RL-Range+of+Reading+&+Level+of+Text+Complexity

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. || ===‍‍‍**Anchor Standard/Mathematical Practice(s)**=== 2.SI.1.1 Classify sources of information as relevant for particular topics or purposes. 2.IN.1.1 Categorize books by their genre characteristics. 2.IN.1.2 Summarize appropriate reading strategies when reading for information 2.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). || ===‍‍‍**Revised Bloom's Level of thinking**===
 * ===**Common Core Standards**===
 * Read and comprehend complex literary and informational texts independently and proficiently.** ||
 * ===‍‍‍**Information Technology Standard**===
 * Level 1-Remembering-Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.**
 * Level 2-Understanding-Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.** ||

‍‍‍**I can...**

 * **read and understand a variety of genres/texts on or above my grade level on my own.**

‍‍‍__**Essential Vocabulary**__

 * genre, text, variety, appropriate**

‍‍‍__**Sample Assessments**__

 * Tennessee 2.10**
 * Reading 3D**
 * Predictive Assessments**
 * AR**

‍‍‍**Enrichment:**

 * D.E.A.R-Self Selected reading-RC**
 * Book Clubs**

‍‍‍__**Notes and Additional Information**__
With assistance as needed, students are required to read proficiently and understand various types of literature for the 2-3 text complexity band. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, which are essential to their future success.” Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students.