2 Demonstrate comprehension of a variety of informational, literary, and persuasive texts
2.2.1 Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text
2.2.1.a Use Key Ideas and Details to:
2.2.1.a.i Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences
2.2.1.a.ii Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.2.1.a.iii Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2.2.1.a.iv Describe how characters in a story respond to major events and challenges.
2.2.1.b Use Craft and Structure to:
2.2.1.b.i Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
2.2.1.b.ii Read high-frequency words with accuracy and speed
2.2.1.b.iii Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
2.2.1.b.iv Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
2.2.1.b.v Identify how word choice (sensory details, figurative language) enhances meaning in poetry
2.2.1.c Use Integration of Knowledge and Ideas to:
2.2.1.c.i Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
2.2.1.c.ii Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
2.2.1.d Use Range of Reading and Level of Text Complexity to:
2.2.1.d.i 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.
2.2.1.e Compare formal and informal uses of English.
2.i. Compare formal and informal uses of English.
2.2.2 Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text
2.2.2.a Use Key Ideas and Details to:
2.2.2.a.i Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.2.2.b.iv Read text to perform a specific task (such as follow a recipe, play a game)
2.2.2.c Use Integration of Knowledge and Ideas to:
2.2.2.c.i Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
2.2.2.c.ii Describe how reasons support specific points the author makes in a text.
2.2.2.c.iii Compare and contrast the most important points presented by two texts on the same topic.
2.2.2.d Use Range of Reading and Level of Text Complexity to:
2.2.2.d.i Adjust reading rate according to type of text and purpose for reading
2.2.2.d.ii 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.
2.2.2.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
2.2.3.e Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).