First Day of School

Part of

• Reading Comprehension 2

Standards alignment

Common Core State Standards

• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• ELD-LA.2-3.Inform.Interpretive — Multilingual learners will interpret informational texts in language arts by • Identifying the main idea and key details • Referring explicitly to descriptions for themes and relationships among meanings • Describing relationship between a series of events, ideas or concepts, or procedural steps
• RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Alaska

• RL.3.1 — Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers.
• RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (e.g., problem-solution; chronology).

Arizona

• 3.RF.4.a — Read grade-level text with purpose and understanding.
• 3.SP4.1 — Explain probable causes and effects of events.
• Cause and effect relationships are routinely identified, tested, and used to explain change.

Arkansas

• 2.RC.5.RF — Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.
• 3.RC.2.RF — Answer questions about key details in a text.
• 3.RC.5.RF — Use background knowledge and details, including illustrations, charts, and graphs, to make inferences about what happens in a text.
• 3.RC.6.RF — Demonstrate reading comprehension of age and grade-appropriate texts by speaking or writing.

California

• 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.
• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
• RL.1.10.b — Confirm predictions about what will happen next in a text.

Colorado

• RWC20-GR.2-S.2-GLE.1-EO.a.i — Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.
• RWC20-GR.2-S.2-GLE.1 — Apply specific skills to comprehend and fluently read literary texts.
• RWC20-GR.2-S.2-GLE.3-EO.b.i — Read grade-level text with purpose and understanding.

Connecticut

• RF.3.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Delaware

• 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.
• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Florida

• ELA.3.F.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Georgia

• ELAGSE1RF4.a — Read on-level text with purpose and understanding.
• ELAGSE1RL1 — Ask and answer questions about key details in a text.
• ELAGSE1RL7 — Use illustrations and details in a story to describe its characters, setting, or events.
• ELAGSE1SL2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Hawaii

• 2.RL.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• 3.RI.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Idaho

• 3.RC.TE.3 — Ask and answer questions to demonstrate understanding of grade-level texts, referring explicitly to textual evidence as the basis for the answers.
• Cause and Effect
• 4.RC.TE.3 — Refer to details and examples in grade-level texts when explaining what texts say explicitly and when drawing inferences from texts.
• 3.RC.TC.1 — Independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives that exhibit complexity at the higher end of the grades 2–3 band. (See the Quantitative Analysis Chart for Determining Text Complexity in the Resource Reference.)

Illinois

• 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.
• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• SS.2.EC.1 — Demonstrate how our choices can affect ourselves and others in positive and negative ways.

Indiana

• 3.RC.6 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.
• 1.RC.4 — Make and confirm predictions about what will happen next in a story.
• 3.RC.1 — Ask and answer questions to demonstrate comprehension of a text, referring explicitly to the text as the basis for the answers. (E)
• 4.RC.7 — Describe the organizational structure (e.g., chronological, problem-solution, comparison/contrast, procedural, cause/effect, sequential, description) of events, ideas, concepts, or information in a text or part of a text. (E)

Iowa

• Make predictions based on prior experiences.
• RL.1.10 — With prompting and support, read stories and poetry of appropriate complexity for grade 1.

Kansas

• 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.
• RF.2.4.d — Read on-level text with purpose and understanding.
• RI.3.8 — Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Kentucky

• GP.R.1 — Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text.
• RL.3.10 — By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex literary texts independently and proficiently.

Louisiana

• Cause and effect relationships are routinely identified, tested, and used to explain change.

Maine

• R.6.3.b — Explain the relationship between events, ideas or concepts, using language that pertains to time, sequence, and cause/effect, based on information from the text.
• R.12.3.a — Read various on-level text with purpose and understanding.
• R.6.2.b — Describe the relationship between a series of events, ideas or concepts, using language that pertains to time, sequence, and cause/effect.

Maryland

• RF.3.4.a — Read on-level text with purpose and understanding.
• RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.
• RF.2.4.a — Read on-level text with purpose and understanding.
• RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Minnesota

• 4.1.2.1 — Read independently and monitor understanding of grade-level text;self-correct as needed, using more advanced meta cognitive strategies including, but not limited to, making inferences and connecting text to background knowledge, building on strategies learned in previous grade levels, with guidance and support.
• 2.1.2.1 — Read independently and monitor understanding of grade-level text;self-correct as needed using strategies including, but not limited to, decoding, making text-to-text connections, and building on strategies learned in previous grade levels, with guidance and support.

Missouri

• 3.R.2.A.f — explain cause-and-effect relationships
• 2.R.2.A.d — describe cause-and-effect relationships
• 3.R.1.A — Develop and demonstrate reading skills in response to text by:
• 3.R.1.D.a — reading text that is developmentally appropriate

Montana

• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Nebraska

• LA.2.RP.8 — With scaffolding as needed, read and comprehend a wide range of literary texts of appropriate complexity for Grade 2.

Nevada

• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

New Hampshire

• 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.
• B — Students will be able to comprehend the wide range of social studies-related materials by using skills: 1. Distinguish between primary and secondary sources. 2. Detect cause and effect relationships 3. Distinguish between facts, interpretations, and opinions 4. Recognize author bias; recognize propaganda 5. Test the validity of information by using such criteria as source, objectivity, technical correctness, currency 6. Draw from the source information at a level appropriate to the task at hand, i.e., skimming for facts or probing for deeper meaning 7. Utilize various types of sources such as documents, charts, images, artifacts, and maps 8. Cite sources, particularly from the Internet, accurately and completely
• RF.3.4.a — Read on-level text with purpose and understanding.
• RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.
• G — Students will be able to interpret information: 1. Draw inferences from factual material 2. Recognize that more than one reasoned interpretation of factual material is valid 3. Compare and contrast credibility of differing accounts of the same event 4. Form opinion based on critical examination of relevant information 5. State hypothesis for further study 6. Reinterpret events in terms of what might have happened, and show the likely effects on subsequent events 7. Take into account when interpreting events or behaviors context of their time and place

New Jersey

• 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.
• RF.2.4.a — Read grade-level text with purpose and understanding.
• RL.2.10 — Read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed.
• RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

New Mexico

• RL.3.NM.1 — Ask and answer questions and make predictions to demonstrate understanding of a text;
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RL.2.NM.1 — Identify the main topic, retell key details of a text, and make predictions;
• RF.2.4.a — Read on-level text with purpose and understanding.

New York

• 3R1 — Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL)
• 3R3 — In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. (RL) In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI)
• 2R7 — Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RI&RL)

North Carolina

• CCR Anchor Standard RI.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• CCR Anchor Standard RI.3 — Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• RF.3.5.a — Read on-level text with purpose and understanding.
• RL.3.10 — By the end of grade 3, read and understand literature at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

North Dakota

• 1.R.2 — Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
• 1.F.12c — Accurately and automatically read a variety of first-grade texts with expression, phrasing, purpose, and understanding.

Ohio

• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
• RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Oklahoma

• 1.3.R.5 — Students will begin to use details from a text to draw conclusions and make predictions.
• 1.3.R.4 — Students will ask and answer basic questions (e.g., who, what, where, why, and when) about texts.
• 1.6.R.2 — Students will identify and use graphic and text features to understand texts: • photos • illustrations • titles • labels • headings • charts • graphs

Oregon

• 1.19 — Identify cause-and-effect relationships.

Pennsylvania

• CC.1.2.3.C — Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.
• CC.1.3.3.B — Ask and answer questions about the text and make inferences from text, referring to text to support responses.
• CC.1.3.3.C — Describe characters in a story and explain how their actions contribute to the sequence of events.
• CC.1.3.3.K — Read and comprehend literary fiction on grade level, reading independently and proficiently.

Rhode Island

• RF.2.4.a — Read grade-level texts with purpose and understanding.
• RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
• RF.3.4.a — Read grade-level texts with purpose and understanding.

South Carolina

• ELA.K.AOR.1.1.INIS — Indicator Insights: Characters can be described by appearance, feelings, and actions. Events that move the plot forward are what characters do or events that happen; events can include, but are not limited to, cause and effect and problem and solution relationships.
• ELA.K.OE.3 — Make inferences to support comprehension.

South Dakota

• 2.RL.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• 2.RF.4.a — Read grade-level text with purpose and understanding.
• 2.RL.10.a — Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands).
• 3.RI.3 — Explain the relationship between events, ideas, or concepts in a historical, scientific, or technical procedures text, using language that pertains to time, sequence, and cause/effect.

Tennessee

• SSP.04 — Communicate ideas supported by evidence to: • Demonstrate an understanding of ideas • Compare and contrast viewpoints • Predict outcomes • Illustrate cause and effect
• 2.FL.PWR.3.g — Decode grade-level texts with purpose and understanding.

Utah

• 1.2.1.e — Articulate how individual choices affect self, peers, and others.
• 1.2.1.g — Predict possible consequences for a variety of actions.

Vermont

• 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.
• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Virginia

• 2.DSR.A — Read a variety of grade-level text with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding as necessary (Reading Fluency, K-12).
• 2.DSR.C — When responding to text through discussion and/or writing, draw several pieces of evidence from read-alouds and grade-level texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, K-12).
• 2.DSR.B — Proficiently read and comprehend texts from a variety of literary forms that exhibit complexity at the lower range of the grades 2-3 band (See the Quantitative and Qualitative Analysis charts for determining complexity in the Appendix.) (Text Complexity, 2-12).

Washington

• 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.
• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Washington, D.C.

• 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.
• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.3.8 — Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Wisconsin

• ELA.3.R.1 — Develop and answer questions to l Locate relevant and specific details in a text to support an answer or inference. (RI&RL)
• ELA.3.R.3 — Describe a character (traits, motivations, and/or feelings) drawing on specific details from the text. (RL) Describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI)
• ELA.3.RL.4.a — Read grade-level text with purpose and understanding.

Wyoming

• 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.
• RF.2.4.a — Read on-level text with purpose and understanding.
• RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.