Content Area: Reading
NRS Level: 2
COMPREHENSION: LITERATURE (CL)
2.R.CL.1 / 2.R.CL.2 / 2.R.CL.3 / 2.R.CL.4 / 2.R.CL.5 / 2.R.CL.6 / 2.R.CL.7 / 2.R.CL.8 / 2.R.CL.9
Essential Understandings:
 Application of specific reading strategies can be used to increase comprehension.
 Knowledge of literary genre can increase comprehension of the text.
 Point of view can be identified in a variety of ways.
 Illustrations and various text features can provide information.
 Comparing and contrasting two or more versions of the same story aids understanding.
Essential Questions:
 How can specific strategies be used to increase comprehension?
 What clues from the text will inform us of the author’s purpose and point of view?
 How can illustrations help increase understanding of the text?
What will students be able to do: (What does mastery look like?)
 Demonstrate the comprehension of text by asking who, what, when, where, why, and how to
find key details in a text (2.R.CL.1a)
 Demonstrate the comprehension of text by predicting and clarifying through asking and
answering questions, citing explicit references to the text to support answers, draw
conclusions, or make inferences (2.R.CL.1b)
 Demonstrate the comprehension of text by summarizing or recounting stories, including
fables, folktales, and myths from diverse cultures, and determining their central message,
lesson, or moral and how it is conveyed through key details in text (2.R.CL.1c)
 Demonstrate the comprehension of text by questioning, clarifying, and summarizing through
identifying and describing the reactions of characters in a story as they respond to major
events and challenges (2.R.CL.1d)
 Demonstrate the comprehension of text by summarizing characters’ traits and clarifying how
their actions contribute to the sequence of events (2.R.CL.1e)
 Identify elements of phrasing (word choice, rhythm, rate, repetition, etc.) and describe how
they provide meaning to a text (2.R.CL.2)
 Identify and describe parts of literary texts including appropriate names for them including
introduction, body, conclusion, chapter, verse, scene, and stanza; describe how and why they
are different, and how each successive part builds on previous sections (2.R.CL.3, 2.R.CL.5)
 Use context clues to determine the meaning of words and phrases and to distinguish between
literal and non-literal language (2.R.CL.4)
 Identify and describe different points of view within a literary text, and recognize the reader
also has a point of view; demonstrate points of view by altering one’s voice for each character
when reading dialog aloud (2.R.CL.6a, 2.R.CL.6b)
 Demonstrate comprehension of a text by identifying and describing how illustrations add or
create details and emphasis (character, setting, plot, mood, etc.) (2.R.CL.7a, 2.R.CL.7b)
 Use compare and contrast techniques to aid in the comprehension of a text (2 or more
versions of the same story by different authors, themes, or settings and plots of stories written
by same author, etc.) (2.R.CL.8a, 2.R.CL.8b)
 Read appropriately leveled literature including stories, poems, drama, and fables with accuracy
and fluency (2.R.CL.9)
Evidence for Assessing Learning
Performance Tasks:
 Question flash cards w/partners – each scores the other after reading the same text/passage
 Retell the story from a modern perspective (but with the same moral/lesson/message)
 Worksheet with characters’ traits or actions (student has to identify the character)
 Storyboard activity – students order events and name parts of the text (intro, body, conclusion,
stanza, verse, etc.)
 Use vocabulary words in another paragraph/text (students identify word meanings based on
context clues)
 Create list of literal and non-literal language found in passages
 Match the reaction/response to the character & cite supporting evidence from text
 Make predictions (citing evidence) about how characters would respond to other events or
situations
 “Who said that…?” (match point of view to characters)
 Caption/draw a picture to summarize or demonstrate key details of the text, character, etc.
 Use a graphic organizer to compare/contrast any number of items (characters, plot, etc.)
Other Evidence:
 Classroom observations of level of engagement/participation
 Monitoring discussions while students work in groups or with partners
 Interactive journal
Building the Learning Plan
Sample Classroom Activities and/or Lesson Plans:
(refer to E Reading website posted below and Reading Common Core Basics textbook for this
lesson.)
 Read a short passage to yourself and determine the central message, lesson, or moral and how
it is conveyed through key details in text. 2.R.CL.1c
 From your table, choose a spokesperson to summarize how characters’ actions contribute to
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the sequence of events in the passage that you read. 2.R.CL.1e
As a group, make inferences from a reading passage. 2.R.CL.1b
From the passage that you read, identify elements of phrasing (word choice, rhythm, rate,
repetition, etc.) 2.R.CL.2
Identify and describe how illustrations add or create details and emphasis to the passage that
you read (character, setting, plot, mood, etc.) 2.R.CL.7a & 2.R.CL.7b
Demonstrate points of view by altering one’s voice for each character when reading dialog
aloud. 2.R.CL.6b
While reading your passage, use context clues to determine the meaning of words and phrases
and to distinguish between literal and non-literal language. 2.R.CL.4
Complete compare and contrast graphic organizer – student or teacher decides what the
subject of the exercise will be, e.g., how characters respond to the same event (see worksheet
works website posted below) 2.R.CL.8a & 2.R.CL.8b
Learning Activities: (interventions for students who are not progressing, instructional strategies,
differentiated instruction, re-teaching options)
 Peer-tutor/teaching
 Generate word lists from reading passages
 Games
 Additional worksheets
 Try different methods of teaching
 Small groups working on pronouncing and defining words
 One on One instruction to find pronunciation errors.
List of Instructional Materials:
 Reading Common Core Basics Textbook
 Worksheets and Power Point Presentations off of E Reading website
 Compare and contrast graphic organizer
 Leveled reading passages
List of Technology Resources:
 www.ereadingworksheets.com
 www.worksheetworks.com/miscellanea/graphic-organizers/compare-contrast.html