Topic: Literacy

Grade: Second Grade

Report Card Indicator: Comprehension: Retells and describes a story’s beginning, middle, and end and determines its central message, lesson, or moral

Meets

The student will consistently and independently:

• infer and draw conclusions to describe story elements
• analyze a literary text to describe story elements
• determine the big idea or moral lesson of a literary text
• use evidence from the text

Making

Progress

The student demonstrates foundational skills or knowledge, such as:

• use illustrations and details in a story to describe the character, setting, problem, solution, and events in order
• ask and answer questions about key details in a text
• retell stories including key details

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Comprehension: Describes how characters respond to major events and challenges

Meets

The student will consistently and independently:

• infer and draw conclusions to describe the main character’s personality traits, actions, and feelings
• describe the cause and effects of the main character’s actions
• use evidence from the text

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• identify character traits
• demonstrate the difference between a trait and a feeling
• demonstrate the meaning of cause (why something happens) and effect (a result)

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Comprehension: Explains the main idea and relevant supporting details

Meets

The student will consistently and independently:

• understand each paragraph has a main topic that connects to the overall main idea
• identify strategies to determine the main idea (notice what repeats, use headings, introduction, or conclusion)
• identify two or more details that support and explain the main idea
• use text features to locate specific information to support the main idea

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• identify the main idea and supporting details
• understand informational text has a main idea
• use text features to determine the main idea

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Comprehension: Compares and contrasts ideas across multiple texts

Meets

The student will consistently and independently:

• distinguish between similarities and differences in characters, settings, or events of different versions of the same story
• contrast the differences in points of view of characters
• compare the differences in how stories are narrated
• distinguish between similarities and differences of the most important points presented by more than one text on the same topic

Making

Progress

The student demonstrates foundational skills or knowledge, such as:

• compare and contrast adventures and experiences of characters
• determine perspectives of two characters in the same story

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Vocabulary: Uses context to determine the meaning of a new word or multiple-meaning words in text

Meets

The student will consistently and independently:

• determine the meaning of words using prefixes, root words, and/or suffixes
• determine the meaning of a new word
• determine the meaning of a multiple-meaning word
• use conversational, general academic, and domain-specific words

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• use common affixes to figure out the meaning of the word
• identify common root words and their inflectional endings (-s, -ed, -ing, etc.) in text
• recognize that compound words are made up of shorter words
• distinguish shades of meaning among verbs and adjectives (e.g. mad, angry, furious)

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Fluency: Reads and engages in grade level texts with fluency, purpose, and for comprehension for a sustained period of time

Meets

The student will consistently and independently:

• read grade-level text independently with 95% or higher accuracy
• read for 30 minutes independently
• read with expression and phrasing that shows awareness of commas, ending punctuation, and dialogie
• monitor reading to self-correct errors, rereading to adjust for fluency and accuracy
• demonstrate literal comprehension by answering questions about the story elements or topic

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• read texts below the grade level expectation
• read for less than 30 minutes
• read with assistance or prompting
• demonstrate limited comprehension of the text

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Phonics & Word Recognition: Uses phonics skills to read and write multisyllabic words

Meets

The student will consistently and independently:

• decode multisyllabic words in isolation and context by applying grade-appropriate phonics skills
• apply grade-appropriate spelling and phonics knowledge when writing

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• decode words in isolation and context by using letter-sound knowledge
• read root words with inflectional endings
• use common spelling patterns to encode and decode recognizable words (such as: –ain, rain, train)
• use syllabication patterns to decode words (such as: CVC—mat, bat; CV—he, me; CVCe—kite, fame)

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Phonics & Word Recognition: Uses strategies to read and write irregularly spelled high-frequency words

Meets

The student will consistently and independently:

• demonstrate grade-appropriate decoding skills when reading new words in a text
• read all taught irregularly spelled high-frequency words
• applies phonics knowledge when writing irregular spelled high-frequency words

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• read high-frequency words
• read irregularly spelled words (such as: their, said, eight)
• spell words using regular spelling patterns
• spell words phonetically using phonemic awareness and spelling knowledge

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Writing Process: Understands and employs the various stages of the writing process, including pre-writing, drafting, revising, and editing

Meets

The student will consistently and independently:

• write one or more paragraphs with one main idea
• organize and sequence details into a text with a clear beginning, middle, and end
• address appropriate audience based on a specific genre
• edit for grade-level language conventions

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• brainstorm and develop a plan for a draft
• sequence ideas into sentences and stay on topic throughout the text
• generate evidence of a simple opening and simple closing

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Organization: Organizes writing so that the reader can follow easily

Meets

The student will consistently and independently:

• use text structure appropriate to the genre
• categorizing, organizing, and sequencing the supporting details into a text
• address appropriate audience based on a specific genre

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• sequence ideas into clear and coherent sentences
• generate evidence of a simple opening, middle, and closing
• stay on topic across the text

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Elaboration: Creates interest by using descriptive words and supporting details

Meets

The student will consistently and independently:

• revise for strong main idea and supporting details
• add details and facts from sources when appropriate
• use specific words that are related to the topic and audience

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• respond to questions and suggestions to clarify meaning
• use linking/transition words to signal event order
• revise for some specific words that are related to the topic

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Research Process: Gathers evidence from sources and records basic information from text

Meets

The student will consistently and independently:

• develop a researchable question
• gather evidence from sources
• record information from the text

Progressing

The student demonstrates foundational skills or knowledge, such as:

• generate questions about a topic
• identify facts in a text that relate to a question
• share research information with others

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.

Topic: Literacy

Grade: Second Grade

Report Card Indicator: Language: Uses a variety of sentence types that demonstrate grade appropriate usage of grammar, punctuation, spelling, and capitalization

Meets

The student will consistently and independently:

• use dialogue that contains quotation marks
• generate simple declarative, imperative, exclamatory, and interrogative sentences with grade-appropriate end punctuation and capitalization
• apply grade-appropriate spelling rules and patterns

Making Progress

The student demonstrates foundational skills or knowledge, such as:

• use nouns and pronouns in writing
• use apostrophes correctly for contractions
• use nouns, verbs, adjectives, and adverbs in writing

Not Yet

The student exhibits a partial understanding of the “making progress” content often with significant support.