log inhelp

 | 
View
 

Grade 2 ELA Standards

This version was saved 3 years, 7 months ago View current version     Page history
Saved by Dylan Savage
on April 13, 2022 at 1:26:47 pm
 

 

Words might go here.

 

Standard 1: Listening and Speaking

Students will listen and speak effectively in a variety of situations.

Listening
Students will develop and apply effective

communication skills through active listening.

Speaking
Students will develop and apply effective

communication skills to share ideas through speaking.

2.1.L.1

Students will actively listen using agreed-upon discussion

rules.

 2.1.S.1

Students will work respectfully in groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.
2.1.L.2

Students will follow multi-step oral directions.

 2.1.S.2

Students will engage in collaborative discussions about various topics and texts, including their own writing, with peers in small and large groups.
   2.1.S.3 Students will ask and answer relevant questions to seek help, get information, or clarify information to confirm understanding.

2.1.S.4

Students will report on a topic or text, tell a story, or recount an experience with relevant facts descriptive details, speaking audibly in coherent sentences.

 

Standard 2: Reading and Writing Foundations

Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

 Phonological Awareness
Students will recognize, count, and manipulate the parts of spoken words,

including syllables, onset/rimes, and phonemes without using text.

2.2.PA

 Students will add, delete, and substitute phonemes in spoken words with 5-6 phonemes (e.g., add /th/ to the beginning of rowing to say throwing; delete the /r/ in trips to say tips; substitute the /l/ in clank with /r/ to say crank).
 
Print Concepts
Students will demonstrate their understanding of the organization and basic features of print.

2.2.PC

Students will correctly form letters in print and use appropriate spacing for letters, words, and sentences. 
 

Phonics and Word Study
Students will decode and encode words by applying phonics

and word analysis skills in context and isolation.

2.2.PWS.1* 

Students will decode one- and two-syllable words by using their knowledge of the following phonics skills: 

a. single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem, goat])

b. consonant blends (e.g., bl, br, cr, spr, spl)

c. consonant digraphs and trigraphs (e.g., sh, tch)

d. vowel-consonant-silent e (e.g., lake)

e. r-controlled vowels (i.e., ar, er, ir or, ur)

f. vowel digraphs (e.g., ea, oa, ee)

g. vowel diphthongs (i.e., vowel combinations having two vowel sounds [e.g., oi as in boil, oy as in boy])

h. schwa (e.g., banana)

i. silent letter combinations (knew, could, ghost)

 

*sequential skills

2.2.PWS.2* 

Students will decode words by applying knowledge of all major syllable types: 

a. closed

b. open

c. vowel digraphs

d. vowel-consonant-silent e

e. r-controlled

f. consonant +le

 

*sequential skills

2.2.PWS.3* 

Students will decode words by applying knowledge of structural analysis: 

a. compound words

b. inflectional endings (e.g., -s, -ed, -ing)

c. contractions

d. abbreviations

e. common roots and related prefixes and suffixes

 

*sequential skills

 

 

Spelling/Encoding
Students will encode and write words in context and isolation

by applying phonics, spelling patterns, and structural analysis skills.

2.2.SE.1*

Students will use correct spelling when writing the following sounds in words: 

a. digraphs

b. trigraphs

c. vowel digraphs

d. r-controlled

 

*sequential skills

2.2.SE.2*

Students will use correct spelling when writing the following syllable types in single-syllable and multisyllabic words:

a. closed

b. open

c. vowel-consonant-silent e

d. r-controlled

 

*sequential skills

2.2.SE.3*

Students will use structural analysis to correctly spell the following parts of words:

a. common prefixes

b. common suffixes

c. common spelling rules related to adding prefixes and suffixes (e.g., dropping the final -e, doubling a consonant)

 

*sequential skills

 
Fluency
Students will read grade-level text smoothly and accurately, with appropriate expression.

2.2.F.1 

Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity. 

2.2.F.2 

Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension. 

 

 

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.
Reading
Students will read and comprehend inclusive, diverse,
and increasingly complex literary and informational texts.
Writing
Students will engage in a recursive process that may include
prewriting, drafting, revising, editing, and publishing.

2.2.R.1

 Students will identify the main idea and supporting details of a text. 

2.2.W.1

Students will prewrite and develop drafts by sequencing the action in a story or details about a topic through writing sentences. 

2.2.R.2

 Students will identify elements of various genres in fiction and nonfiction texts.

2.2.W.2

Students will edit drafts using appropriate spacing between letters, words, and sentences.

2.2.R.3

 Students will begin to summarize the plot of a story to include the beginning, middle, and end.

2.2.W.3

Students will revise drafts by adding, deleting, and/or moving text.

2.2.R.4

 Students will begin to summarize facts and details from an informational text.

2.2.W.4

Students will correctly spell grade-level words while editing using resources as needed.

 

2.2.W.5

Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, author’s chair).

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.
Reading
Students will analyze, interpret, and evaluate increasingly complex
literary and informational texts that include a wide range of historical,
cultural, ethnic, and global perspectives from a variety of genres. 		Writing
Students will thoughtfully and intentionally write,
addressing a range of modes, purposes, and audiences.

2.3.R.1

Students will determine the author’s purpose (i.e., tell a

story, provide information).

2.3.W.1

Students will write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place).

2.3.R.2

Students will determine whether a grade-level literary text is

narrated in first- or third-person point of view with prompting.

2.3.W.2

Students will write facts about a topic and include a main idea with supporting details in a paragraph.

2.3.R.3

Students will find examples of literary elements:

● setting (i.e., time and place)

● plot (i.e., beginning, middle, end)

● characters and their traits

2.3.W.3

 Students will write an opinion about a topic and provide reasons as support in a paragraph.

2.3.R.4

Students will find examples of literary devices:

● simile

● alliteration

● onomatopoeia

 

       

2.3.R.5

Students will use details from the literary or informational

text to draw conclusions and make predictions.

2.3.R.6

Students will locate facts that are clearly stated in an

informational text.

2.3.R.7

Students will describe the structure of an informational text with prompting: 

● description

● sequential

 

Standard 4: Vocabulary

Students will expand and apply their spoken and reading vocabularies to speak, read, and write effectively.

Reading
Students will expand their grade-level vocabularies

through reading, word study, and class discussion.

 Writing
Students will apply knowledge of vocabulary
to speak and write effectively.

2.4.R.1

Students will determine relationships among words, including synonyms, antonyms, and simple multiple-meaning words.

2.4.W.1

Students will use grade-level vocabulary to communicate ideas through speaking and writing.

2.4.R.2

Students will use context clues to determine the meaning of words.

2.4.W.2

 Students will use language in speaking and writing according to purpose and audience. 

2.4.R.3

Students will use word parts (e.g., affixes, Anglo-Saxon roots, stems) to define and determine the meaning of new words.

  

2.4.R.4

Students will use grade-level resource materials (e.g., simple dictionary, glossary) to clarify the meaning of words.

2.4.R.5

Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations.

 

Standard 5: Language

Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend texts and
communicate effectively.
Reading
Students will expand and apply knowledge of grammar, usage,
mechanics, and style to comprehend, analyze, and/or evaluate a
variety of texts.		 Writing
Students will expand and apply knowledge of grammar, usage,
mechanics, and style to speak and write effectively,
demonstrating standard usage when appropriate.
 
  
  
 

 

Standard 6: Research

Students will engage in inquiry to acquire, refine, and communicate accurate information.
Reading
Students will gather, comprehend, evaluate, and synthesize researched
information to acquire and refine knowledge.		 Writing
Students will synthesize information ethically
through speaking and writing.
 
  
  
 

 

Standard 7: Multimodal Literacies

Students will comprehend and communicate knowledge through alphabetic, aural, visual, spatial, and/or gestural
content.
Reading
Students will comprehend and evaluate multimodal content.		 Writing
Students will create multimodal content to communicate effectively.
 
  
  
 

 

Standard 8: Independent Reading and Writing

Students will read and write independently for a variety of purposes and periods of time.
Reading
Students will read self-selected texts independently, choosing genres
to suit and expand their personal preferences and purposes.		 Writing
Students will write independently, intentionally selecting modes,
purposes, and audiences.
 
  
  
 

 

Comments (0)

You don't have permission to comment on this page.

Printable version