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

 


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-02 Targeted Standards
(RI) Strand: Reading Information
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

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to summarize a text referring to details and examples that support the summary in a text at the end of the transitional reading stage.

  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 student displays 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.



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student demonstrates 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.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student demonstrates some understanding of the text when prompted and includes some facts or details about the text.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-02.RI.02

 

ELA-02 Targeted Standards
(RI) Strand: Reading Information
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

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student states a main idea and explains how it is supported by the key details from a text at the end of the transitional reading stage.
  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 student can 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.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student can identify the main topic of the text and retell some of the important key details or events from the text.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student identifies the main topic and/or retells some information with few details from the text.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-02.RI.03

 

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-02.RI.03 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Student Learning Targets:

Knowledge Targets

  • I can identify historical events.
  • I can identify scientific ideas or concepts.
  • I can identify the steps in a process.

Reasoning Targets

  • I can explain how historical events connect.
  • I can explain how scientific ideas or concepts connect.
  • I can explain how the steps in a process connect.

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  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


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Event
  • Idea
  • Concept
  • Step
  • Process
  • Connect

 


ELA-02.RI.04

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-02.RI.04 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

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.RI.05

 

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-02.RI.05 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Student Learning Targets:

Knowledge Targets

  • I can identify and give examples of text features

Reasoning Targets

  • I can explain how text features help locate key facts or information

Skills (Performance) Targets

  • I can locate key facts or information about a topic using text features

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to use text features an search tools (key words, hyperlinks) to locate relevant information in an informational (non-fiction) text.

The text used is at a mid 4th Grade independent reading range.

Advanced Text Descriptions (Link)

The student uses a diagram to locate information about the topic on a page.
  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 identify text features and locate key facts in a text using the text features.

The text used at this level is in the end of 2nd grade independent reading range.

2nd Grade Text Level Descriptions (link)

 

When asked to identify a bold word, the student is able to point it out in the text. The student also uses the heading of a paragraph to understand the topic.
  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 identify text features and locate key facts in a text using text features.

The text used at this level is in the middle of 2nd grade independent reading range.

2nd Grade Text Level Descriptions (link)

See Level 3 for example.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

Student is able to know and use text features of an informational (non-fiction) text.

The text used at this level is in the middle of 2nd grade independent reading range. 

2nd Grade Text Level Descriptions (link)

 

See Level 3 for example.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Text Feature
  • Keyword
  • Bold 
  • Caption
  • Heading
  • Title
  • Diagram
  • Chart
  • Photo
  • Index

 


ELA-02.RI.06

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-02.RI.06 STANDAR Identify the main purpose of a text, including what the author wants to answer, explain, or describe.DTEXT

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.RI.07

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-02.RI.07 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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.RI.08

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-02.RI.08 Describe how reasons support specific points the author makes in a text.

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.RI.09

Under Development

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-02.RI.09 Compare and contrast the most important points presented by two texts on the same topic.

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.RI.10

 

ELA-02 Targeted Standards
(RI) Strand: Reading Information
Cluster: Range of Reading and Level of Text Complexity.

ELA-02.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band proficiently with scaffolding as needed at the high end of the range.

Student Learning Targets:

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complext text.

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to read and comprehend informational (non-fiction) texts at a middle 4th grade independent reading range.

Advanced Level Text Descriptions

The tasks are similar to Level 3, although the texts are at a middle 4th grade level.
  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 read and comprehend informational (non-fiction) texts at the end of 2nd grade independent reading range.

End of 2nd Grade Text Characteristics (link)

The student either reads aloud, or silently reads texts of his/her choice, or texts assigned by teacher.  The student responds verbally or in writing to questions about the text.  The student may also participate in group discussions about the text.

The texts at this level are at the end of 2nd grade level.

  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 read and comprehend informational (non-fiction) texts at a middle 2nd grade independent reading range.

Middle 2nd Grade Text Characteristics (link)

The tasks are similar to Level 3, although the texts are at a middle 2nd grade level.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

Student is able to read and comprehend informational (non-fiction) texts at an early 2nd grade independent reading range.

Early 2nd Grade Text Characteristics (link)

The tasks are similar to Level 3, although the texts are at an early 2nd grade level.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Reading Strategy
  • Comprehend

 


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-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-02.RL.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, 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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to 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.


  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 student is able to 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.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to 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.

  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student notices 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.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-02.RL.02

 

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-02.RL.02 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can 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

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to 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.


  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 student is able to 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.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to correctly recount parts of the story and explain something the character said or did in a text.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

The student gives a general retell of the story when prompted and provides some details about the story in the retell.



  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-02.RL.03

 

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-02.RL.03 Describe how characters in a story respond to major events and challenges.

Student Learning Targets:

Knowledge Targets

  • I can identify characters in a story.

Reasoning Targets

  • I can describe how characters react to events and challenges in a story.

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0


  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


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Character
  • Trait
  • Describe
  • Event
  • Challenge

 


ELA-02.RL.04

 Under Development

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-02.RL.04 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

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.RL.05

 

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-02.RL.05 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Student Learning Targets:

Reasoning Targets

  • I can recognize that a story has a beginning, middle and end
  • I can describe how the characters, setting and action are introduced in the story
  • I can describe how the events at the end of the story let me know what happened to the characters

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

Vocabulary

  • Structure
  • Introduce
  • Characters
  • Setting
  • Action

 


ELA-02.RL.06

 

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-02.RL.06 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Student Learning Targets:

Knowledge Targets

  • I can define point of view (a character's attitude or feelings about events in a story)

Reasoning Targets

  • I can identify a character's point of view in a story

Skills (Performance) Targets

  • I can show different points of view by changing my voice when I read dialogue for each character

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  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


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Point of View
  • Dialogue

 


ELA-02.RL.07

 Under Development

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-02.RL.07 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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.RL.08

 Under Development

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-02.RL.08 (Not applicable to literature)

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.RL.09

 Under Development

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-09.RL.00 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

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.RL.10

 

ELA-02 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Range of Reading and Level of Text Complexity.

ELA-02.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band proficiently with scaffolding as needed at the high end of the range. 

Student Learning Targets:

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complext text.

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  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


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Reading Strategy
  • Comprehend

 


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.


ELA-02.SL.01

 

ELA-02 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-02.SL.01 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions

b.  Build on others' talk in conversations by linking their comments to the remarks of others

c.  Ask for clarification and further explanation as needed about the topics and texts under discussions

Student Learning Targets:

Knowledge Targets

  • I can identify the classroom discussion rules

Skills (Performance) Targets

  • I can listen to others when they are talking
  • I can wait my turn to talk
  • I can ask questions when I do not understand
  • I can make connections between the comments of others

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to:

  • Lead others and set a good example for following agreed-upon discussion rules
  • Shows curiosity and inquires through questioning on the topic
  • Asks deep-level questions that lead to further inquiry on the topic by themselves or the group
See Level 3 for description of task.
  3.5  
3.0

“The Standard.” Student is able to: 

  • Follows the afreed-upon discussion rules
  • Link comments to the remarks and comments of others
  • Ask questions to check for clarification on the nformation presented
  • The questions asked are always on topic 
Students participate in discussions in all content areas in large groups, small groups and with partners.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Sometimes follows the afree-dupon discussion rules
  • Explains own ideas so that othes can understand their thinking
  • Ask questions that are mostly on topic to help with clarifying the information
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:

  • Seldom follows the afree-dupon discussion rules
  • Does not elaborate on own thinking so that others can understand, or becomes easily frustrated when asked questions
  • Ask questions, but the questions are not always on the topic presented
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Class Discussion Rules
  • Taking Turns
  • Listening
  • Asking questions

 


ELA-02.SL.02

 

ELA-02 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-02.SL.02 Recount or describe key ideas or details from a text read aloud or information presented orally or through media.

Student Learning Targets:

Knowledge Targets

  • I can identify information from a text being read aloud
  • I can identify information that is presented in different formats (ex. media charts, graphs, websites, speeches)
  • I can describe key ideas or details from a text presentation

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to listen to a complex story or complex information from other media and retell with explicit details, the information presented.
The task would be similar to Level 3, although the text or information may be at a higher complexity level.
  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 listen to a story or information from other media and accurately retell the key details from what was presented.
The student listens to a story read aloud, and is able to retell the story with the key details.
  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 listen to a story or information from other media and retell some key details from what was presented. 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 Student is able to is able to listen to a story or information from other media and retell only one key detail from the what was presented.
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Listen
  • Recount
  • Story
  • Key Detail

 


ELA-02.SL.03

Under Development

ELA-02 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-02.SL.03 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

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.SL.04

Under Development

ELA-02 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-02.SL.04 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.;STANDARDTEXT

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.SL.05

Under Development

ELA-02 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-02.SL.05 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

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.SL.06

Under Development

ELA-02 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-02.SL.06 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)

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.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Ramona was wrong because she hurt Susan when she pulled her curls.), and then offers some sort of conclusion to complete his writing.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g.Dinosaurs lived on Earth a long time ago. Some dinosaurs were bigger than people are today…), and, as in an opinion piece, offers some sense of conclusion.

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your second grader’s story should describe two or more events, include some details about what happened, and use sentence order, verb tense, and words to put the events in order (e.g. Then Goldilocks tries the second bowl of porridge. Next she eats the third bowl of porridge.) and give some sense of the story coming to an end — not only by writing “The End,” .

Students learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.  

 

How can I help my child at home with the writing strand standards?

  • Let your child see you write - notes, letters, memories.  Read aloud what you have written.
  • Establish a place to leave messages for each other such as a wipe-off or cork board.  
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“I think dogs make the best pets… because …”.  Model this by giving your own opinions about topics or books.
  • Have your child write about a topic, supply some facts about the topic, and find a way to close/end their writing piece.  
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
  • Do simple research about a given topic together – and have your child write and organize the facts you both find.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

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.W.01

 

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-02.W.01 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Student Learning Targets:

Knowledge Targets

  • I can identify my opinion on a topic or book
  • I can identify linking words

Skills (Performance) Targets

  • I can give reasons that support my opinion
  • I can link my opinions and reasons with connecting words

Product Targets

  • I can write an opinion piece with an introduction, supporting reasons, and a concluding statement/section

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Clearly writes an opinion on the topic
  • Provides a strong concluding statement
  • Provides additional reasons that support the opinion
  • Links opinion and reasons using words and phrases (because, therefore, since, for example)
  • Creates an organizational structure that lists reasons
The student may write about the same topics, but the writing style is 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 :

  • Use an opening to introduce the topic
  • Provide a concluding statement or section
  • State an opinion on the topic
  • Uses at least 3 reasons that support the opinion
  • Connects the opinion and reasons with linking words (because, and, so)
The student writes an opinion piece on whether dogs or cats make better pets.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Use either an opening to introduce the topic or provides a concluding statement or section
  • Partially state an  opinion on the topic, but it unclear and must be inferred by the reader
  • Use only 1 or 2 reasons to support opinion
  • Connect opinion and reasons using few linking words
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:

  • Has no introduction to the topic or closing
  • The opinion on the topic is unclear
  • Has no reasons to support the opinion
  • Has no linking words to link the opinion and reasons
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Opinion
  • Structure
  • Opening
  • Closing
  • Linking Words
  • Reason
  • Support

 


ELA-02.W.02

 

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-02.W.02 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Student Learning Targets:

Knowledge Targets

  • I can identify information about my topic 
  • I can identify linking words

Skills (Performance) Targets

  • I can select a topic and identify information (facts and definitions) to share
  • I can use facts and definitions to share points and ideas about my topic

Product Targets

  • I can present my information in writing and provide a concluding statement or sections

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Focus the reader by introducing the topic
  • Provide a concluding statement or section
  • Groups related information together
  • Develops topic with facts, definitions and details
The student may write about the same topics, but the writing style is 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:

  • Use an opening to introduce the topic
  • Use several facts and details to develop points
  • Uses facts and details that strongly support the topic
  • Provides a concluding statement or section
The student researches and writes a piece on a community helper.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Use either an opening to introduce the topic or provide a concluding statment or section
  • Uses few facts or details to develop points
  • Uses facts and details to support the topic
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:

  • Has no introduction to the topic or a closing
  • Has no ideas that are presented
  • Has no facts or details
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Information
  • Research
  • Facts
  • Details
  • Opening
  • Closing
  • Topic

 


ELA-02.W.03

 

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-02.W.03 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Student Learning Targets:

Knowledge Targets

  • I can identify words that show changes in time (before, during, after)

Reasoning Targets

  • I can describe actions, thoughts and feelings in my story

Skills (Performance) Targets

  • I can place story events in the correct order
  • I can use words to show changes in time (before, during, after)

Product Targets

  • I can write my own story with events placed in the correct order
  • I can create an opening for my story
  • I can create an ending for my story

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Introduce a narrator and/or character/s
  • Provides a sense of closure
  • Organizes an even sequence that unfolds naturally
  • Gives detailed descriptions of action, thoughts and feelings
  • Establishes a situation
  • Uses temporal words and phrases to signal event order
The student may write about the same topics, but the writing style is 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 :

  • Use an opening to introduce the event and provides a sense of closure
  • Stays on topic throughout the piece
  • Uses a well-elaborated event or sequence of events
  • Uses details to describe actions, thoughts or feelings
  • Uses temporal words to signal event order (finally, in the afternoon, yesterday, etc.)
Students write about a favorite memory from 1st grade.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Write an opening or a closing
  • Stay on topic throughout the writing piece
  • Use little information to elaborate on an event or does not sequence the event
  • Uses little detail to describe actions, thoughts or feelings
  • Seldom uses temporal words to signal event order
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:

  • Has no opening or closing
  • Does not stay on topic
  • Describes no situation/event
  • Uses no details to describe actions, thoughts or feelings
  • Uses no temporal words
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Narrative
  • Narrate
  • Character
  • Feelings
  • Temporal Words
  • Sequence
  • Opening
  • Closing
  • Situation
  • Event
  • Details
  • Thoughts
  • Actions
  • Feelings

 


ELA-02.W.04

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-02.W.04 (Begins in grade 3)

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.W.05

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-02.W.05 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

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.W.06

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-02.W.06 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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.W.07

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-02.W.07 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

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.W.08

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-02.W.08 Recall information from experiences or gather information from provided sources to answer a question.

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.W.09

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-02.W.09 (Begins in grade 4)

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.W.10

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Range of Writing.

ELA-02.W.10 (Begins in grade 3)

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

 



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