RI.2.10

RI.2.10 By the end of grade 2, read and understand informational texts within the 2-3 text complexity band proficiently and independently for sustained periods of time.

Connect prior knowledge and experiences to text.

Step 1: Lesson Standards & Learning Goals

Vertical Progressions

RL&RI.2.10 - By the end of grade 2, read and understand literature/informational texts within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

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RL&RI.1.10 - With prompting and support, read and understand literature/informational text of appropriate complexity for grade 1 for sustained periods of time.

RL&RI.3.10 - By the end of grade 3, read and understand literature/informational texts within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Students will be able to...

read and understand various types of literature/informational text appropriately complex for grade 1
read various types of literature/informational text for extended periods of time

Vocabulary

purpose – the reason for a particular action or creation (e.g., literary work or speech); the reason for which something exists (e.g., to persuade, to inform, to express, and/or to entertain)

informational text – a nonfiction text whose purpose is to provide information about or explain a topic (e.g., infographic, advertisement, documentary film, etc.)

LEA Text Box

Step 2: Assessment

Fiction

Running Records w/ Retelling

A combination of both formative and summative assessments should be used to determine mastery of this standard.

Reading Workshop Assessment Article

Graphic Organizer/Thinking Maps

Assessment Prompts/Formative Assessments:

60 Formative Assessment Strategies

Examples of Formative Assessment

Learning-Focused Flipbook

Non-Fiction

A combination of both formative and summative assessments should be used to determine mastery of this standard.

Anecdotal Notes

Teacher Observations

Reading Workshop Assessment Article

Graphic Organizer/Thinking Maps

Assessment Prompts/Formative Assessments:

60 Formative Assessment Strategies

Questions Stems/Prompts

Today our group is going to read about … Working together, we will…
With your partner, read about …
Listen to what I read, and be prepared to turn to a partner and retell the story in your own words.
What do you already know about _____? With your partner, predict what you think may happen next.

Step 3: Lesson Instructions

Classroom Application

Students competently read and understand various types of literature/informational texts appropriately complex for grade 1 for extended periods of time. Sustained reading time should be supported. Students read with prompting and support as needed.

In the Classroom:

The teacher reads aloud high quality complex texts to model what good readers do as they read. After reading grade level texts, students demonstrate understanding through discussions with partners and/or written responses to text. The teacher helps students learn to self-select books of interest to read independently and support them as they read for sustained amounts of time.