• Second-Grade Reading Learning Objectives
    Elementary readers experience a wide variety of books in their classrooms through mini-lessons, read alouds, book partnerships, and independent reading. Independent reading is a vital part of our reading experience - especially in fostering a love for reading. Our readers learn to select “just right books.” These books interest the child and offer the appropriate challenge to help build confidence and to become better and better readers. While individual readers develop as readers at differing rates, we do use grade-level standards to measure a child’s progress from year-to-year. Monitoring readers as they select books, as they read books and when they write about and discuss books helps teachers know how readers are progressing. In addition, teachers administer reading assessments such as the DRA2 and the SRI.

    Please notice that literacy learning objectives, listed in italics, are aligned to our larger report card indicators, typed in bold. Each learning objective is accompanied by sample “I statements” that students can use in considering their progress as readers and writers.

    Report Card Indicator: Accurately reads and understands grade level texts.
    Second-graders read a large variety of texts including informational texts, realistic fiction, simple biographies and simple mysteries. The content of these books are developed mostly through print rather than illustrations - some topics are familiar and some brand new. While reading nonfiction texts, readers discover underlying organizational strategies such as description, comparison, problem/solution and cause and effect - and learn to identify these and use them to help navigate a text. In narrative texts, authors present a predictable story structure, but that is somewhat complex, with numerous episodes and that marks the passage of time. Second-grade readers are asked to make inferences to understand some abstract themes. 
    Report Card Indicator: Uses a variety of strategies to comprehend the literal meaning of a text.
    Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
    • I preview a book title, cover, back blurb, and chapter titles, so I can figure out who might be in the story and what might happen.   I use the cover and text features to help me make predictions about the text before and during my reading.
    • Punctuation steers my reading. It helps me know when to pause, and I can do this with more complex texts now. For example, when I read dialogue, it helps me sound like the real character.
    • I know that when I read nonfiction and I have a hard time remembering about the topic, I have to do something like reread or use pictures and headings to recognize what I learn. Then, I can teach what I’m learning to someone else myself.
    Second-graders make connections as they read.  They identify how a character responds to a challenge, and they identify the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
    • I think about whether the main character meets with a problem, and if so, how the character solves it. 
    • I connect what I am learning from the words in the text to see what I see in the illustrations.
    Second-graders are aware of the structure of the story when reading fiction and are aware of important text features when reading nonfiction. 
    • I can describe how the beginning introduces the story and the ending concludes the action.
    • I am able to retell the story key describing the setting, main characters, problems, big events, and the solution. 
    • When I preview the text, paying special attention to text features like table of contents, headings, topic sentences, etc., it helps me decide how the text will go.

    Report Card Indicator: Reads for depth of understanding of a text’s themes, message, or arguments.
    Second-graders ask and answer questions to dig deep into a text.
    • I can point to the part of the text that supports my ideas when I talk about my reading. 
    • I read actively by growing ideas and developing opinions about what I am learning.
    • I can point to the part of the text that supports my ideas when I talk about my reading. 
    After reading a work of fiction, second-graders can recount the story and pinpoint the author’s lesson. 
    • As I read, I see that a story or essay has parts, and I can talk briefly about a part that I just read. 
    • After I read another part, I can put the parts together and talk about them and think about how they fit together as a whole. 
    • At the end of the story, I can retell it by saying something about the main character and the big events, in order.  I can also name the lesson; I might say the lesson as a word or phrase.  
    Second-graders are aware of how illustrations and specific words contribute to the meaning of a story or a nonfiction work.
    • I can explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
    • I notice precise words the author uses to show feeling. 
    • I notice when the author uses literary language, and I stop and think, “What does the author want to show?”
    Second-graders are beginning to understand that authors use different point of views. In reading fiction, they recognize the differences in characters. When reading nonfiction, they realize that the authors present their ideas on a subject and use reasons to support different points. 
    • I notice big things that a main character says, does, and thinks, and I think about what this might show about a character’s feelings. 
    • I notice who the author of a text is and who the subject of the text is.
    • I can discuss how information goes together in a text, such as how one event leads to another or how doing each step in a “how-to” can create a result. 
    Comparing two texts is important work for second-graders.  For example, they might compare and contrast two or more versions of the same story by different authors or from different cultures. 
    • When I read books that go together, I can think about how they are the same and different.
    • When one story is written in different versions, like when a fairy tale is from different cultures, I can usually compare them. 
    • When I read several books (or parts of books) on the same topic, I add what I learned from one text or part of texts onto what I learn from the text. 

    Report Card Indicator: Reads aloud with fluency, which includes appropriate phrasing, expression, and rate.
    When reading fiction, I make my reading voice sound like the I’m talking or storytelling. When reading nonfiction, I aim to make the reading voice inside my head smooth and to sound like I’m talking to teach someone. Sometimes I need to reread to make my voice sound that way. 
    • I use punctuation as a road signal that helps me know when to pause. 
    • When I read dialogue, I can make it sound like a character is really talking.
    • I can describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines, literary language, precise words) supply rhythm and meaning in a story, poem, or song. 
    When I don’t know what a word is, I check the illustrations, reread the words before and after, and try to think of a substitute. 
    • I try to substitute a word if I can’t figure it out.
    • I read all the way across the word and use what I now about letter and words. 
    • I recognize a lot of words and am always learning high frequency words. I remember snap endings!
    • I use context to confirm or self-correct word recognition and understanding, rereading as necessary.