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Common Core Standard: Reading Literacy 2.1

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Common Core Standard: Reading Literacy 2.1

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CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

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Ways to identify the levels or proficiency in this common core standard.

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Reading Comprehension : A Big Meal : Worksheet for Second Grade English Language Arts

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Reading Comprehension : A Big Meal : Worksheet for Second Grade English Language Arts

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If you want to assess where your students are at in this standard, try reading a small passage and having students answer the questions along with it!

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Worksheet | Reading Comprehension : A Big Meal | Biglearners

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Read the story to answer the questions. Then on next page, write the events from the box in the order as they happened in the story.

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Ask & Answer Questions Digital Graphic Organizer Standards Tracking RI2.1 RL2.1
This resource has great imagery for diverse learners. Images connected to the question will help students understand what is the questions asking about

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4 million free and priced teaching resources created by teachers for instant download including lesson plans, interactive notebooks, unit plans, novel studies, worksheets, printables, quizzes, task cards, math centers, projects and more. Join over 6 million teachers on the web's most vibrant collaborative exchange.

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Ask your students a series of regular questions with who, what, where, when, why, and how.
Teaching Sensory Explorers has this amazing resource on TPT with posters and question for student to connect understanding of the action word to day to day life.

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Who, What, Where, Why, When and How Question Posters

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A set of classroom posters for teaching question types Who, What, Where, Why, When and How. If you like this, check out my When, Who, Why, Where Questions Adapted Books for Students with Autism and Conversation Skills: Visual Supports for students with autismEach poster features the word, a descript...

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Jamie Morris provides this free resource using image and the clue words who, what, where, when, why, and how. These words are big to focus on what it is asking and there is a definition right below it. The image helps students make connections

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These WH question games are great activities to practice sorting and answering who, what, where, and when questions. Descriptions of each item in the bundle are listed below and all are available separately in my store:WH Question Sort, Match, or Slam - With this packet (my best seller!), students

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Cute posters to help students remember what kinds of answers are required for each question word. If you like these posters, try these activities: WH Question Sort, Match, or Slam! WH Questions Dot or Smash Dinosaur Stop WH Question Game

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This creator provides a free organizer perfect for diverse learners! To differentiate, you may ask students to fill in the boxes for who, what, where, when, why, and how with words or images.

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Are you teaching with the Common Core Standards? I have dissected the 2nd grade standards and created a resource that is perfect for assessing your students in reading - Common Core Graphic Organizers for 2nd Grade Reading Standards.

How are these graphic organizers different?

The graphic organizers included in this download will provide formative assessments for mastery of every 2nd Grade Common Core Reading Standards. Each graphic organizer highlights the specific vocabulary from the standard and some even have up to 6 different graphic organizers to target each specific part of the standard. The standard being assessed is listed in the top right corner of each page for easy documentation for standards-based grading or report cards.

The common core graphic organizers will ensure that you have taught, and the students have mastered, the Common Core Standards in Reading for Literature AND Informational Text. This product is specifically aligned to the 2nd Grade Common Core Standards and is perfect for formative assessment. Check it out by clicking the graphic below. You can get a FREE SAMPLE using the form at the bottom of this post or on TeachersPayTeachers.

You can grab a FREE SAMPLE of my #1 Best Selling Common Core Graphic Organizers (shown below) by submitting the form at the bottom of this post.

Feel Free to Pin this Image to Save for Later:

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Linky, FREEBIES, and Common Core Graphic Organizers

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Are you teaching with the Common Core Standards? I have dissected the 2nd grade standards and created a resource that is perfect for assessing your students in reading - Common Core Graphic Organizers for 2nd Grade Reading Standards. The graphic organizers included in this download will provide formative assessments for mastery of every 2nd Grade Common Core Reading Standards.

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Reading Rockets: Connect Students' Background Knowledge to Content in the ELL Classroom

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Reading Rockets: Connect Students' Background Knowledge to Content in the ELL Classroom

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Kristina Robertson wrote this article on how it is important to connect students backgrounds and finding culturally relevant materials. Finding books students can relate to will make the standard achievable.

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- Anonymous

Introduction

I often listen to books on tape with my children while I do errands and drive them to their activities. When my daughter was four years old and we were listening to a story, she said, "Mom, when I listen to the stories, I see pictures in my head. Do you see the same pictures?" This was a thought-provoking question for a number of reasons. First, she was describing what good readers do - visualize the story as they read while the details add up to a mental picture. Second, I was reminded that we all create mental pictures while reading, and that our pictures may vary greatly. For example, when my children and I read the Harry Potter books, we discussed our different ideas about what Harry, Hermione, and Ron looked like. (Now that I've seen the movie, I can't seem to remember what I thought they looked like!)

Perhaps what is most interesting about the visualization that takes place as we read, is that the pictures in our minds reflect our own experiences. We connect what we read to our context, and we comprehend new ideas more deeply if we can relate to them.

In a 1979 study on cross-cultural comprehension, subjects from the U.S. and India read letters about an American and an Indian wedding and recalled them following interpolated tasks. When subjects read the passage about the wedding from their own culture ("the native passage"), researchers observed the following behaviors: subjects read the passage more rapidly, recalled a larger amount of information, and produced more culturally appropriate elaborations of the content. When the subjects read the "foreign passage" about the other culture's wedding, they read the passage more slowly, recalled much less information, and produced more culturally-based distortions. The results indicated that cultural context influences comprehension, and that this phenomenon occurs regardless of an individual's background. (Steffensen, Joag-Deve, & Anderson, 1979).

Although this study is 30 years old, I believe the premise holds true. It makes sense that if I were to read passages on both American and Indian weddings, I would recall more details from the American wedding because I've experienced it many times, and I would probably be able to produce a more detailed description of the event because it it more relevant to my experience.

What are the implications of this idea for teachers who must help a diverse student body retain valuable information about a variety of subjects? While a single teacher may not be able to represent as many cultural perspectives as he/she may like, teachers can enhance their curriculum using a variety of resources in order to make the material more culturally relevant and accessible. Here are some ideas to get started:

1. Learn about your students' backgrounds and find culturally relevant resources to teach content.

One of the important steps of the Sheltered Instruction Observation Protocol model (SIOP) of teaching content to ELLs is to build students' background knowledge before teaching content by linking concepts to students' personal, cultural, or academic experience. Dr. R. Cipriani-Sklar, Principal of the Fairview School in Corona, NY, offers this suggestion in Random House's RHI: Reaching Reluctant Readers magazine:

"Tap into Students' Background Knowledge. Students need to connect with literature on three basic levels: text to text, text to self, and self to the world. All students bring something to the classroom. Becoming familiar with the backgrounds and/or prior knowledge of ELL students allows a teacher to engage students in literacy experiences that connect with their diverse backgrounds, thereby building on this knowledge."

How to tap into this background knowledge if it's very different from your own? You can start by researching your students' native countries, cultures, and educational systems. You may even want to study the historical figures, musical and artistic traditions, geography, and biodiversity of these countries so that you can connect your lessons to something that the students already know.

You can also find ways for your students to contribute their own cultural experience in the classroom. This may mean asking students to show how a topic connects to their lives or to give an example of a particular idea as they would experience it in their native country. Students can bring music or art from their culture and describe its significance and meaning to their classmates. Students can also interview their parents in order to learn more about their memories and experience. ELLs may find this valuable because even if they speak their native language with their parents and are surrounded by their culture at home, they may not have had an opportunity to talk to their parents about their parents' life experiences and values.

These strategies will work in mainstream classes as well. For example, if U.S. students are studying civil rights in the 1960's, they may remember information better if they relate it to historical and cultural information shared by family members.

One word of caution if you plan to ask students to contribute their experiences to the class, as noted by Dr. Cynthia Lundgren and Giselle Lundy-Ponce in a recent article about culturally responsive instruction:

" Consult more than one internet or library source and do not expect a student to be your sole "ambassador" or resource for finding out about a whole culture or ethnic background. Multiple sources are always a good idea for formulating knowledge about a particular subject.

More importantly, do not put a particular student on the spot without asking them beforehand if they are comfortable sharing information with the whole class. Each student is an individual and their experiences may or may not be similar to that of the group they represent."

It is tempting to view your students as the experts, and it is certainly important to draw on what they have to offer to the class, but it is also important to discuss whether they feel comfortable doing so beforehand, and to avoid putting them on the spot - particularly about cultural, political, or religious subjects that might be particularly sensitive.

[You can read more about these topics in Colorín Colorado's articles, Learning about Your Students' Backgrounds, Culturally Responsive Instruction for Holiday and Religious Celebrations, and the ELLs in Middle and High School webcast, which features more information about SIOP.]

2. Look for resources that go beyond the textbook that will engage students and involve them in the learning process so that they find elements they can connect to and learn from.

These may include:

Art

There are many ways to bring educational content to life through art, and to use art as a starting point for discussing different cultural traditions. For example, in a history class, you may offer students a couple of different artistic representations of historical events from different perspectives, and ask whether a particular perspective resonates with their experiences.

Or you might want to compare artwork depicting similar kinds of events as they occurred in different countries, such as revolutions, battles, the signing of a famous document, inaugurations, elections, protests, and major milestones. Perhaps students can share depictions of those kinds of events in their country as a way to open up the discussion and connect their experience to the content as well. Students can examine artistic style, theme, the artist's intent, and the materials used while comparing artistic works from different cultures as a way of applying what they learning about the content.

Using artwork that depicts day-to-day events and celebrations can also be a provocative starting point for a discussion about the similarities and differences between other cultures, and a way of affirming the students' daily lives, traditions, and lifestyles in the classroom.

Music

Students are a great resource for sharing music, and older students especially like to share music, discuss the meaning, and connect it to content. If the song is in a language some students do not understand, ask the student to translate it and discuss the meaning. Songs from other countries often describe political events or re-tell folk stories in poetic form.

Culture Kits

I got this idea from the Dakota County library system in Minnesota. They have a learning resource called "Bifolkal Kits" that patrons can check out. The kits have themes such as the "The Fifties," "Work Life," or "African American Lives." Each kit contains items relevant to the topic, reading materials, and questions that can be asked of a person who has experience in that area. It would be a wonderful addition to a curriculum if students created their own Culture Kits with special items that would bring culture alive as a way of sharing their cultures and discussing what can be learned from different multicultural traditions.

3. Use literature, stories, and folktales from other cultures as a way of encouraging students to connect what they are reading to their own experiences.

While this seems like a simple and logical place to start, it will take some research to find just the right additions for an educational unit. However, libraries across the nation have increased the amount of multicultural literature available from a wide variety of countries and cultures. Some of the material is written in other languages, and some of it is translated into English. There are also many publishers who have focused on increasing multicultural literature in the classroom, and Language Arts series often will have a multicultural connection with suggestions of books to read with the class.

[To read about one high school teacher's use of multicultural literature in the classroom, read Time is Not on Our Side: Literacy and Literature for High School Language Learners, on our sister site, AdLit.org.]

4. Use storytelling in the classroom.

Many cultures have a rich tradition of storytelling that often gets lost in the U.S. with the focus on developing literacy skills. Many of the common stories in cultures have been translated and written in story form, but children also enjoy telling and acting out stories. There are many resources to help build storytelling skills, and some students may also have a relative who is a great storyteller and would be willing to visit the class and tell a story. The class can have great discussions about what made the story interesting, what the story was trying to tell them, and if they know other stories that are similar. For example, many cultures have a story version of "Cinderella."

One final note: Teachers spend a lot of their own money to add to the school curriculum in order to meet the needs of their students. Adding multicultural curriculum and materials shouldn't be an additional financial burden on the teacher. Many schools are willing to fund the purchase of multicultural items if the teacher has researched the purchase and can explain how it will enhance student learning. If the school does not have resources, there may be funding at the district level or diversity grant funding available to teachers.

[A good starting point for researching grant funding opportunities is the Teach Diversity website.]

In the end, the efforts that teachers make to add a rich, cultural dimension to the curriculum will enhance student learning and comprehension, and create excitement in the classroom. The most wonderful thing about adding a multicultural perspective to the lesson is that it is a way of letting your students know - particularly ELL students - that their diverse experiences and backgrounds are valued in your classroom. Students may also be motivated to explore content and deepen their understanding of material that they had not previously shown interest in. As students share insights with you and with each other, they will develop appreciation for other cultural perspectives and they may find that there are more similarities than differences among them - and that might prove to be the greatest lesson of all.

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Connect Students' Background Knowledge to Content in the ELL Classroom

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As you teach content areas to ELLs of diverse backgrounds, you may find that they struggle to grasp the content, and that they approach the content from very different perspectives. Drawing on your students' background knowledge and experiences, can be an effective way to bridge those gaps and to make the content more accessible.

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In this article, Corinna provides a great strategy for teaching this standard. This strategy involves color coding or highlight the text in order to answer the questions.

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Aloha friends! I am so happy to be participating with such amazing teacher/bloggers in the Bright Ideas Blog Hop!

Today I am sharing a strategy that I have been using with my struggling readers to find and track information in a non-fiction text.

Our 2nd grade team is focusing on Common Core Standard RI.2.1-Ask and answer questions such as who, what, when, where, why and how to demonstrate understanding of key details in a text.

My advanced readers are doing great, but I have a group of struggling readers who are having such a difficult time understanding how to answer a question completely. These kiddos are struggling just to read the text and now they have to cite evidence!?

I worked with a small group this week and we did this activity together.

This paragraph is from an old science text I had. We read through the paragraph together and discussed what we thought was the main idea.

Then we read the questions. I had them highlight number one with a yellow crayon.

We went back up to the text and found where it talked about rain. I had them highlight the whole sentence.

We did it again for number two, but used pink this time.

I had them use a different color for each question.

Finally I had them answer the questions on a separate sheet of paper.

I had them copy the colored sentence word for word. Then I read each question and they answered it in a complete sentence by reading what was on their paper.

This was incredibly helpful to keep them focused and to keep track of their evidence/answer to each question.

This was very low level, but they really need to practice this skill in order to move on to more complex questions. I am hoping that soon they will be able to quickly find information, underline it and begin to answer the questions in their own words.

I am so glad you stopped by and hope this strategy can help some of your learners as well.

She has a great classroom management tip on how to stop students from interrupting while you are working with individual students.

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Aloha friends! I am so happy to be participating with such amazing teacher/bloggers in the Bright Ideas Blog Hop! Today I am sharing a strategy that I have been using with my struggling readers to find and track information in a non-fiction text.

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"Who, What, When, Where, Why" by The Bazillions

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"Who, What, When, Where, Why" by The Bazillions

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This video is catchy and fun to follow along! This can make the learning fun and engaging for a successful lesson.

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"Who, What, When, Where, Why" by The Bazillions

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6 Questions | Fun Reading & Writing Comprehension Strategy For Kids | Jack Hartmann

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6 Questions | Fun Reading & Writing Comprehension Strategy For Kids | Jack Hartmann

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Another activity is singing along with Jack Hartmann! Students can have fun singing together and memorizing what the words mean.

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6 Questions | Fun Reading & Writing Comprehension Strategy For Kids | Jack Hartmann

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Dice Questions Game: Who, What, When, Where and Why Questions

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Dice Questions Game: Who, What, When, Where and Why Questions

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Play a dice game with the students and encourage them to ask a question for points. Add in prizes to make it more exciting!

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The dice questions game/activity requires big and small dice and this activity sheet. First, put your students in pairs.

Next, provide dice for each group of students. Each number on the small dice corresponds to a type of question - who, what, when, where, why and have you ever. The big dice is worth a point value.

Students roll the dice. When the student asks a successful question, they earn that value of points. Keep track of points in hopes this gets them talking.

Related Board Games and Questions Worksheets

If you need more questions type of worksheets, see our free printable activity sheets below.

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Dice Questions Game: Who, What, When, Where and Why Questions - ALL ESL

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The dice questions game/activity requires a big and small dice and this activity sheet. Each number on the small dice corresponds to a type of question - who, what, when, where, why and have you ever. The big dice is worth a point value. Roll the dice, make a question and keep track of points.

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Try introducing each concept. Have an activity for who, what, when, where, why, and how. Here is an activity for 'where'. A picture is given and there are questions such as "Where is the car?".

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In groups of two, students have to go back and forth asking each other "where" questions.

According to household items, they have to identify where the items are located.

If you want to practice "WH-" type of questions and household items, the Where Questions Worksheet is ideal.

For example, where is the car? The car is in the garage.

Where Questions Worksheet - Household Items

Related Asking Questions Worksheets

If you need more grammar and questions worksheets, see our free printable activity sheets below.

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Where Questions Worksheet - Household Items - ALL ESL

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In groups of two, students ask each other "where" questions. According to household items, they have to identify where the items are located. If you want to practice "WH-" type of questions and household items, the "Where Questions Worksheet" is ideal. For example, where is the car? The car is in the garage.

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Another worksheet!

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A beautiful picture book for sharing and marking special occasions such as graduation, inspired by the life of the first African American woman to travel in space, Mae Jemison. An Amazon Best Book of the Month!
A great classroom and bedtime read-aloud, Mae Among the Stars is the perfect book for young readers who have big dreams and even bigger hearts.
When Little Mae was a child, she dreamed of dancing in space. She imagined herself surrounded by billions of stars, floating, gliding, and discovering. She wanted to be an astronaut. Her mom told her, "If you believe it, and work hard for it, anything is possible."
Little Mae's curiosity, intelligence, and determination, matched with her parents' encouraging words, paved the way for her incredible success at NASA as the first African American woman to travel in space.

This book will inspire other young girls to reach for the stars, to aspire for the impossible, and to persist with childlike imagination.

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people & places - united states - african american

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juvenile fiction / biographical / united states

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juvenile fiction / historical / exploration & discovery

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juvenile fiction / people & places / united states / african american

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juvenile fiction/biographical - united states

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juvenile fiction/historical - exploration & discovery

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juvenile fiction/people & places - united states - african american & black

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people & places - united states - african american

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people & places - united states - african american & black

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graduation;women's history month;picture book biography;picture book own voices;picture book holiday;based on a true story;mae jemison;picture book black history month;african american history;space;women in space;girls in space;stem;women’s history;space travel;nasa picture books;dreams come true;follow your dreams;family;stars;galaxy;childhood;planets;astronaut;nasa;moral picture books;encouragement;rocket ship;girls and space;own voices author;#own voices;own voices books for kids;own voices books for girls;black history;black history month books for kids;books by black authors;books for black kids;books for black boys;books for black girls;black girl magic;multicultural books for kids;diversity books for kids;black authors;black history books for kids;african american children's books;black women in stem;african american astronaut;books for women's history month;books about black women;books about strong black women;female role models;stem female role models

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juvenile fiction / biographical / united states

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juvenile fiction / historical / exploration & discovery

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juvenile fiction / people & places / united states / african american

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juvenile fiction/biographical - united states

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juvenile fiction/historical - exploration & discovery

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juvenile fiction/people & places - united states - african american & black

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Mae Among the Stars [Ahmed, Roda, Burrington, Stasia] on Amazon.com. *FREE* shipping on qualifying offers. Mae Among the Stars

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Practice asking and answering questions!

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Common Core Standards

Grade:

2nd Grade

Standard:

Description:

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Standard:

Description:

Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Start Practicing!

2nd Grade Reading - Asking and Answering Questions in Literature Lesson

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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.; Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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The Epic books with the 'Read to me' feature is great for diverse learners! Stories can be read aloud to them so they are able to focus on the key details of the story. Below is onw book to check out.

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instant access to thousands of great kids books.

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Instantly access 40,000 high-quality books for kids

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The leading digital library for kids offering unlimited access to 40,000 of the best children's books of all time. Sign up for a free 30 day trial to instantly access high-quality online books for kids, ebooks, audio books, quizzes, videos, and more.