Back to 2nd Grade Introduction
Overview of Objective Analysis for 2nd Grade
Standard 1: Speaking and Listening |
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Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing. |
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Introductory Video | |||
ReadingStudents will develop and apply effective communication skills through speaking and active listening. |
WritingStudents will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations. |
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2.1.R.1 |
Students will actively listen and speak using appropriate discussion rules. |
2.1.W.1 |
Students will report on a topic or text, tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. |
2.1.R.2 |
Students will ask and answer questions to seek help, get information, or clarify about information presented orally, through text or other media to confirm understanding. |
2.1.W.2 |
Students will work respectfully within groups, share responsibility for collaborative work, and value individual contributions made by each group member. |
2.1.R.3 |
Students will engage in collaborative discussions about appropriate topics and texts with peers and adults in small and large groups. |
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2.1.R.4 |
Students will restate and follow multi-step directions. |
Standard 2: Reading Foundations |
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Students will develop foundational skills for future reading success by working with sounds, letters, and text. |
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Introductory Video | |||
Phonological AwarenessPhonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text. |
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Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skills are not mastered, students will address skills from previous grades. |
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Print ConceptsStudents will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories. |
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2.2.PC |
Students will correctly form letters in print and use appropriate spacing for letters, words, and sentences. |
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Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students will address skills from previous grades. |
Phonics and Word StudyStudents will decode and read words in context and isolation by applying phonics and word analysis skills. |
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2.2.PWS.1 |
Students will decode one- and two- syllable words by using their knowledge of:
(e.g., soft and hard c [cent, cat] and g [gem,goat])
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2.2.PWS.2 |
Students will decode words by applying knowledge of structural analysis:
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2.2.PWS.3 |
Students will read words in common word families (e.g., -ight, -ink, -ine, ow). |
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Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students will address skills from previous grades. |
FluencyStudents will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension. |
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2.2.F.1 |
Students will read high frequency and/or common irregularly spelled grade-level words with automaticity in text. |
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2.2.F.2 |
Students will orally read grade- level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension. |
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Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades.
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Standard 2: Reading and Writing Process |
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Students will use a variety of recursive reading and writing processes. |
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Introductory Video | |||
ReadingStudents will read and comprehend increasingly complex literary and informational texts. |
WritingStudents will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
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2.2.R.1 |
Students will locate the main idea and supporting details of a text. |
2.2.W.1 |
Students will develop drafts by sequencing the action or details in a story or about a topic through writing sentences. |
2.2.R.2 |
Students will begin to compare and contrast details (e.g., plots or events, settings, and characters) to discriminate genres. |
2.2.W.2 |
Students will develop and edit first drafts using appropriate spacing between letters, words, and sentences. |
2.2.R.3 |
Students will begin to summarize events or plots (i.e., beginning, middle, end, and conflict) of a story or text. |
2.2.W.3 |
Students will correctly spell grade-appropriate words while editing. |
2.2.W.4 |
Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, dictionaries). |
Standard 3: Critical Reading and Writing |
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Students will apply critical thinking skills to reading and writing. |
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Introductory Video | |||
ReadingStudents will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives. |
WritingStudents will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice. |
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2.3.R.1 |
Students will determine the author’s purpose (i.e., tell a story, provide information). |
2.3.W.1 |
NARRATIVE Students will write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place) with guidance and support. |
2.3.R.2 |
Students will infer whether a story is narrated in first or third person point of view in grade-level literary and/or informational text. |
2.3.W.2 |
INFORMATIVE Students will write facts about a subject and include a main idea with supporting details. |
2.3.R.3 |
Students will find textual evidence when provided with examples of literary elements and organization:
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2.3.W.3 |
OPINION Students will express an opinion about a topic and provide reasons as support. |
2.3.R.4 |
Students will find examples of literary devices:
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2.3.R.5 |
Students will locate facts that are clearly stated in a text. |
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2.3.R.6 |
Students will describe the structure of a text (e.g., description, compare/contrast, sequential, problem/solution, cause/effect) with guidance and support. |
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2.3.R.7 |
Students will ask and answer inferential questions (e.g., how and why) using the text to support answers with guidance and support. |
Standard 4: Vocabulary |
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Students will expand their working vocabularies to effectively communicate and understand texts. |
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Introductory Video | |||
ReadingStudents will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion. |
WritingStudents will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing. |
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2.4.R.1 |
Students will acquire new academic, content-specific, grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations. |
2.4.W.1 |
Students will use domain-appropriate vocabulary to communicate ideas in writing. |
2.4.R.2 |
Students will use word parts (e.g., affixes, roots, stems) to define and determine the meaning of new words. |
2.4.W.2 |
Students will select appropriate language according to purpose in writing. |
2.4.R.3 |
Students will use context clues to determine the meaning of words with guidance and support. |
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2.4.R.4 |
Students will infer relationships among words, including synonyms, antonyms, and simple multiple-meaning words. |
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2.4.R.5 |
Students will use a dictionary or glossary (print and/or electronic) to determine or clarify the meanings of words or phrases. |
Standard 5: Language |
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Students will apply knowledge of grammar and rhetorical style to reading and writing. |
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Introductory Video | |||
ReadingStudents will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts. |
WritingStudents will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication. |
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2.5.R.1 |
Students will recognize nouns, pronouns, and irregular plural nouns. |
2.5.W.1 |
Students will capitalize and appropriately punctuate:
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2.5.R.2 |
Students will recognize different types and tenses of verbs. |
2.5.W.2 |
Students will use simple contractions (e.g., isn’t, aren’t, can’t). |
2.5.R.3 |
Students will recognize adjectives. |
2.5.W.3 |
Students will compose grammatically correct simple and compound declarative, interrogative, imperative, and exclamatory sentences with appropriate end marks. |
2.5.R.4 |
Students will recognize prepositions. |
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2.5.R.5 |
Students will recognize the subject and predicate of a sentence. |
Standard 6: Research |
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Students will engage in inquiry to acquire, refine, and share knowledge. |
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Introductory Video | |||
ReadingStudents will comprehend, evaluate, and synthesize resources to acquire and refine knowledge. |
WritingStudents will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes. |
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2.6.R.1 |
Students will create their own questions to find information on their topic. |
2.6.W.1 |
Students will generate a list of topics of interest and individual questions about one specific topic of interest. |
2.6.R.2 |
Students will use graphic features including photos, illustrations, titles, labels, headings, subheadings, charts, and graphs to understand a text. |
2.6.W.2 |
Students will organize information found during group or individual research, using graphic organizers or other aids. |
2.6.R.3 |
Students will consult various visual and text reference sources to gather information. |
2.6.W.3 |
Students will organize and present their information in written and/or oral reports or display. |
Standard 7: Multimodal Literacies |
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Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts. |
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Introductory Video | |||
ReadingStudents will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments. |
WritingStudents will create multi-modal texts to communicate knowledge and develop arguments. |
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2.7.R.1 |
Students will locate and use print and digital resources with guidance and support. |
2.7.W.1 |
Students will select and use appropriate technology or media to communicate with others with guidance and support. |
2.7.R.2 |
Students will explain how ideas and topics are depicted in a variety of media and formats. |
2.7.W.2 |
Students will create a simple presentation using audio, visual, and/or multimedia tools to support communication and clarify ideas, thoughts, and feelings. |
Standard 8: Independent Reading and Writing |
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Students will read and write for a variety of purposes including, but not limited to, academic and personal. |
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Introductory Video | |||
ReadingStudents will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes. |
WritingStudents will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task. |
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2.8.R |
Students will select appropriate texts for academic and personal purposes and read independently for extended periods of time. |
2.8.W |
Students will write independently over extended periods of time (e.g., time for reflection and revision) and for shorter time frames (e.g., a single sitting or a day or two). |