English Language Arts Worksheets and Study Guides Second Grade. Predicting Endings

The resources above correspond to the standards listed below:

Maryland College and Career-Ready Standards

MD.RL. Standards for Reading Literature (RL)
Key Ideas and Details
RL1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2.RL1. Ask and answer such questions as who, what, where, when, and how to demonstrate understanding in a text.
2.RL1.1. Apply appropriate strategies before reading, viewing, or listening to a text: use prior knowledge and experiences to make and explain connections to the text; make predictions or ask questions about the text by examining title, cover, illustrations/photographs/text, and familiar author or topic; set a purpose for reading and identify type of text.
2.RL1.2. Apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: recall and discuss what is understood; revisit, read on, and restate the difficult parts in your own words; make, confirm, or adjust predictions; periodically summarize while reading; visualize what is read; search for connections between and among ideas.
2.RL1.3. Demonstrate understanding after reading, viewing, or listening to a text: confirm or refute predictions; retell and discuss the text; identify and explain what is directly stated and what is implied in the text; summarize the text orally; connect text to prior knowledge or personal experience.
MD.RI. Standards for Reading Informational Text (RI)
Key Ideas and Details
RI1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2.RI1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key ideas in a text.
2.RI1.1. Apply appropriate strategies before reading, viewing, or listening to increasingly complex informational text (a wide variety including expository and narrative structures and types e.g. trade books, magazines, multimedia resources, functional texts such as recipes and labels related to personal interests and reflecting a wide variety of cultures): access prior knowledge and experiences; examine the title, cover, illustrations/photographs/text; make predictions or ask questions; set a purpose for reading and identify type of text.
2.RI1.2. Apply appropriate strategies to monitor understanding during reading, viewing, or listening to informational text: use text features and graphic aids to facilitate understanding; recall and discuss what is understood (See CCSS SL.2.1b); identify and question what did not make sense; make, confirm and/or modify predictions; periodically paraphrase and summarize; make connections; visualize.
2.RI1.3. Demonstrate understanding orally or in writing after reading, viewing, or listening to a text: engage in conversations about details in the text (See CCSS SL.2.1); describe what is directly stated in the text; draw inferences and conclusions from the text; confirm predictions using details from the text; summarize the text; identify what did not make sense; make connections.
MD.RF. Standards for Reading Foundational Skills (RF)
Fluency
2.RF4. Read with sufficient accuracy and fluency to support comprehension.
2.RF4.a. Read on-level text with purpose and understanding.
2.RF4.a.3. Begin to self regulate understanding of text by making and confirming predictions and rereading when necessary in order to check for understanding.