2nd Grade English


(RF) Reading Foundations

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