2nd Grade English


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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

 



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