Asking and Answering Questions About Informational Text

Asking and Answering Questions About Informational Text

Grade 2 · ELA · NYS NGLS 2R1 · Worksheet (20–30 min)

NYS-Aligned Standard

2R1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. NYS Next Generation English Language Arts Learning Standards (2017)

Teacher Directions

Purpose: Students practice identifying and answering the six key question words (who, what, where, when, why, how) to show they understand key details in an informational text.

Before distributing: Choose a short, grade-level informational passage (2 paragraphs, approximately 100–150 words). Options include:

• A science topic tied to current unit (e.g., weather, animals, plants)
• A social studies topic (e.g., community helpers, maps, New York)
• An original classroom text

Instructions: Write or paste your chosen passage in the box labeled “Reading Passage” on page 2, or distribute a separate passage alongside this worksheet.

Differentiation: See SDI block below. For students with IEPs or MLLs/ELLs, see modified versions in the differentiation section.

Student Directions

Name: _____________________________ Date: ________________

Read the passage your teacher gives you. Then answer the questions below. Use the question word bank to help you. Write complete sentences when you can.

Question Word Bank Anchor

Part 1 — Answer the Questions (use your passage)

1. WHO — Who or what is this passage about?

2. WHAT — What is the most important thing you learned?

3. WHERE — Where does this happen? (If the passage tells you)

OR: The passage does not tell me where. (Circle one: YES / NO)

4. WHEN — When does this happen? (If the passage tells you)

OR: The passage does not tell me when. (Circle one: YES / NO)

5. WHY — Why is this important or interesting? Use the passage to explain.

6. HOW — How does ___________________________ happen? (Fill in something from the passage)

Part 2 — Write Your Own Question

Write ONE question about the passage that a friend could answer:

My question: _______________________________________________________________

Now trade with a partner and answer their question!

Partner’s answer: ___________________________________________________________

Part 3 — Star the Key Detail

Go back to your passage. Put a ⭐ next to the most important sentence. Then write it below:

The most important sentence is: ______________________________________________

I chose it because: __________________________________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Provide a passage in student’s home language alongside the English version (if available)
• Pre-teach the six question words with pictures (who = person icon, where = location pin, etc.)
• Allow students to circle a picture or point to an answer instead of writing full sentences
• Sentence frame: “This passage is about ___. The most important thing is ___.”
• Bilingual word bank provided by teacher

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Provide sentence starters for each question: “The passage tells me that…”
• Allow students to write key words instead of full sentences for Parts 1–3
• Pair with a conversational English partner for Part 2

Supports for Students with IEPs

SDI Adaptation Dimensions: content, delivery

• Content: Reduce to 3 question words (who, what, why) for students working toward the standard
• Delivery: Provide the passage as a highlighted text (teacher pre-highlights key details); read passage aloud to student
• Provide lined paper with larger lines for students with fine motor challenges
• Allow verbal response to be scribed by teacher or paraprofessional
• Allow extended time per IEP

Suggested Placement: ICT, Resource Room

Suggested IEP Goal Reference (Teacher Reference Only — Not Legal Advice): Given a grade-level informational passage with visual question-word supports, the student will answer 4 of 6 key question words (who, what, where, when, why, how) with accurate text-based responses across 4 of 5 opportunities, supporting progress toward 2R1.

Extension for Advanced Learners

• Write a 3–4 sentence summary of the passage using at least 3 question words
• Create a “quiz” for a classmate with one question for each of the 6 question words
• Compare two passages: “Both passages tell WHO and WHAT, but only one tells WHY.”

Answer Key / Model Responses

The answer key is passage-dependent. Below is a model framework for teacher reference:

1. WHO: [Name/subject from passage] is the main subject.
2. WHAT: The most important thing is [central fact/event from passage].
3. WHERE: This takes place in/at [location] (or: “The passage does not say.”)
4. WHEN: This happens [time] (or: “The passage does not say.”)
5. WHY: This is important because [reason from text].
6. HOW: [Process/event] happens by [explanation from text].

Grading Guide:

• Full credit: complete sentence, uses text-based evidence
• Partial credit: correct answer, incomplete sentence
• No credit: off-topic or blank

Marketplace Packaging

Product Title: Asking & Answering Questions Informational Text — Grade 2 NYS ELA Worksheet (2R1)

Description: This print-ready Grade 2 worksheet targets NYS Next Generation ELA Standard 2R1. Students practice the six key question words (who, what, where, when, why, how) using any teacher-selected informational text. Works with any passage — science, social studies, or ELA. Includes full SDI block, MLL/ELL scaffolds for Entering through Expanding proficiency levels, and a passage-adaptable answer key.

Search Tags: grade 2 ELA, informational text, reading comprehension, question words, 2R1, NYS Next Generation ELA, who what where when why how, MLL ELL scaffold, special education, ICT worksheet

Alignment Record