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G.2 – Reading Literature Standards Map

This text resource illustrates the Standards Map for the Grade 2 Reading Literature domain in the Common Core State Standards.

Standards

  4. Common Core English Language Arts: G.2 > RL > A.1 > S.1

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

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Questioning (Text details)
    2 - Demonstrating (Understanding of text details)
    1 - I can ask questions (who, what, when, where, why, and how) to help me understand details.
    1 - I can answer questions (who, what, when, where, why, and how) to demonstrate that I understand details.
    2 - I can demonstrate understanding of key details in a text by asking and answer questions about it.
    A. Comprehension strategies enable us to understand what we read.
    A.1 How can I understand and remember information that I read?
  5. Common Core English Language Arts: G.2 > RL > A.1 > S.2

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

    Content Skills Learning Targets Big Ideas Essential Questions
    Lesson or Moral
    1 - Recount (Stories)
    2 - Determine (Central message)
    2 - Determine (Lesson of a story)
    2 - Determine (Moral of a story)
    1 - I can recount stories (including fables and folktales from diverse cultures).
    2 - I can determine the central message of a story.
    2 - I can determine the lesson of a story.
    2 - I can determine the moral of a story.
    A. Recount facts and details to help clarify central message, lesson, or moral.
    A.1 How do he facts, details, and ideas of story help us to understand the lesson or moral?
  6. Common Core English Language Arts: G.2 > RL > A.1 > S.3

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

    Content Skills Learning Targets Big Ideas Essential Questions
    Characters
    3 - Describe (Characters)
    3 - I can describe how characters respond to major events and challenges.
    A. Explain why that character may have changed.
    A.1 Why does (event) make the character think/behave differently?
    A.2 How has the character changed?
  8. Common Core English Language Arts: G.2 > RL > A.2 > S.4

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

    Content Skills Learning Targets Big Ideas Essential Questions
    Words and Phrases
    1 - Describe (Words and phrases)
    1 - I can describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning.
    A. Authors make purposeful language choices to create meaning in stories, poems, or songs.
    B. Good readers actively seek the meaning of unknown words/phrases by asking and answering questions to clarify meaning.
    A.1 How do/does the (words/phrases)suggest feelings or appeals to the senses?
    B.1 How do rhymes add meaning to a group of phrases?
  9. Common Core English Language Arts: G.2 > RL > A.2 > S.5

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

    Content Skills Learning Targets Big Ideas Essential Questions
    Structure
    1 - Describe (Structure)
    1 - Include (Introduction)
    1 - Include (Conclusion)
    1 - I can describe overall story structure.
    1 - I can include how the beginning introduces the story.
    1 - I can include how the ending concludes the action.
    A. The introduction begins the story and the conclusion ends the action.
    A.1 How do the introduction and conclusion fit in a description structure?
  10. Common Core English Language Arts: G.2 > RL > A.2 > S.6

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

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Acknowledge (Differences in the points of view of characters)
    1 - I can acknowledge differences in the points of view of characters, by speaking in a different voice for each character when reading dialogue aloud.
    A. Use of different voices helps distinguish characters and points of view.
    A.1 How are different characters and points of view distinguished in dialogue read aloud?
  11. Common Core English Language Arts: G.2 > RL > A.3

    Integration of Knowledge and Ideas

  12. Common Core English Language Arts: G.2 > RL > A.3 > S.7

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

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Use (Information from illustrations and words)
    2 - Demonstrate (Understanding of character, setting, or plot)
    3 - I can use information gained from the illustrations and words in a print or digital text.
    2 - I can demonstrate understanding of characters, setting, or plot.
    A. Words and illustrations help readers gain information.
    A.1 How do text illustrations and word choice help a reader?
  14. Common Core English Language Arts: G.2 > RL > A.3 > S.9

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

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Compare (Versions of one story)
    2 - Contrast (Versions of one story)
    2 - I can compare two or more versions of the same story by different authors or from different cultures.
    2 - I can contrast two or more versions of the same story by different authors or from different cultures.
    A. Cultural and author viewpoints may cause variations in the same story.
    A.1 How might two versions of the same story vary?
  15. Common Core English Language Arts: G.2 > RL > A.4

    Range of Reading and Level of Text Complexity

  16. Common Core English Language Arts: G.2 > RL > A.4 > S.10

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    Grade 2-3 Text Complexity
    2 - Read (Literature in grades 2 and 3 complexity of text)
    2 - Comprehend (Literature in grades 2 and 3 complexity of text)
    2 - I can, by the end of the year, read 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.
    2 - I can, by the end of the year, comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently.
    A. Scaffolding helps grade two readers understand more complex literature.
    A.1 How can I understand more complex literature?

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