R2 Read and comprehend independently, A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives identities like and unlike their own from dominant, non-dominant, and marginalized social groups.
0.1.2.1 With guidance and support, read and monitor understanding of grade-level text, self correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.
R6 Analyze influences on content, meaning, and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.
0.1.6.1 Define the role of an author and illustrator in telling the story.
0.1.6.3 Recognize common types of text (e.g., storybooks, informational, poems), through listening or reading.
R7 Evaluate arguments and specific claims from complex informational texts.
0.1.7.1 Benchmark begins in grade 3.
R8 Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.
0.1.8.1 Recognize rhythm, alliteration and repeated lines in a story, poem, or a song read aloud.