of basic oral and written language conventions in order to more clearly convey meaning (L.K–1,
Standards 1–2 and L.K–1, Standards 4–6).
These skills and understandings are furthered developed in the second- and third-grade span,
and new skills are learned that support meaning making. Among the new skills that focus on meaning
making are the following:
- Answering who, what, where, when, why, and how questions about text and, in grade three,
referring explicitly to the text as the basis for answers to questions about the text (RL/RI.
2–3.1) - Explaining how details support the main idea in a text (RL/RI.2–3.2)
- Explaining how characters respond to major events and challenges and, in grade three, explain
how their actions contribute to the sequence of events.(RL.2–3.3) - Describing the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text and, in grade three, use language that pertains to time,
sequence, and cause-effect (RI.2–3.3) - Acknowledging differences in the points of view of characters and identifying the purpose of a
text (RL/RI.2–3.6) - Referring explicitly to the text when demonstrating understanding in grade three (RL/RI.3.1)
- Conducting short research projects in grade three on their own (W.3.7)
- Gathering information from print and digital resources, taking notes, and sorting evidence into
provided categories in grade three (W.3.8) - Recounting and determining main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually, quantitatively, and orally
(SL.2–3.2)
These skills contribute to the goal of educating individuals who can thoughtfully make meaning with a
range of text and media and with diverse peers and others.
The CA ELD Standards amplify this emphasis on meaning making. Children continue to learn
to interact in meaningful ways (Part I) through three modes of communication: collaborative,
interpretive, and productive. In order to engage meaningfully
with oral and written texts, they continue to build their
understanding of how English works (Part II) on a variety of
levels: how different text types are organized and structured
to achieve particular social purposes, how text can be
expanded and enriched using particular language resources,
and how ideas can be connected and condensed to convey
particular meanings. Importantly, second- and third-grade
ELs deepen their language awareness by analyzing and
evaluating the language choices made by writers and
speakers and discuss their contributions to meaning.
Meaning Making with Complex Text
It is during the second- and third-grade span that children begin to read appropriately-leveled
complex literary and informational texts. They are provided substantial instructional support as they
are guided toward reading texts in this grade span proficiently and independently by the end of
grade three (RL/RI.2–3.10). They learn to read complex texts closely. Often this entails rereading
for different purposes: to determine a character’s perspective, identify how the author’s word choice
impacts meaning, examine the organization of information, and so on.
The CA ELD Standards amplify
this emphasis on meaning
making. Children continue to
learn to interact in meaningful
ways (Part I) through three
modes of communication:
collaborative, interpretive, and
productive.290 | Chapter 4 Grades 2 and 3