2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).
 Structural Features of Informational Materials
 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
Uses text organizers (e.g., headings, topic and summary sentences, graphic features) to determine the main ideas and to locate information in a text
Identifies and uses the various parts of a book (index, table of contents, glossary, appendix) to locate information
 Comprehension and Analysis of Grade-Level-Appropriate Text
 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Generates interesting questions to be answered while reading
Uses prior knowledge and experience to understand and respond to new information
 2.3 Demonstrate comprehension by identifying answers in the text.
Uses a variety of study-skills strategies (e.g., answering practice questions, skimming text, reading carefully)
 2.4 Recall major points in the text and make and modify predictions about forthcoming information.
Makes, confirms, and revises simple predictions about what will be found in a text
Identifies the main ideas or theme of a story
 2.5 Distinguish the main idea and supporting details in expository text.
Summarizes and paraphrases information in texts (e.g., identifies main ideas and supporting details
 2.6 Extract appropriate and significant information from the text, including problems and solutions.
Identifies setting, main characters, main events, and problems in stories
Understand the organizational patterns of informational texts (e.g., chronological, logical, and sequential orders; compare and contrast; cause and effect; proposition and support)
 2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).
Applies reading skills and strategies to a variety of informational texts (e g textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)