?

RI.2.1

STANDARD

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

SKILL

Ask Questions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.1:ASK QUESTIONS
Step 1What do you wonder about this text?
Step 2

ASK a question about it.



  • WHO or WHAT

  • WHERE or WHEN

  • WHY or HOW
Step 3REMEMBER your question as you reread.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks about the text


▢ starts with the right question word

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
use the wrong question word…

  • What do you want to know: a person, a thing, a place, a time, a reason, or a group of steps?

  • Which question word matches this information? 
ask a question unrelated to the text…Point to something in the text you wonder about. Now ask a question about this detail.

RI.2.1

STANDARD

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

SKILL

Answer Questions Using Details from the Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.1: ANSWER QUESTIONS USING DETAILS FROM THE TEXT
Step 1Say the question in your own words.
Step 2Think where to look for the answer.
Step 3Scan text for important details in words and pictures.
Step 4Answer the question using text details.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers the question


▢ includes correct text details to support the answer

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to include relevant text details in their answer….Point to a detail in the text that shows your answer is true.
struggle to find the part of the text related to the question…

  • What is the question asking about?

  • Where is this person/thing/place/idea in the text?

RI.2.1

STANDARD

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

SKILL

Identify Key Details

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.1: IDENTIFY KEY DETAILS
Step 1What is the text teaching us?
Step 2

Find KEY details that:



  • help you understand what the text teaches.



  • connect to the main idea.



  • would change the meaning if missing.  

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies key details in the text


▢ distinguishes between important and unimportant details

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to distinguish between key details and minor details…

  • Can you understand the text without this detail? If so, it probably is NOT important.

  • Does the text mean something different without this detail? If it does, the detail probably IS important.
include only some key details…Can you understand the text without this detail? If not, it probably IS important.

RL.2.2

STANDARD

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

SKILL

Recount Thinking Steps Anchor Chart

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.2: RECOUNT THE DETAILS OF A STORY
Step 1What kind of story is it?
Step 2Tell the main characters and setting.
Step 3Tell the story problem or what the main character wants.
Step 4Tell the story problem or what the main character wants.
Step 5

Tell the story in order. Include:



  • the characters and setting.



  • the problem.



  • what characters do about the problem.



  • how the problem is resolved.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names the main character


▢ tells the setting


▢ tells the problem


▢ tells what characters do about the problem


▢ tells how the problem is solved


▢ retells in order

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
can’t identify the story problem…What does the character want, or want NOT to happen?
retell details out of order…

  • What happens first?

  • What happens next?

  • What happens last? 

RL.2.2

STANDARD

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

SKILL

Determine Central Message, Lesson, or Moral

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.2: DETERMINE CENTRAL MESSAGE, LESSON, OR MORAL
Step 1What kind of story is it?
Step 2What is the PROBLEM?
Step 3How is it SOLVED?
Step 4What does the main character LEARN?
Step 5What did YOU learn?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells a lesson the character learns about real life


▢ includes correct text details to support the lesson


▢ tells what readers learn from the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to extend the lesson to the world outside the text…

  • Which actions from the story should you try or not try in your life?

  • Which ways to act are right and good?

RI.2.2

STANDARD

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

SKILL

Identify Main Topic of Many Paragraphs

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.2: IDENTIFY MAIN TOPIC OF MANY PARAGRAPHS
Step 1Read the title and name the main topic.
Step 2Read the topic sentence of each paragraph.
Step 3Scan headings, text features, and visuals.
Step 4What are these paragraphs mostly about?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies the main topic of the text


▢ identifies the topic of a group of paragraphs or section


▢ uses 1–2 words or a short phrase

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
name only the topic of the whole text rather than the section…Name the overall topic. What is this section teaching us about that topic?
name a topic that is too narrow (applies to one paragraph but not the entire section)…

  • Point to another paragraph in the section. Does this other paragraph give the same information?

  • Name the learning in each paragraph. What title can we give all these paragraphs that will work for each one?

RI.2.2

STANDARD

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

SKILL

Identify Main Topic of a Paragraph

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.2: IDENTIFY MAIN TOPIC OF A PARAGRAPH
Step 1Identify the text or section topic.
Step 2Read the topic sentence and paragraph.
Step 3Notice how the ideas go together.
Step 4Look for topic clues in nearby headings or visuals.
Step 5What are all these details mostly about (TOPIC)?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names details that repeat


▢ tells what the paragraph is mostly about


▢ uses one or two words

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
confuse the topic of the paragraph with the topic of the text…Look only at this paragraph. What does the topic sentence tell about? What words in this paragraph repeat?
name a topic that is too narrow…

  • Is this paragraph only about [cows]?

  • Look at other sentences in the paragraph. What else do you learn about?
explain topic in too much detail…Imagine you are putting this paragraph in a folder with other paragraphs about the same topic? What label could you give the folder?

RL.2.3

STANDARD

Describe how characters in a story respond to major events and challenges.

SKILL

Describe How Characters Change Over Time

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.3: DESCRIBE HOW CHARACTERS CHANGE OVER TIME
Step 1What does the character WANT?
Step 2What does the character DO?
Step 3

How does the character FEEL in the:



  • beginning?

  • middle?

  • end?
Step 4How does the character change?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells how the character changes


▢ includes correct details from words and/or pictures in the text


▢ includes details from at least two parts of the story

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to tell how the character changes…

  • Study details about the character at the beginning of the story. What does he or she want/feel?

  • Now study details about the character at the end of the story. What does he or she want/feel? What is different from the beginning? 
can’t find details about the character’s feelings…

  • Are there any feeling words on the page?

  • What does the character’s face look like in the pictures?

  • Say the character’s words aloud with expression in your voice. What expression makes sense?

RL.2.3

STANDARD

Describe how characters in a story respond to major events and challenges.

SKILL

Describe How Characters Respond

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.3: DESCRIBE HOW CHARACTERS RESPOND
Step 1Find an important EVENT.
Step 2

What does it make the character:



  • DO?

  • FEEL?

  • SAY?
Step 3What did you learn about the character?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what a challenge or event makes a character do, feel, or say


▢ includes text details to support the answer


▢ tells what the response shows about the character

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
can’t find details about the character’s response…

  • Look for details near the problem or event, or just after it.

  • Look for words that tell how the character feels or acts.

  • Look for nearby pictures that show the character’s face or actions. 
struggle to learn about characters from their words or actions…

  • Why do you think the character says/does that?

  • What does it show about his/her feelings?

  • How might you feel in that situation?

RI.2.3

STANDARD

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

SKILL

Describe the Connection Between a Series of Events

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.3: DESCRIBE THE CONNECTION BETWEEN A SERIES OF EVENTS
Step 1Find a series of events.
Step 2

Find important details in each.



  • WHAT happens?

  • HOW or WHY?
Step 3Sort details that are similar.
Step 4

How are the events connected?



  • 1st, 2nd, 3rd?


  • Did one cause another?




  • Do they work together?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ gives details about a series of events from the text


▢ tells how the events are connected

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe how the events are connected…

  • Are the events the same in some way?

  • Does one event come before the other?

  • Does one event make the other happen?

  • Do the events work together to make something else happen?
struggle to find details about the events…

  • Who or what do you see in the words and pictures?

  • What is happening?

  • Where and when is it happening?

  • Which picture comes first? Which comes next? Last? Put your finger on the pictures in order from 1 to the end.

RI.2.3

STANDARD

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

SKILL

Describe the Connection Between Steps in a Procedure

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.3: DESCRIBE THE CONNECTION BETWEEN STEPS IN A PROCEDURE
Step 1What does the text show how to do?
Step 2

Look for details about the steps.



  • number words

  • pictures
Step 3Put the details in order.
Step 4

How are the steps connected?



  • 1st, 2nd, 3rd?



  • Does one cause another?



  • Do they work together to make something?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what process the text shows


▢ puts the details in order


▢ tells how the steps are connected

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe how the steps are connected…

  • Do you see any number or order words (first, second, next, then)?

  • Do you need to do one step before you can do the others?

  • What do the steps show you how to do? That is how they are connected.
struggle to find details about the steps…

  • Look for words that name things and actions.

  • Look for pictures nearby.

    • What step(s) do these pictures show?

    • Which picture shows the first step?

    • Which picture shows the next step? The last step? Put your finger on the pictures in order from 1 to the end.

RI.2.3

STANDARD

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

SKILL

Describe the Connection Between Ideas or Concepts

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.3: DESCRIBE THE CONNECTION BETWEEN IDEAS OR CONCEPTS
Step 1What is the text mostly about?
Step 2Describe important ideas in the text.
Step 3Find what is similar among the ideas.
Step 4

How are the ideas connected?



  • 1st, 2nd, 3rd?



  • Does one explain another?



  • Do they explain different parts of one topic?



  • Do they disagree?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies three or more important ideas from the text


▢ tells how the ideas are connected


▢ uses text details to show how the ideas are connected

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe how the ideas are connected…

  • Are the ideas the same in some way?

  • Does one idea come before the other?

  • Does one idea explain the other?

  • Does one idea make the other happen?

  • Do the ideas argue with each other?
struggles to use text details to show the kind of connection…Describe the connection. Then use the word because to explain how it is true.

RL.2.4

STANDARD

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

SKILL

Describe How Words and Phrases Supply Meaning

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.4: DESCRIBE HOW WORDS AND PHRASES SUPPLY MEANING
Step 1LISTEN to the words.
Step 2

Find words that:



  • repeat

  • have similar sounds.

  • are made up.
Step 3Find words that describe a feeling or sensation.
Step 4What do the words help you UNDERSTAND?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names a word or sound in the text that repeats, rhymes, or has same first sound or letter


▢ names a made up word


▢ tells what the word/phrase helps readers see or feel


▢ tells what the word/phrase helps readers understand about the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe what the words/sounds help them see or feel…As you listen to the words, make a picture in your mind. What do you see? How do you feel?
struggle to explain how the words/sounds help them understand the text…

  • What does the word/sound show you about [a specific character, setting, or event]?

  • What is the [specific character, setting, or event] like?

RL.2.4

STANDARD

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

SKILL

Describe How Words and Phrases Supply Rhythm

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.4: DESCRIBE HOW WORDS AND PHRASES SUPPLY RHYTHM
Step 1LISTEN to the words.
Step 2CLAP each beat.
Step 3Notice how lines have similar or different beats.
Step 4Notice sounds that repeat.
Step 5What do the sounds help you SEE , FEEL and UNDERSTAND?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names words with repeating sounds


▢ describes how lines have similar or different beats


▢ tells what the words/sounds help readers see or feel


▢ tells what the words/sounds help readers understand about the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify and describe repeating sounds…

  • Listen to the beginning sounds of words? Are there some that are the same?

  • Listen to the ends of words? Are there some that are the same?
struggle to describe the rhythm…

  • Clap on syllables, or word parts, that sound louder or stronger than the others.

  • Count the claps.

  • Does each line have the same number of beats? Is there a pattern?

RI.2.4

STANDARD

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

SKILL

Define Words and Phrases Related to a Grade 2 Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.4: DEFINE WORDS AND PHRASES RELATED TO A GRADE 2 TOPIC
Step 1Look inside the word for parts you know.
Step 2

What kind of word is it?



  • NOUN (person, place, thing, idea)

  • VERB (action word)

  • ADJECTIVE/ADVERB (describing word)
Step 3Look at nearby WORDS and PICTURES for clues.
Step 4Put the clues together to tell the word’s meaning.
Step 5Check your idea in the text.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells the approximate meaning of the word


▢ tells what the word does in the text


▢ gives correct text details to support the meaning

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot tell which context clues to are important…

  • Could you use this word to describe anything the author names?

  • Is the word similar to or the opposite of another word nearby?

  • Does the word name or describe something in a picture?

cannot tell what the word does in the sentence…

  • Say the sentence aloud.

  • Does it name a person, place, or thing?

  • Does it tell an action?

  • Does it describe what something is like?  

RL.2.5

STANDARD

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

SKILL

Describe the Structure of a Story

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.5: DESCRIBE THE STRUCTURE OF A STORY
Step 1

What does the beginning INTRODUCE?



  • characters

  • setting

  • problem
Step 2

How does the middle BUILD on the beginning?



  • repeating details?

  • problem worsens?

  • solutions attempted?
Step 3

How does the end CONCLUDE the story?



  • how problem is solved

  • what characters learn
Step 4

Describe the structure of the story.



  • what the beginning introduces



  • what the middle builds



  • how the end concludes

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names how the character, setting, and problem are introduced in the story


▢ describes how the middle builds on story elements


▢ tells how the ending concludes the story by resolving problem or teaching message

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to explain how one part builds on another…

  • Describe the beginning of the story

  • Does the next part repeat anything from the beginning? Does the problem get clearer or bigger? Does anyone do anything to solve the problem?
can’t identify the main story problem…What does the character want to happen? What does the character want NOT to happen?

RI.2.5

STANDARD

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.

SKILL

Use Special Text to Find Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.5: USE SPECIAL TEXT TO FIND INFORMATION
Step 1What do you want to learn?
Step 2Brainstorm words to help you search.
ALTERNATE Step 3 for bold, headings, all caps
Step 3

Look for related words in:



  • LARGER letters.

  • BOLD PRINT.

  • HEADINGS.
ALTERNATE Step 3 for Captions and Labels
Step 3

Look for your words in:



  • CAPTIONS.

  • LABELS.
FINAL Step for both variants of this chart

Step 4

Read to find the answer to your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question about the text


▢ names words connected to the question


▢ finds related words in captions, labels, headings or boldface


▢ describes what the text says in response to their question

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find text features…

  • Point to a heading. Look outside of sentences for words with bigger or darker letters.

  • Point to a label. Look for single words or phrases connected to parts of a picture.

  • Point to a caption. Look for phrases or sentences next to a picture.
struggle to think of words connected to the question…

  • What important words are in the question?

  • What words could you use to tell about the information?

  • Scan the text features for any words that are close to the ones you thought of.

RI.2.5

STANDARD

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.

SKILL

Use Parts of a Book to Find Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.5: USE PARTS OF A BOOK TO FIND INFORMATION
Step 1What do you want to learn?
Step 2What words can help you search?
ALTERNATE STEP 3 for Table of Contents or Index

Step 3

What does the text say? Look for your words in the:



  • TABLE OF CONTENTS.

  • INDEX: Search by first letter.

Step 4

Read to find an answer to your question.
ALTERNATE STEP 3 for glossary

Step 3

What does the text say? Look for your words:



  • ON THE PAGE.

  • in the GLOSSARY: Search by first letter. 

Step 4

Read to find an answer to your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question about the text


▢ names words connected to the question


▢ finds related words in the table of contents or index


▢ finds the information on the page shown


▢ finds words in a glossary


▢ describes what they learn about their question in the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find their words in the table of contents or index…Not every word you look for will be there. If that happens, try to find another word with about the same meaning and search for that.
struggle to find their word in a glossary…

  • Look at the bottom of the page where the word is used.

  • Look in text boxes on the same page.

  • Look at the back of the book. Search by the first letter of the word.
find their words but do not answer their question…Read the part you found and see what you learn. Does it answer your question or do you need to search again?

RI.2.5

STANDARD

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.

SKILL

Use Electronic Features to Find Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.5: USE ELECTRONIC FEATURES TO FIND INFORMATION
Step 1What do you want to learn?
Step 2What words can help you search?
Step 3

What does the text say? Click on your words in:



  • MENUS.

  • ICONS.

  • UNDERLINED TEXT.

Step 4

Read to find an answer to your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ asks a question about the text


▢ names words connected to the question


▢ finds words in menus, icons, and links

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find electronic features…

  • Which parts of the web page should you read again to find the information you need?

  • What do these parts look like?

  • Can you click on this [icon, underline text, picture, etc] to find more information? How do you know?
struggle to think of words connected to the question…

  • What important words are in your question?

  • What words could you use to tell about the information?

RL.2.6

STANDARD

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

SKILL

Determine a Character’s Tone of Voice

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.6: DETERMINE A CHARACTER’S TONE OF VOICE
Step 1What does the character feel?
Step 2

Find clues about how the character talks.



  • ??? or !!!

  • words like shouted, asked
Step 3Read the words aloud with expression.
Step 4What tone of voice fits the character’s words?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds text clues to the character’s tone of voice


▢ tells the tone of voice that fits the character’s words


▢ reads dialogue with expression

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe the character’s tone of voice…

Which word best tells how the character sounds: happy, surprised, sad, angry, afraid, sleepy?
struggle to find clues to the character’s tone of voice…

  • How does the character feel at this part of the story? How do you know?

  • Are there any words that tell how the character speaks, such as shouted, cried, or joked? 

RL.2.6

STANDARD

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

SKILL

Determine a Character’s Point of View

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.6: DETERMINE A CHARACTER’S POINT OF VIEW
Step 1What does the character SAY or THINK?
Step 2How would the character sound saying it?
Step 3What does the character DO?
Step 4What does the character FEEL or THINK about events?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what the character feels about events


▢ tells the character’s tone of voice


▢ uses details from the text that show feelings or thought

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to infer a character’s feelings from words or actions…

  • Why do you think the character says/does that?

  • What does it show about his/her feelings?

  • How might you feel in that situation?
struggle to find clues to the character’s tone of voice…

  • What does the character say? Look inside speech bubbles and talking marks.

  • How does the character say it? Look for words like shouted or asked.

RL.2.6

STANDARD

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

SKILL

Demonstrate Point of View Through Tone of Voice

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.6: DEMONSTRATE POINT OF VIEW THROUGH TONE OF VOICE
Step 1

Look for clues about what each character feels.



  • feeling words

  • pictures

  • actions
Step 2

Look for clues about how each character talks.



  • words like shouted, whispered, sang

  • punctuation like !!! ???
Step 3Read the part aloud with expression matching each character’s feelings.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ finds correct text clues for each character’s tone of voice


▢ tells the tone of voice that fits each character’s words


▢ reads aloud using a different tone of voice for each character


▢ uses tone of voice to show how each character feels

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
fail to show the character’s feelings through their tone of voice…

  • How does the character feel at this part of the story?

  • What do you sound like when you feel this way?
struggle to find clues to a character’s tone of voice…

  • How does the character feel at this part of the story? How do you know?

  • Are there any words that tell how the character speaks, such as shouted, cried, or joked?

RI.2.6

STANDARD

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

SKILL

Identify the Main Purpose of a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.6: IDENTIFY THE MAIN PURPOSE OF A TEXT
Step 1

What type of text is it?



  • informational

  • fiction
Step 2What is the text mostly about? (TOPIC)
Step 3

What does the author want to teach you about the topic? Scan:



  • headings.

  • images.

  • key words.
Step 4

What is the author’s main purpose?



  • describe something?



  • explain something?



  • answer a question?



  • persuade you of something?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells the topic


▢ tells the author’s purpose, including what the author is teaching about the topic


▢ tells text details that are clues to the author’s purpose

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find clues to author’s purpose…

  • What is the topic? What is the author teaching us about this topic?

  • Use one of the words from the chart in your answer.
are confused by clues to more than one purpose…Which purpose do most of the clues match?

RL.2.7

STANDARD

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

SKILL

Use Illustrations and Words to Describe Characters, Settings, or Plot

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.7: USE ILLUSTRATIONS AND WORDS TO DESCRIBE CHARACTERS, SETTINGS, OR PLOT
Step 1

Decide what you are describing.



  • character

  • setting

  • events
Step 2Read the WORDS closely.
Step 3Look closely at the PICTURES.
Step 4What do you learn by looking closely at both pictures and words?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ describes characters, setting or story


▢ includes specific details from words and pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
include details from only words or only pictures…Look again at the [words/pictures]. What else do you learn about [character/setting/event]?
struggle to find details in pictures…

  • Characters: What do you see about the character’s age? What does [his/her] face look like? How do you think [he/she] is feeling? What is [he/she] wearing? What is [he/she] doing?

  • Setting: What time of day is it? What time of year? Are events happening inside or outside? Do you see any familiar places?

  • Events: What are the characters are doing? What has changed from earlier pictures?

RI.2.7

STANDARD

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

SKILL

Explain Key Details in an Image

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.7: EXPLAIN KEY DETAILS IN AN IMAGE
Step 1Say the gist of the text.
Step 2What part of the text does the picture connect to?
Step 3Look closely at the picture details.
Step 4Explain what the picture helps you understand.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what the picture is mostly about


▢ tells what the picture explains about the topic


▢ includes correct details from the picture to support the ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to explain how the picture helps them understand the topic…What parts of this [picture, drawing, photograph, diagram, chart, etc.] tell about the topic? What information do they give: who, what, where, when, why, how?
struggle to understand information in pictures…

  • Look for headings and captions. What is this [picture, drawing, photograph, diagram, chart, etc.] mostly about?

  • Look for labels. What parts does this [picture, drawing, photograph, diagram, chart, etc.] show?

RI.2.7

STANDARD

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

SKILL

Explain How Images Clarify a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.7: EXPLAIN HOW IMAGES CLARIFY A TEXT
Step 1Retell the gist of the text.
Step 2What part of the text does the picture connect to?
Step 3Look closely at the picture details.
Step 4Find details in the PICTURE that are NOT in the WORDS.
Step 5Explain how the picture helps you understand the words.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies part of the text that picture illustrates


▢ finds details in the picture that go beyond the meaning in the words


▢ tells what these extra details teach

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to explain how the picture helps them understand the words…

  • What does the picture show about the topic that the words do not?

  • Does the picture show what something from the text looks like? Does it show how something works?

RI.2.8

STANDARD

Describe how reasons support specific points the author makes in a text.

SKILL

Describe How Authors Use Reasons to Support Specific Points

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.8: DESCRIBE HOW AUTHORS USE REASONS TO SUPPORT SPECIFIC POINTS
Step 1What is the topic?
Step 2What are the key points?
Step 3Find details to support each key point.
Step 4

Explain how the details help you understand the point. Are they:



  • reasons?



  • examples?



  • illustrations?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells key points


▢ gives correct text details that support the key point


▢ tells if the details are reasons, explanations, facts, examples, or stories


▢ tells how the supporting details teach about the key point

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
are unsure what kind of job a detail is doing, or what its purpose is in the text…

  • Does the detail tell why the key point is true? Does it use words like because?

  • Does it name specific things that belong to a group? Does it tell one way you might see the key point in real life?

  • Does it use numbers, dates, or other pieces of information?

  • Use the chart in the TEACHER RESOURCE GUIDE for support.

    • Why do you think the author included that reason? Is it an example, story, fact, or picture?
are unable to tell which key point a detail supports or which details support a key point…

  • Can’t find key point:

    • Look at the words and ideas in the detail. Which key point has words and ideas that are the same or almost the same?

    • Which key point is closest to the detail in the text?



  • Can’t find details:

    • Share a key point. Have students reread the surrounding pages in the text.

    • How does the author help readers understand the key point? What reasons does the author include to show that the key point is true?
cannot identify which details are important…

Review the main idea. Which details help you understand this idea?

RL.2.9

STANDARD

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

SKILL

Compare Story Versions From Different Cultures or Different Authors

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.9: COMPARE STORY VERSIONS FROM DIFFERENT CULTURES OR DIFFERENT AUTHORS
Step 1

Look for clues to culture in each story.



  • names and holidays

  • places and buildings

  • clothes and foods
Step 2

Retell each story.



  • WHO

  • WHEN and WHERE

  • PROBLEM and SOLUTION
Step 3What is the SAME in both stories?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells how the stories are the SAME


▢ gives text details to show what is the same


▢ gives text details that tell about culture


▢ uses correct details from words and pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
fail to identify details that are similar but not exactly the same…

  • What is happening in [text 1] on this page? When does something like this happen in [text 2]?

  • Where do things happen on this page? What places in [text 2] are almost the same? 
struggle to include details about culture…

  • What do you notice in each text about:

    • the characters’ names?

    • what they wear?

    • where they live?

    • what they do for work and for fun?

RL.2.9

STANDARD

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

SKILL

Contrast Story Versions from Different Cultures or Authors

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.2.9: CONTRAST STORY VERSIONS FROM DIFFERENT CULTURES OR AUTHORS
Step 1

Look for clues to culture in each story.



  • names and holidays

  • places and buildings

  • clothes and foods
Step 2

Retell each story.



  • WHO

  • WHEN and WHERE

  • PROBLEM and SOLUTION
Step 3What is DIFFERENT about the stories?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells how the stories are DIFFERENT


▢ gives text details to show what is different


▢ gives text details that tell about culture


▢ uses correct details from words and pictures

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify differences…

  • What problem does only one character try to solve?

  • What time or place is in only one story? 
struggle to include details about culture…

  • What do you notice in each text about:

    • the characters’ names?

    • what they wear?

    • where they live?

    • what they do for work and for fun?

RI.2.9

STANDARD

Compare and contrast the most important points presented by two texts on the same topic.

SKILL

Compare Important Points in Texts on the Same Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.9: COMPARE IMPORTANT POINTS IN TEXTS ON SAME TOPIC
Step 1What are both texts mostly about?
Step 2Find the important points in EACH text.
Step 3What important points are in BOTH texts?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what BOTH texts are mostly about


▢ tells points that are in BOTH texts


▢ includes important points


▢ gives correct text details to show what is the same

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
fail to identify points as similar if they use different wording…What important words and ideas are in this point from [text 1]? Do any points in [text 2] have words or ideas that are almost the same?
struggle to decide whether a point is important…

  • What does the author want to teach you in this text?

  • Do you need this point to understand the author’s ideas? If so, it is probably important.

RI.2.9

STANDARD

Compare and contrast the most important points presented by two texts on the same topic.

SKILL

Contrast Most Important Points in Texts on the Same Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.2.9: CONTRAST MOST IMPORTANT POINTS IN A TEXT ON SAME TOPIC
Step 1What are both texts mostly about?
Step 2Find the important points in EACH text.
Step 3What important points are in only ONE text?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what both texts are mostly about


▢ tells points that are in ONLY ONE of the texts


▢ includes important points


▢ gives correct text detail to show what is different

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify differences in points…Match up the points that are the same in both texts. Which points are left over?
struggle to tell whether a point is important…

  • What does the author want to teach you in this text?

  • Do you need this point to understand the author’s ideas? If so, it is probably important.