Maryland ELA RF.2.4.b
The Standard
- RF.2.4
- Read grade-appropriate texts with sufficient accuracy, rate, and prosody to support comprehension. of Engage in a variety of in of with texts Engage in a variety experiences with texts experiences with texts order to to refine experiences with texts to refine of develop fluent reading. refine understanding of fluent reading. understanding of fluent reading. understanding of fluent reading. using a wide Read a variety of grade-appropriate text with text with prosody. • Engage in fluency practice activities echo reading) to demonstrate fluency in order and to support comprehension. accuracy, appropriate rate and (independent, partner, choral, While reading, use context to to
Read a variety of grade-appropriate text with text with prosody. • Engage in fluency practice activities echo reading) to demonstrate fluency in order and to support comprehension. accuracy, appropriate rate and (independent, partner, choral,
Maryland College and Career Ready Standards for English Language Arts (2025)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read short stories, poems, and information passages aloud. They work on reading words correctly, keeping a natural pace, and using their voice to show meaning. They practice alone, with a partner, and with the class.
What Mastery Looks Like
- A student reads a short passage without rushing or stopping at every word. They pause at punctuation, change their voice for dialogue, and can tell what happened.
Common Misconceptions
- Some students think reading faster means reading better, even when they skip words. Others read in a flat voice or stop after every word instead of grouping words into phrases.
How to Assess It
- Have each student read aloud: 'Sam saw dark clouds. "We should head inside," he told Mia. They ran home before the rain.' Ask, 'Why did they run home?' Listen for accurate words, natural pace, and pauses at punctuation.
Lesson moves
Ways to Teach It
Give pairs a printed poem and highlighters; have them mark places to pause, then read it aloud using the marks.
Read two lines of dialogue in a flat voice, then with feeling; ask students which reading made the speakers easier to understand and why.
Play echo reading with a short story: read one sentence aloud, then have students repeat it with the same pauses and expression.
Give students a short school lunch announcement to rehearse and read aloud as if speaking over the morning intercom.
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