Maryland ELA RF.2.4.c

ELA2nd GradeReading Foundational Skills

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

While reading, use context to to

Maryland College and Career Ready Standards for English Language Arts (2025)

Teacher's field guide

What Students Need to Do: Students notice when a word they read does not fit the sentence. They check the letters and nearby words, then reread to make sure the sentence makes sense.
What Mastery Looks Like: A student reads “hoped” in “The frog hopped over the log” and stops because it sounds wrong. They check the double p, say “hopped,” and reread the sentence.
Common Misconceptions: Some students guess a word from a picture without checking its letters. Others keep reading when a sentence stops making sense, or correct a word without rereading.
How to Assess It: Write “The frog hopped over the log,” but read it aloud with “hoped.” Ask students to circle the misread word, read it correctly, and explain how the letters and sentence helped.

Lesson moves

Give pairs a sentence strip with “The bird built a net” and a “nest” word card; have them swap the word and reread.
Ask, “Why does ‘The frog hopped over the log’ make more sense than ‘The frog hoped over the log’?” Have students name the letter difference.
Make matching cards with sentences and word pairs such as “hopped” and “hoped”; students choose a word, read, and check the meaning.
Have students read a posted classroom direction, such as “Put your folder in the bin,” and reread if a word sounds wrong.

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