2nd Grade English


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ELA-02.RI.02

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

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

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can determine the topic of a text.

Skills (Performance) Targets

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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... identify the main topic and/or retells some information with few details from the text.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
...identify the main topic of the text and retell some of the important key details or events from the text.
  • recognize or recall specific terminology, such as:
    • main topic, key details, supporting details, retell
  • perform basic processes, such as:
    • identify the main topic of a multi-paragraph text
    • state key details about the text
    • state supporting details about the text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the middle of the transitional reading stage.
  • identify the main idea/topic of a multi-paragraph text and retell key/ supporting details that support the main topic
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... state a main idea and explains how it is supported by the key details from a text at the end of the transitional reading stage.
  • identify the main idea/topic and retell key/ supporting details of a multi-paragraph text using text evidence
Teacher Proficiency Scale

Resources

Vocabulary

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

ELA-02.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

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for Literature Strand:

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

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

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

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

Resources:

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-02.RL.01

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

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

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
...notice evidence in the illustrations or text that the author provides to show character attributes or aspects of the setting and notices and follows the dialogue to aide in comprehending the story.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
...show understanding of how the setting or details are important to the plot and the characters' perspectives and notice how the evidence an author uses shows the character attributes.
  • recognize or recall specific terminology, such as:
    • character, setting, plot, problem, solution, questions, key detail
  • perform basic processes, such as:
    • identify character, setting, problem, and solution in a story
    • ask or answer who, what, where, when, why, or how questions about the story elements
    • state key/supporting details of a story
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
...find text evidence or clues in the story to support inferences about the character or setting and infer reasons for character change based on evidence in the text.
  • ask and answer who, what, where, when, why, and how to demonstrate understanding of key/supporting details in a text before, during, and after reading
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
...infer character traits, feelings and motivations from what characters say, think or do and what other characters say or think about them as well as describe character attributes as revealed through thought and dialogue in text at the end of the transitional reading stage.
  • use other question words- are, will, etc. make inferences about the text ask and answer questions about the author’s purpose
Teacher Proficiency Scale

Resources

Vocabulary

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

ELA-02.RL.02

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

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

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
...give a general retell of the story when prompted and provides some details about the story in the retell.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
...correctly recount parts of the story and explain something the character said or did in a text.
  • recognize or recall specific terminology, such as:
    • beginning/middle/end, characters, setting, problem/solution, lesson, moral, theme
  • perform basic processes, such as:
    • identify the beginning, middle, and ending of a story
    • retell stories with key/supporting details
    • identify the problem/solution in a story
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
...correctly recount the beginning, middle and end of a story giving specific details and naming events within the retelling of a text at the middle transitional reading stage.
  • recount stories from a variety of genres and diverse cultures
  • determine their central message, lesson, or moral
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
...recount a story with specific details and in the retelling identifies a theme supported with evidence from a text at the end of the transitional reading stage.
  • summarize a story they have read and determine the central message, lesson, or moral and use text evidence to support
Teacher Proficiency Scale

Resources

Vocabulary

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


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