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ELA-02.L

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

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

Sub-Standards:

Introduce:
a. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
b. Use collective nouns.
c. Use abstract nouns (e.g., childhood).
d. Use possessive nouns.
e. Form and use the past tense of frequently occurring irregular verbs.
f. Use verbs to convey a sense of past, present, and future.
g. Form and use regular and irregular verbs.
h. Use reflexive pronouns (e.g., myself, ourselves).
i. Form and use comparative and superlative adjectives and choose between them depending on what is to be modified.
j. Use adverbs depending on what is to be modified.
k. Form and use comparative and superlative adverbs and choose between them depending on what is to be modified.
l. Use coordinating and subordinating conjunctions.
m. Use and explain interjections.
Practice:
n. Correctly use common homophones (e.g., to, too, two; there, their).
o. Ensure subject verb-agreement.
p. Produce compound sentences.
q. Use singular and plural nouns with matching verbs in basic sentence (simple subject/verb agreement).
r. Form and use regular and irregular plural nouns.
s. Use demonstratives (that, those, these, this).
Display proficiency in:
t. Use question words (interrogatives).
u. Produce complete sentences in shared language activities.
v. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
w. Common and proper nouns.
x. Use regular plural nouns orally by adding /s/ or /es/.
y. Form and use the simple verb tenses (e.g., I walked, I walk; I will walk).
z. Use personal, possessive, and indefinite pronouns.
aa. Use frequently occurring adjectives.
bb. Use articles.
cc. Use adjectives depending on what is to be modified.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

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.

proficiency scale iconProficiency Scale

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.

ELA-02.L.03

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

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

Sub-Standards:

a. Compare formal and informal uses of English (e.g., texting vs. presentation vs. conversation style)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The Student Will ...
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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.L.04

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

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

Sub-Standards:

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 (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., 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&

Proficiency Scale

The Student Will ...
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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.L.05

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

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

Sub-Standards:

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.L.06

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-02.L.06 Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RF

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.

proficiency scale iconProficiency Scale

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

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.

proficiency scale iconProficiency Scale

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.

ELA-02.RI

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.

proficiency scale iconProficiency Scale


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 multi-paragraph text as well as the focus of specific paragraphs within the text.

proficiency scale iconProficiency Scale


ELA-02.RI.03

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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.

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

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

ELA-02.RI.04

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.05

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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 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).
... use and know text features of an informational (non-fiction) 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 text features and locate key facts in a text using text features.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... identify text features and locate key facts in a text using the text features.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... use text features an search tools (key words, hyperlinks) to locate relevant information in an informational (non-fiction) text.


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

Vocabulary

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

Websites


ELA-02.RI.06

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

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

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.07

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-02.RI.07 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.08

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.09

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.RI.10

ELA Reading Informational Strand Logo 2nd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Range of Reading and Level of Text Complexity

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

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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

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

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read and comprehend informational (non-fiction) texts at the end of 2nd grade independent reading range.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read and comprehend informational (non-fiction) texts at a middle 4th grade independent reading range.

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

Vocabulary

  • Reading Strategy
  • Comprehend
  • LIST

ELA-02.RL

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.

proficiency scale iconProficiency Scale


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..

proficiency scale iconProficiency Scale


ELA-02.RL.03

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

ELA-02.RL.03 Describe settings and 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.

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • Character
  • Trait
  • Describe
  • Event
  • Challenge

Websites



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