2nd Grade English


Prioritized Standards

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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.02

ELA Language Strand Logo 2nd (ELA) Targeted Standard
(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.

Sub-Standards:

Introduce:
a. Use commas in addresses.
b. Use commas and quotation marks in dialogue.
c. Use commas and quotation marks to mark direct speech and quotations from a text.
d. Use a comma before a coordinating conjunction in a compound sentence.
e. Use a comma to separate an introductory element from the rest of a sentence.
f. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?)
g. Use underlining, quotation marks, or italics to indicate titles of works.
Practice:
h. Use commas in greetings and closings of letters.
i. Use an apostrophe to form contractions and frequently occurring possessives.
j. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
k. Form and use possessives.
l. Use conventional spelling for high-frequency and other studied words.
m. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
n. Use punctuation to separate items in a series.
o. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations. (e.g., word families,
Display proficiency in:
p. Capitalize dates and names of people.
q. Use end punctuation for sentences.
r. Use commas in dates and to separate single words in a series.
s. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
t. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
u. Capitalize holidays, product names, and geographic names.
v. Capitalize important words in titles.

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.

Reasoning Targets

  • I can

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.

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).
Start

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).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Teacher Proficiency Scale

Scoring Rubric

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

Vocabulary

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

Websites


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


ELA-02.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters.  In this strand students are expected to determine the topic (who or what the text is about).  Students will also ask and answer questions about the topic of the text and retell details from informational text they hear. 

Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, gloassaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts.

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about bears?)
  • Go beyond just naming the topic, ask your child to tell you details about the topic 
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

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.RI.01

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-02.RI.01 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Student Learning Targets:

Knowledge Targets

  • I can identify who, where, when, why and how to answer questions about a text.

Reasoning Targets

  • I can use reading strategies to help me answer questions about a text.

Skills (Performance) Targets

  • I can ask and answer questions before, during and after reading a text.

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).
... demonstrate some understanding of the text when prompted and includes some facts or details about the text.
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).
... demonstrate understanding of the text by including a main idea and some facts about the topic and referring to specific information from the text or text features.
  • recognize or recall specific terminology, such as:
    • key details, supporting details, headings, subheading, captions, questions
  • perform basic processes, such as:
    • ask or answer who, what, where, when, why, and how questions about a text
    • state key/supporting details in a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... display complete understanding of the text and includes the important information and main ideas when answering questions about a text at the middle transitional reading stage.
  • ask and answer who, what, where, when, why, and how to demonstrate understanding of key/supporting details in a text.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... summarize a text referring to details and examples that support the summary in a text at the end of the transitional reading stage.
  • use other question words- are, will, etc.
  • make inferences about the text
  • ask and answer questions about the author’s purpose
Teacher Proficiency Scale

Resources

Vocabulary

  • Key Details
  • Questions
  • Information
  • Who, What, When, Where

ELA-02.RI.02

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-02.RI.02 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Student Learning Targets:

Knowledge Targets

  • I can define topic (who or what the text is about).

Reasoning Targets

  • I can determine the topic of a text.

Skills (Performance) Targets

  • I can retell the important parts of the text, and the focus (big idea) of each paragraph or page.

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).
... identify the main topic and/or retells some information with few details from the text.
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).
...identify the main topic of the text and retell some of the important key details or events from the text.
  • recognize or recall specific terminology, such as:
    • main topic, key details, supporting details, retell
  • perform basic processes, such as:
    • identify the main topic of a multi-paragraph text
    • state key details about the text
    • state supporting details about the text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the middle of the transitional reading stage.
  • identify the main idea/topic of a multi-paragraph text and retell key/ supporting details that support the main topic
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... state a main idea and explains how it is supported by the key details from a text at the end of the transitional reading stage.
  • identify the main idea/topic and retell key/ supporting details of a multi-paragraph text using text evidence
Teacher Proficiency Scale

Resources

Vocabulary

  • Key Details
  • Focus
  • Paragraph
  • Main Topic
  • Retell
  • Information

ELA-02.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.  

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

How to Help Your Child At Home with the Literature Strand:

  • Read to your child often, and let him/her read books to you
  • Ask questions about what is being read  
  • Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
  • Have your child retell a story they have read with the beginning, middle and end
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss favorite stories together and talk about the characters and messages the author is trying to teach or lessons the characters learned in the story
  • Read aloud frequently.  Children love to listen to stories that are more complicated than they can read on their own.  
  • Don't forget - poetry can be a great read aloud
  • Make regular visits to a public library to select literature (fiction) reading material

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.RL.01

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-02.RL.01 Ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key/supporting details in a text before, during, and after reading.

Student Learning Targets:

Knowledge Targets

  • I can identify who, what, where, when, why and how to answer questions about a text.

Reasoning Targets

  • I can use strategies to make sense of the key ideas and details in a story.

Skills (Performance) Targets

  • I can ask and answer questions before, during and after reading a text.

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).
...notice evidence in the illustrations or text that the author provides to show character attributes or aspects of the setting and notices and follows the dialogue to aide in comprehending the story.
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).
...show understanding of how the setting or details are important to the plot and the characters' perspectives and notice how the evidence an author uses shows the character attributes.
  • recognize or recall specific terminology, such as:
    • character, setting, plot, problem, solution, questions, key detail
  • perform basic processes, such as:
    • identify character, setting, problem, and solution in a story
    • ask or answer who, what, where, when, why, or how questions about the story elements
    • state key/supporting details of a story
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
...find text evidence or clues in the story to support inferences about the character or setting and infer reasons for character change based on evidence in the text.
  • ask and answer who, what, where, when, why, and how to demonstrate understanding of key/supporting details in a text before, during, and after reading
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
...infer character traits, feelings and motivations from what characters say, think or do and what other characters say or think about them as well as describe character attributes as revealed through thought and dialogue in text at the end of the transitional reading stage.
  • use other question words- are, will, etc. make inferences about the text ask and answer questions about the author’s purpose
Teacher Proficiency Scale

Resources

Vocabulary

  • Key Detail
  • Questions
  • Characters
  • Setting
  • Plot
  • Problem/Solution

ELA-02.RL.02

ELA Reading Literature Strand Logo 2nd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-02.RL.02 Recount stories from a variety of genres and diverse cultures, and determine their central message, lesson, or moral. Central message = can be theme, a moral, or a specific kind of lesson to be learned..

Student Learning Targets:

Knowledge Targets

  • I can define what a central message or lesson is (what the character learned).

Reasoning Targets

  • I an determine the central message, or lesson of a story I have read.

Skills (Performance) Targets

  • I can recount/retell (put into my own words) stories I have read.

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).
...give a general retell of the story when prompted and provides some details about the story in the retell.
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).
...correctly recount parts of the story and explain something the character said or did in a text.
  • recognize or recall specific terminology, such as:
    • beginning/middle/end, characters, setting, problem/solution, lesson, moral, theme
  • perform basic processes, such as:
    • identify the beginning, middle, and ending of a story
    • retell stories with key/supporting details
    • identify the problem/solution in a story
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
...correctly recount the beginning, middle and end of a story giving specific details and naming events within the retelling of a text at the middle transitional reading stage.
  • recount stories from a variety of genres and diverse cultures
  • determine their central message, lesson, or moral
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
...recount a story with specific details and in the retelling identifies a theme supported with evidence from a text at the end of the transitional reading stage.
  • summarize a story they have read and determine the central message, lesson, or moral and use text evidence to support
Teacher Proficiency Scale

Resources

Vocabulary

  • Beginning/Middle/End
  • Characters
  • Problem/Solution
  • Lesson
  • Retell/Recount
  • Central Message

ELA-02.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

Narrative for the Speaking and Listening Strand

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand. 

Besides having intrinsic value as modes of communication, speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication

 

How to help your child with the Speaking and Listening Standards:

  • At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversing with others
  • Respond to your child in sentences to model for him/her the correct way to talk
  • Ask for details about books, movies, and television shows you are viewing with your child
  • Ask your child to tell you in his/her own words about what he/she hears and sees
  • Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
  • Use complete sentences when you talk to your child and encourage him/her to speak in the same way

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.



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