2.6

2.6 is a knowledge and skills statement. These are the student expectations under it.

• 2.6.A

  establish purpose for reading assigned and self-selected texts

• 2.6.B

  generate questions about text before, during, and after reading to deepen understanding and gain information

• 2.6.C

  make, correct, or confirm predictions using text features, characteristics of genre, and structures

• 2.6.D

  create mental images to deepen understanding

• 2.6.E

  make connections to personal experiences, ideas in other texts, and society

• 2.6.F

  make inferences and use evidence to support understanding

• 2.6.G

  evaluate details read to determine key ideas

• 2.6.H

  synthesize information to create new understanding

• 2.6.I

  monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding bre...

01

What Students Need to Do

Students read with a clear purpose and think actively before, during, and after reading. They ask questions, test predictions, form mental images, make connections and inferences, find key ideas, combine information, and repair confusion.

02

What Mastery Looks Like

Students explain their reading purpose and use questions, predictions, mental images, and connections while reading. They support inferences with evidence, identify key ideas, combine information across texts, and choose a useful fix when confused.

03

Common Misconceptions

Students may treat predictions as random guesses instead of using titles, pictures, genre, and text details. They may retell every detail rather than identify key ideas, or keep reading without noticing that meaning has broken down.

04

How to Assess It

Give students a short illustrated passage. Ask them to write the key idea, one inference with evidence, and one strategy they used when meaning became unclear.

1. 01

   Give pairs a short picture book and sticky notes labeled predict, picture, connect, infer, and fix; students place each note where they used it.

2. 02

   Students discuss and write: Which detail best reveals the main idea, and how did it change your thinking?

3. 03

   Play Comprehension Coach: partners draw a strategy card, read one paragraph, and explain when that strategy helped or should be used.

4. 04

   Have students compare two playground safety posters, identify shared advice, and create one new rule supported by details from both posters.

• 1.6

  The 1st Grade version of this standard.

• 5.6

  The 5th Grade version of this standard.

• 4.6

  The 4th Grade version of this standard.

• 3.6

  The 3rd Grade version of this standard.