2nd Grade English


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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.



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