Reading

			Standard 1. Demonstrates competence in the general skills and strategies of the reading process

			Interval Benchmark K-2 Uses a variety of comprehension processes

			Grade 2

			Instructional Resources Supporting Knowledge | Instructional Strategies

To understand this Interval Benchmark, a second grade student: Retells stories, parts of stories, or books in own words The following elements should go into a lesson plan: VOCABULARY to use - retells - evidence - events - sequence - order - character - opinion - fiction - nonfiction INFORMATION to understand - Knows when retelling a story, the events need to be in the correct sequence - Knows when retelling a story, details about story elements or the topic need to be given - Understands the difference between fiction and nonfiction SKILLS to practice  (ITBS/ITED alignment indicated) - Retells putting important events/facts in the correct sequence (beginning, middle, end) - Retells including information about the charcters and setting - Retells referring to most charcters by name - Retells using background knowledge to make an interpretation - Retells capturing the substance of the story or information - Responds to questions about a book's content - Provides support for answers to questions - Provides an evaluation or opinion of a story - Relates story or topic to personal experiences and/or prior knowledge - Distinguishes between fiction and nonfiction when talking about books - Relates later parts of a story to earlier parts To understand this Interval Benchmark, a second grade student: Summarizes what a story or book is about The following elements should go into a lesson plan: VOCABULARY to use - summarizes - gist - main idea - important details INFORMATION to understand - Knows a summary is a short and to-the-point description of what the story or book is about SKILLS to practice  (ITBS/ITED alignment indicated) - Summarizes a story or topic using only main ideas or themes and important details, the gist To understand this Interval Benchmark, a second grade student: Uses self-monitoring and self-correcting strategies The following elements should go into a lesson plan: VOCABULARY to use - checking - questioning - correcting - strategy INFORMATION to understand - Knows there are strategies to use to make sure text is making sense SKILLS to practice  (ITBS/ITED alignment indicated) - Asks questions to clarify meaning - Checks to see if what they are reading makes sense - Checks to see if they are on the right page - Checks to see if the word they are saying is the one to which they are pointing To understand this Interval Benchmark, a second grade student: Responds to stories in a variety of ways (oral, written, kinesthetic) to show comprehension The following elements should go into a lesson plan: VOCABULARY to use - understanding - characters - setting - story elements - extends - information - own words - cause and effect - events - motives - theme - message - traits INFORMATION to understand - Knows pictures and print have a relationship to the information - Knows stories have particular parts - Knows prior knowledge and experience helps to make sense of the text and to talk about the text - Knows that one event causes another to happen - Knows that one event is caused by another SKILLS to practice  (ITBS/ITED alignment indicated) - Creates artwork or a written response to show comprehension - Uses oral or physical means (acting, singing, dancing, etc.) to show comprehension - Answers questions about the text's content -- how, why, and what-if - Supports answers to questions about the text using text information and prior knowledge and experience - Uses pictures to aid comprehension - Extends the story - Describes in their own words what new information they gained from the text - Describes/discusses the causes and effects of specific events - Infers cause and effect relationships not stated explicitly - Discusses/writes about the theme of a book or story - Examines the relationship of different parts of a story/book (relates later parts to earlier part) - Describes changes in the characters and the plot from beginning to end - Describes the motives and traits of characters - Makes comparisons between text and their own knowledge and experience To understand this Interval Benchmark, a second grade student: Makes and supports predictions The following elements should go into a lesson plan: VOCABULARY to use - prediction - story clues INFORMATION to understand - Knows predictions are made using text clues and pictures - Knows predictions are made using prior experience and knowledge SKILLS to practice  (ITBS/ITED alignment indicated) - Uses pictures to make predictions about a story - Uses text clues to make predictions about a story - Supports predictions using text evidence and prior experience and knowledge To understand this Interval Benchmark, a second grade student: Draws and supports conclusions The following elements should go into a lesson plan: VOCABULARY to use - conclusion - opinion - support - event - actions INFORMATION to understand - Knows conclusions are opinions formed from text information and reader prior experience and knowledge - Understands conclusions must be supported by explicit and implicit information SKILLS to practice  (ITBS/ITED alignment indicated) - Uses text information to draw conclusions or form an opinion about an event or actions in a story or passage - Uses prior experience and knowledge to help in drawing conclusions - Supports conclusions using text evidence and prior experience and knowledge

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