School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 2

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Clarifications: Each clarification provides an explanation of an indicator/objective to help teachers better understand the skills and/or concepts.

Standard 2.0 Comprehension of Informational Text

Indicator 6. Read critically to evaluate informational text

Clarification

To show proficiency of critical evaluation of informational text, a reader must form judgments about a text. This process begins with a preview of the text and its text features to set a purpose for reading. During and after reading, the reader examines the choices the author has made in regard to content included, the usefulness of the included text features, and effectiveness of word choice and style in presenting the information.

An early reader states whether the text fulfills the reading purpose by first determining a purpose for reading the text. In order to do this, the reader should preview the text by examining the title and text features throughout the selection. Based on this preview the student would determine that the text could be used to fulfill an identified purpose. For example, the text may be appropriate to use to gather information for a multi-media presentation on an identified topic. After purposefully reading the text, the reader would determine if the information contained within the text was useful in satisfying the stated purpose. In our example above, the reader may determine that the author did not provide enough details about certain aspects of the topic therefore limiting the usefulness of the reading selection in preparing the multimedia presentation.

When reading informational text it is important for early readers to monitor their reading and determine whether the author's ideas are clear. The way that an author organizes the information, uses the text features, and chooses words and constructs sentences contributes to the success of a student in constructing meaning. In the primary grades the students will explain whether they were able to determine the important information about the topic based on the clarity of the text. Students may make suggestions to add text features or change the language choices in order to make the important ideas more accessible for other readers.

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