2nd Grade English


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ELA-02.L

BPSS-ELA logoStrand (L)

Language

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases (their relationships and nuances) and acquiring new academic and domain-specific vocabulary. 

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening.

 

How to help your child with the standards in the Language Strand:

  • Engage your child in conversations every day. If possible, include new and interesting words in your conversation.
  • Read to your child each day. When the book contains a new or interesting word, pause and define the word for your child. After you're done reading, engage your child in a conversation about the book.
  • When coming across unknown words, encourage your child to use diagrams, labels or reference materials (glossaries, dictionaries....) to find out what the definition is
  • Help build word knowledge by classifying and grouping objects or pictures while naming them.
  • Help build your child's understanding of language by playing verbal games and telling jokes and stories.
  • Encourage your child to read on his own. The more children read, the more words they encounter and learn.
  • Encourage your child to write at home. Keep encouraging your child to write the sounds he/she hears in words so they feel confident in figuring out how to write and spell words.

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-02.L.01

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

ELA-02.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use collective nouns

b.  Form and use frequently occurring irregular plural nouns

c.  Use reflective pronouns

d.  Form and use the past tense of frequently occurring irregular verbs

e.  Use adjectives and adverbs, and choose between them depending on what is to be modified

f.  Produce, expand and rearrange complete and simple and compound sentences

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.L.02

 

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

ELA-02.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.  Capitalize holidys, product names, and geographical names.

b.  Use commas in greetings and closings of letters.

c.  Use an apostrophe to form contractions and frequntly occurring possessives.

d.  Generalize learned spelling patterns when writing words (e.g cage/badge, boy/boil)

e.  Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Student Learning Targets:

Knowledge Targets

  • I can identify proper nouns, holidays, product names and geographical names that need to be capitalized
  • I can name different types of punctuation

Skills (Performance) Targets

  • I can recognize and use correct capitalization in my writing
  • I can use punctuation correctly in my writing
  • I can use common spelling patterns when writing words
  • I can spell high-frequency words correctly

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Make no errors in capitalization, punctuation and spelling
  • The writing is easy to read
The student may write about the same topics, but the writing conventions of capitalization, punctuation and spelling are advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to

  • Make minimal errors in capitalization, punctuation and makes minimal errors in grade appropriate spelling
  • The writing is easy to read
Students will be writing opinion, informative and narrative pieces.  Some pieces will be edited and published for an outside audience to read.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Makes some errors in capitalization, punctuation and spelling
  • Errors are noticeable and interrupt the flow
See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student:

  • Makes many errors in capitalization, punctuation and spelling
  • The errors are noticeable and greatly interrupt the flow 
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Capitalization
  • Punctuation
  • Comma
  • Spelling pattern
  • High-frequency Word

 


ELA-02.L.03

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Knowledge of Language.

ELA-02.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.  Compare formal and informal uses of English.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.L.04

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-02.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

a.  Use sentence-level context as a clue to the meaning of a word or phrase.

b.  Determine the meaning of the new word formed when a known prefix is added to a known word (happy/unhappy)

c.  Use a known root word as a clue to the meaning of an unknown word with the same root (addition/additional)

d.  Use knowledge of the meaning of individual words to predict the meaning of compund words (birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark)

e.  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.L.05

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-02.L.05 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

a.  Identify real-life connections between words and their use (e.g describe foods that are spicy or juicy).

b.  Distinguis shades of meaning among closely related verbs (e.g toss/throw/hurl) and closely related adjectives (e.g thing/slender/skinny. scrawny).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.L.06

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-02.L.06 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

Narrative for Reading Foundations Strand:

The Foundational Skill standards are directed toward fostering students' understanding and working knowledge of:

Phonics and Word Study:  The relationship between letters and sounds in language.  Students will learn to recognize high-frequency words automatically. Students will also practice recognizing words with irregular spellings (sometimes referred to as sight words).

Fluency:  The ability to read smoothly and expressively.  A fluent reader is one who reads and understands what he or she is reading.  Fluency skills should increase as learners progress from beginning to advanced.  

 

The foundational skills standards are not meant to be taught as isolated skills. These standards are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the ability to comprehend what is read across a range of text types and content areas (social studies, science).  

 

How to help your child at home with the foundational skill strand:

  • Help your child to decode (take apart) common words so that he/she becomes familiar with how to read an unknown word
  • Assist your child in seeing how vowel combinations are spelled
  • Point out the  difference between long/short vowels in regularly used words
  • Read aloud higher levels of text to your child so that he/she can hear you read with accuracy, appropriate speed, and expression
  • Help your child identify and understand common prefixes (beginnings, re-, -in, sub-) and suffixes (endings -ment, -tion)
  • Practice reading words that are spelled differently but can sound the same (read/red, threw/through)
  • Help your child recognize common irregularly spelled words (said, laugh)
  • Encourage your child to read to you often, and allow them to re-read the same books, to help improve reading with accuracy, appropriate rate and expression

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-02.RF.03

 

ELA-02 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Substandards in bold are prioritized for this standard.

ELA-02.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Distinguish long and short vowels when reading regularly spelled one-syllable words

b.  Know spelling-sound correspondences for additional common vowel teams

c.  Decode regularly spelled two-syllable words with long vowels

d.  Decode words with common prefixes and suffixes

e.  Identify words with inconsistent but common spelling-sound correspondences

f.  Recognize and read grade-appropriate irregularly spelled words

Student Learning Targets:

Knowledge Targets

  • I can identify the most common short vowel pattern (CVC)
  • I can identify the most common long vowel patterns (CVCE and VCE)
  • I can identify common vowel teams (ea, oi, oo)
  • I can identify words with common prefixes and suffixes
  • I can identify two-syllable words
  • I can recognize words that are rule breakers (irregularly spelled)

Reasoning Targets

  • I can distinguish between words with short and long vowel patterns

Skills (Performance) Targets

  • I can decode words with short and long vowel sounds
  • I can decode words with two syllables
  • I can read words that are rule breakers without having to sound them out
  • I can decode words by breaking them into units of meaning (un+happy=unhappy)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student decodes and reads words correctly with the following phonics skills in text at the end of the transitional reading stage:
  • Multi-syllabic words
  • Irregularly spelled words
  3.5   Advanced criteria not available (see Level 4)
3.0

The student decodes and reads words correctly with the following phonics skills in text at the middle of the transitional reading stage:

  • Regularly spelled two-syllable words with long vowels
  • Words with common prefixes and suffixes

  2.5  
2.0

The student decodes and reads words correctly with the following phonics skills in text at the beginning of the transitional reading stage:

  • Regularly spelled one-syllable words with long and short vowel patterns
  • Words with common vowel teams
  • Read irregularly spelled words 
 
  1.5  
1.0

The student decodes and reads words correctly with the following phonics skills in text at the end of the early reading stage:

  • Words with common vowel teams
  • Two-syllable words
  • Words with inflected endings (-ed, -ing)
  • Sight words found in text at the end of the early reading stage
 
  0.5  

Resources

Websites

Vocabulary

  • Short Vowel
  • Long Vowel
  • Vowel Team
  • Consonant
  • Strategy
  • Decode
  • One-Syllable
  • Two syllable
  • Base word
  • Irregularly Spelled Word
  • Prefix and Suffix
  • Inflectional Ending

 


ELA-02.RF.04

 

ELA-02 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Fluency.

ELA-02.RF.04 Read with sufficient accuracy and fluency to support comprehension.

 a.  Read grade-level text with purpose and understanding.

b.  Read grade-level prose and poetry with accuracy, appropriate rate, and expression.

 c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a word I have read does not make sense within the text

Skills (Performance) Targets

  • I can read 2nd grade text fluently and show comprehension through voice, timing, and expression
  • I can self-correct misread or misunderstood words using context clues
  • I can read with corrections when necessary
  • I can read fluently (easy, smooth and automatic)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to read text at the end of the transitional reading stage with appropriate rate, accuracy and expression using pausing and punctuation, paying attention to the author's meaning.

  3.5  No advanced criteria available (see Level 4 for explanation)
3.0The student reads text at the middle transitional reading stage with appropriate rate and accuracy at a conversation pace that sounds like talking, using punctuation and expression.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0The student reads in two or three word phrases and reading sounds like talking in portions of the text.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student reads mostly word by word and has significant errors which slow down the reading.

  0.5 Limited or no understanding of the skill is demonstrated.

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary

  • Fluency
  • Accuracy
  • Rate
  • Poetry
  • Prose
  • Expression

 



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