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G.2 – Reading Informational Text Standards Map

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

Standards

  2. Common Core English Language Arts: G.2 > RI

    Reading Informational Text

  4. Common Core English Language Arts: G.2 > RI > 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 - Ask (Questions)
    1 - Answer (Questions)
    1 - Demonstrate (Understanding to key text details)
    1 - I can ask questions [such as who, what, where, when, why, and how].
    1 - I can answer questions [such as who, what, where, when, why, and how].
    1 - I can demonstrate understanding of key details in a text.
    A. Asking and answering informational questions (who, what, where, when, why, how) demonstrates reading understanding.
    A.1 How do I show I understand reading details?
  5. Common Core English Language Arts: G.2 > RI > A.1 > S.2

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

    Content Skills Learning Targets Big Ideas Essential Questions
    Multi paragraph Text
    2 - Identify (Main topic)
    2 - Identify (Focus of specific paragraphs)
    2 - I can identify the main topic of a multi-paragraph text.
    2 - I can identify the main topic of specific paragraphs within a multi-paragraph text.
    A. With a given multi-paragraph text it will have a main topic while the individual paragraphs have a specific focus.
    A.1 How do I find the main idea of multi-paragraph texts?
    A.2 How does a specific paragraph focus contribute to the main topic of the total text?
  6. Common Core English Language Arts: G.2 > RI > A.1 > S.3

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

    Content Skills Learning Targets Big Ideas Essential Questions
    Connection
    3 - Describe (Connection)
    1 - I can describe the connection of events, ideas, concepts, or procedural steps found in a given text.
    A. Authors produce texts that have a variety of characteristics and structures.
    B. Good readers understand the connection between events, ideas/concepts or steps and use those connections to better understand text(s).
    A.1 What are the different features in information texts?
    A.2 What words signal connections in informational texts?
    B.1 What are the events, key ideas/concepts, or steps?
    B.2 How can you show how events, key ideas/concepts, or steps are related?
  8. Common Core English Language Arts: G.2 > RI > A.2 > S.4

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

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Determine (Meaning)
    2 - I can determine the meanings of words/phrases.
    A. Good readers actively seek the meaning of unknown words/phrases to clarify understanding of informational text(s).
    A.1 When one reads words and phrases how do they determine the meaning presented?
  9. Common Core English Language Arts: G.2 > RI > A.2 > S.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.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Know (Text features)
    1 - Use (Text features)
    1 - I can know various text features to locate key facts in a text.
    1 - I can use various text features to locate key facts in a text.
    A. Authors include text features to help the reader understand the text.
    B. Good readers use text features to locate key facts or information in a text.
    A.1 What are the various features of a text?
    B.1 How do we use the different text features to locate information?
  10. Common Core English Language Arts: G.2 > RI > A.2 > S.6

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

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Identify (Main purpose)
    1 - I can identify the author's purpose.
    A. Authors have different reason for writing texts.
    B. The author's purpose affects what and how he/she writes.
    C. Good readers identify the main purpose of a text.
    A.1 What are the different reasons a writer writes?
    B.1 How does the author's purpose affect what is written?
    C.1 How does one identify the main purpose found in text?
  11. Common Core English Language Arts: G.2 > RI > A.3

    Integration of Knowledge and Ideas

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

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

    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Explain (Image contributions)
    4 - Explain (Image clarification)
    4 - I can explain how specific images (e.g., a diagram showing how a machine works) contribute to a text.
    4 - I can explain how specific images (e.g., a diagram showing how a machine works) clarify a text.
    A. Images can clarify a text.
    A.1 Why do texts have images?
  13. Common Core English Language Arts: G.2 > RI > A.3 > S.8

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

    Content Skills Learning Targets Big Ideas Essential Questions
    Reasons
    3 - Describe (Reasons)
    3 - I can describe how reasons support specific points the author makes in a text.
    A. Reasons are used to support points of view.
    A.1 How do reasons support the author’s points?
  14. Common Core English Language Arts: G.2 > RI > A.3 > S.9

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

    Content Skills Learning Targets Big Ideas Essential Questions
    Two Texts
    3 - Compare (Most important points)
    3 - Contrast (Most important points)
    3 - I can compare the most important points presented by two texts on the same topic.
    3 - I can contrast the most important points presented by two texts on the same topic.
    A. Comparing and contrasting important points reveals similarities and differences in two texts on like topics.
    A.1 Why do I compare and contrast two texts on like topics?
  15. Common Core English Language Arts: G.2 > RI > A.4

    Range of Reading and Level of Text Complexity

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

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Read (Informational texts)
    2 - Comprehend (Informational texts)
    1 - I can read informational texts that are between the second and third grade level.
    2 - I can comprehend informational texts that are between the second and third grade level.
    A. Scaffolding assists informational text reading.
    A.1 How can I read informational texts?

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