DRAFT
Grade Two
ENGLISH / LANGUAGE ARTS
Grade Level 2 | CCSS Standard | Alternate/Additional Standard | Source of Alternate/Additional Standard | Rewrite the standard in friendly language |
Reading Literature | Students read and respond to a wide variety of significant works of children’s literature. At grade 2 students read a wide variety of fiction, such as classic and contemporary stories, poems, folktales, songs, plays, and other genres. | Indiana Reading Standards |
2 | RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | none | n/a | |
2 | RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. | Retell the literature read and determine the central message, lesson, or moral. | ||
2 | RL.2.3 Describe how characters in a story respond to major events and challenges. | none | ||
2 | RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. | Identify the use of rhythm, rhyme and alliteration and how they supply meaning, | Indiana Reading Standards | |
2 | RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. | Describe the overall structure of a story, including beginning, middle, end, problem, and solution. | ||
2 | RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. | none | ||
2 | RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. | Use details from illustrations to contribute to text interpretation | Heinemann Standards Alignment Guide | |
2 | RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. | none | ||
2 | RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. | By the end of the year, read and comprehend literature, in the grades 2-3 text complexity band proficiently. | ||
2 | Informational Text | |||
2 | Students read and understand grade level material. At grade 2 in addition to regular classroom reading, students read a variety of non fiction such as books in many different subject areas, children’s magazines and periodicals, dictionaries, and other reference or technical materials. | Indiana Reading Standards | ||
2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | none | |||
2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. | Identify the main topic of a multi paragraph text as well as the topic of specific paragraphs within the text, | |||
2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. | 2.3a Describe how events in history are connected in a text. 2.3b Describe scientific ideas after reading a text. 2.3c Follow steps in a technical procedure. | 2.3a Describe how events in history are connected in a text. 2.3b Describe scientific ideas after reading a text. 2.3c Follow steps in a technical procedure. | ||
2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. | Use context to determine word and sentence meanings. | Indiana Reading Standards. | ||
2.5 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. | none | |||
2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. | Use knowledge of the author’s purpose(s) to add to comprehensionof informational text. | Indiana Reading Standards | ||
2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. | none | |||
2.8 Describe how reasons support specific points the author makes in a text. | none | |||
2.9 Compare and contrast the most important points presented by two texts on the same topic. | none | |||
2.10 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. | By the end of the year, read and comprehend informational texts, in the grades 2-3 text complexity proficiently. | |||
2 | Foundational Skills | |||
2 Phonics and Word Recognition | 2.3 Know and apply grade-level phonics and word analysis skills in decoding words. | Phonemic Awareness: Demonstrate an awareness of the sounds that are made by different letters by: • distinguishing beginning, middle, and ending sounds in words. • rhyming words. • clearly pronouncing blends and vowel sounds. | Indiana Standards | |
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. | Identify simple multiple-meaning words (change, duck).Know and use common word families (such as -ale, -est, -ine, -ock, -ump) when reading unfamiliar words. Decoding and Word Recognition: Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading. Decode (sound out) regular words with more than one syllable (dinosaur, vacation).Recognize common abbreviations (Jan., Fri.). | |||
2.3b Know spelling-sound correspondences for additional common vowel teams. | Identify and correctly use regular plural words (mountain/mountains) and irregular plural words (child/children, mouse/mice). | |||
2.3c Decode regularly spelled two-syllable words with long vowels. | Read aloud fluently and accurately with appropriate changes in voice and expression. | |||
2.3d Decode words with common prefixes and suffixes. | Vocabulary and Concept Development: Understand and explain common synonyms (words with the same meaning) and antonyms (words with opposite meanings). | |||
2.3e Identify words with inconsistent but common spelling-sound correspondences. | Use knowledge of individual words to predict the meaning of unknown compound words (lunchtime, lunchroom, daydream, raindrop). | |||
2.3f Recognize and read grade-appropriate irregularly spelled words. | Know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful) | |||
2 Fluency | 2.4 Read with sufficient accuracy and fluency to support comprehension. | |||
2.4a Read grade-level text with purpose and understanding. | ||||
2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. | ||||
2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||||
2 | Writing | |||
Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. | Indiana Writing Standards | |||
2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section. | Write opinion pieces in which they
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2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. | none | |||
2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. | change temporal to transition | |||
left off here | 2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. | Remove due to added umbrella standard at the top. | ||
2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. | How can we address this???? What is the expectation??? | |||
2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). | none | |||
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. | none | |||
2 | Speaking and Listening | |||
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. | none | |||
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. | none | |||
SL.2.3 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. | none | |||
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. | none | |||
SL.2.5 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. | none | Add drawings or visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings, | ||
SL.2.6 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 here for specific expectations.) | none | |||
2 | Language | |||
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||||
Write legibly. Leaving space between letters in a word, words in a sentence, and words and the edges of the paper. | Indiana Writing Standards | |||
L.2.1a Use collective nouns (e.g., group). | none | |||
L.2.1b Form and use frequently occurring irregular plural nouns (e.g.,feet, children, teeth, mice, fish). | none | |||
L.2.1c Use reflexive pronouns (e.g., myself, ourselves). | none | |||
L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). | none | |||
L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. | none | |||
L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). | Need to confer with first grade | |||
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | none | |||
L.2.2a Capitalize holidays, product names, and geographic names. | none | |||
L.2.2b Use commas in greetings and closings of letters. | none | |||
L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. | none | |||
L.2.2d Generalize learned spelling patterns when writing words (e.g.,cage → badge; boy → boil). | Generalize learned spelling patterns when writing words. | |||
L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. | none | |||
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.3a Compare formal and informal uses of English | none | |||
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. | none | |||
L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). | none | |||
L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). | none | |||
L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). | none | |||
L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. | none | |||
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. L.2.5a Identify real-life connections between words and their use (e.g.,describe foods that are spicy or juicy). L.2.5b Distinguish shades of meaning among closely related verbs (e.g.,toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). | none | |||
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g.,When other kids are happy that makes me happy). | (e.g. When other kids are anxious, that makes me anxious.) | |||