School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 1




Standard 2.0 Comprehension of Informational Text

Students will read, comprehend, interpret, analyze, and evaluate informational text.


  • 1. Develop comprehension skills by reading a variety of self-selected and assigned informational texts
  1. Listen to nonfiction materials
    • Textbooks
    • Trade books
    • Grade-appropriate reference materials
    • Newspapers
    • Articles
    • Magazines
    • Questionnaires/interviews
    • Multimedia resources
  2. Read and recognize functional documents
    • Sets of directions
    • Science investigations
    • Posters
    • Flyers
    • Forms
    • Invitations
    • Menus
    • Maps
    • Recipes
    • Rules
    • Classroom schedules
  3. Select and read personal interest materials, such as brochures, books, magazines, and web sites


  1. Use print features
    • Large bold print
    • Font size/type
    • Colored print
    • Headings and chapter titles
    • Labels
    • Captions
    • Numbered steps
  2. Use graphic aids
    • Illustrations
    • Pictures
    • Photographs
    • Drawings
    • Maps
    • Graphs
    • Charts/tables
    • Diagrams
    • Materials list
  3. Use informational aids
  4. Use organizational aids when reading
    • Title
    • Table of contents
    • Numbered steps
    • Transition words


  • 3. Develop knowledge of organizational structure of informational text to understand what is read
  1. Distinguish between fiction and nonfiction text
  2. Recognize words that signal the structure of informational text
  3. Recognize sequential order
  4. Recognize cause/effect relationships
  5. Recognize similarities and differences
  6. Recognize main idea


  1. Identify the text's purpose
  2. Identify main ideas/messages
  3. Distinguish between a fact and an opinion
  4. Retell important facts from a text
  5. Identify how someone might use the text
  6. Identify prior knowledge that clarifies the main idea of the text


  • 5. Identify and explain the author's use of language
  1. Recognize specific punctuation that create tone


  1. State whether the text fulfills the reading purpose
  2. Tell what the author could have done to make the text easier to understand
  3. Explain whether the author's ideas are clear
  4. Identify words that affect the reader's feelings

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.