State Curriculum - Reading

Print pages on legal paper, landscape mode.
Grade 1 Grade 2 Grade 3
Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. 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. Develop comprehension skills by reading a variety of self-selected and assigned informational texts
1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
a. Listen to nonfiction materials
  • Textbooks
  • Trade books
  • Grade-appropriate reference materials
  • Newspapers
  • Articles
  • Magazines
  • Questionnaires/interviews
  • Multimedia resources
a. Read and recognize nonfiction materials to gain information and content knowledge
  • Textbooks
  • Trade books
  • Grade-appropriate reference materials
  • Newspapers
  • Articles
  • Magazines
  • Questionnaires/interviews
  • Multimedia resources
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
b. Read and recognize functional documents
  • Sets of directions
  • Science investigations
  • Posters
  • Flyers
  • Forms
  • Invitations
  • Menus
  • Maps
  • Recipes
  • Rules
  • Classroom schedules
b. Read and identify functional documents
  • Sets of directions
  • Science investigations
  • Posters
  • Flyers
  • Forms
  • Invitations
  • Menus
  • Maps
  • Recipes
  • Rules
  • Classroom schedules
  • Surveys
b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate functional documents
c. Select and read personal interest materials, such as brochures, books, magazines, and web sites
c. Select and read personal interest materials, such as brochures, books, magazines, and web sites
c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, and web sites
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
a. Use print features
  • Large bold print
  • Font size/type
  • Colored print
  • Headings and chapter titles
  • Labels
  • Captions
  • Numbered steps
a. Use print features
  • Large bold print
  • Font size/type
  • Italics
  • Colored print
  • Headings/subheadings and chapter titles
  • Labels
  • Captions
  • Numbered steps
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, and underlining
    Assessment limit:
  • In the text or a portion of the text
b. Use graphic aids
  • Illustrations
  • Pictures
  • Photographs
  • Drawings
  • Maps
  • Graphs
  • Charts/tables
  • Diagrams
  • Materials list
b. Use graphic aids
  • Illustrations
  • Pictures
  • Photographs
  • Drawings
  • Maps
  • Graphs
  • Charts/tables
  • Diagrams
  • Materials list
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend), graphs, charts/tables, and diagrams
    Assessment limit:
  • In the text or a portion of the text
c. Use informational aids
c. Use informational aids
  • Materials lists
  • Timelines
  • Captions
  • Glossed words
  • Labels
  • Numbered steps
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, pronunciation key, transition words, boxed text
    Assessment limit:
  • In the text or a portion of the text
d. Use organizational aids when reading
  • Title
  • Table of contents
  • Numbered steps
  • Transition words
d. Use organizational aids when reading
  • Title
  • Table of contents
  • Numbered steps
  • Glossary
  • Headings
  • Transition words
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
    Assessment limit:
  • In the text or a portion of the text
    e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages
    Assessment limit:
  • In the text or a portion of the text
    f. Identify and explain the contributions of text features to meaning
    Assessment limit:
  • In the text or a portion of the text
3. Develop knowledge of organizational structure of informational text to understand what is read
3. Develop knowledge of organizational structure of informational text to understand what is read
3. Develop knowledge of organizational structure of informational text to understand what is read
a. Distinguish between fiction and nonfiction text
a. Distinguish between fiction and nonfiction text
a. Identify and analyze the organization of texts such as sequential and/or chronological order, main idea and supporting details, cause/effect, and problem solution
    Assessment limit:
  • In the text or a portion of the text
b. Recognize words that signal the structure of informational text
b. Recognize words that signal the structure of informational text
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
    Assessment limit:
  • In the text or a portion of the text
c. Recognize sequential order
c. Recognize sequential and chronological order
 
d. Recognize cause/effect relationships
d. Recognize cause/effect relationships
 
e. Recognize similarities and differences
e. Recognize similarities and differences
 
f. Recognize main idea
f. Recognize description
 
  g. Recognize and use main idea and supporting details
 
4. Determine important ideas and messages in informational texts
4. Determine important ideas and messages in informational texts
4. Determine important ideas and messages in informational texts
a. Identify the text's purpose
a. Identify the author's/text's purpose
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
b. Identify main ideas/messages
b. Identify main ideas/messages
b. Identify and explain the author's opinion
    Assessment limit:
  • In the text or a portion of the text
c. Distinguish between a fact and an opinion
c. Identify information not related to the main idea
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
d. Retell important facts from a text
d. Draw conclusions and generalizations from text to form new understanding
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
e. Identify how someone might use the text
e. Distinguish between a fact and an opinion
e. Identify and explain information not related to the main idea
    Assessment limit:
  • In the text or a portion of the text
f. Identify prior knowledge that clarifies the main idea of the text
f. Identify how someone might use the text
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limit:
  • In the text or a portion of the text
  g. Summarize the text or a portion of the text
g. Draw conclusions and inferences and make generalizations and predictions from text
    Assessment limit:
  • From the text or a portion of the text
  h. Identify prior knowledge that clarifies the main idea of the text
h. Distinguish between a fact and an opinion
    Assessment limit:
  • From the text or a portion of the text
    i. Identify and explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
    j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas or information in the text or a portion of the text
5. Identify and explain the author's use of language
5. Identify and explain the author's use of language
5. Identify and explain the author's use of language
a. Recognize specific punctuation that create tone
a. Identify words and phrases with a specific effect on meaning (similes, metaphors)
a. Identify and explain specific words or phrases that contribute to the meaning of a text
    Assessment limit:
  • Significant words and phrases (e.g., similes, metaphors, personification, etc.) in the text or a portion of the text
  • Denotations of above-grade-level words in context
  b. Recognize specific words and punctuation that create tone
b. Identify and explain specific words and punctuation that create tone
    Assessment limit:
  • In the text or a portion of the text
  c. Recognize repetition of words
 
    c. Identify and explain the effect of repetition of words and phrases
    Assessment limit:
  • In the text or a portion of the text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
a. State whether the text fulfills the reading purpose
a. State whether the text fulfills the reading purpose
a. Explain whether the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
b. Tell what the author could have done to make the text easier to understand
b. Explain what the author could have done to make the text easier to understand
b. Identify and explain additions or changes to format or features that would make the text easier to understand
    Assessment limit:
  • In the text or a portion of the text
c. Explain whether the author's ideas are clear
c. Explain whether the author's ideas are clear
c. Identify and explain what makes the text a reliable source of information
d. Identify words that affect the reader's feelings
d. Identify words that affect the reader's feelings
d. Explain whether or not the author's opinion is presented fairly
    e. Identify and explain information not included in the text
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
    f. Identify and explain words and other techniques 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.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/reading/vsc_toolkit.html.

 

11/15/07