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 Reading Foundations Strand Logo 2nd Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

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

Sub-Standards:

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)

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
decode 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 stages
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
decode 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
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
decode and read 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
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
decode and read words correctly with the following phonics skills in text at the end of the transitional reading stage:
  • Multi-syllabic words
  • Irregularly spelled words
Teacher Proficiency Scale

Resources

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 Reading Foundations Strand Logo 2nd Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

ELA-02.RF.04 Read with sufficient accuracy and fluency to support comprehension. Read grade level text with purpose and understanding.

Sub-Standards:

a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
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.

Reasoning Targets

  • I can

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).

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... read mostly word by word and has significant errors which slow down the reading.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... read in two or three word phrases and reading sounds like talking in portions of the text.
  • recognize or recall specific terminology, such as:
    • accuracy, expression, orally, rate, text, purpose
  • perform basic processes, such as:
    • read grade-appropriate text accurately with appropriate rate and expression using teacher- directed fluency strategies*
    • describe the purpose for reading a grade-appropriate text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read text at the middle transitional reading stage with appropriate rate and accuracy at a conversation pace that sounds like talking, using punctuation and expression.
  • read with sufficient accuracy and fluency to support comprehension.
  • read grade level text with purpose and understanding.
  • read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
  • use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... 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.
  • Read complex texts with accuracy and fluency to support comprehension
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites