Essential Standards Chart:  What is it we expect students to learn?  




Language Arts





Sam Parker

Kelsey Hansen

Bethany King

Marie Miller

Hannah Pierce

Katelyn Clayton

Standard Description

Example Rigor

Prerequisite Skills



When Taught?

Extension Standards

What is the essential standard to be learned?  Describe in student-friendly vocabulary.

What does proficient student work look like?  Provide an example and/or description.

What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?

What assessment(s) will be used to measure student mastery?

When will this standard

be taught?

What will we do when students have learned the essential standard(s)?

Standard 2.RL.1 and 2

I can find and use key details to determine the main idea.

  Read assessment, find key details, use evidence to answer questions including who, what, when, where, why and how and determine the main idea/central message

Vocabulary: evidence, key details, main idea/central message

Listen to a story to answer  the who, what, when, where, why and how questions

Read ReadyGen assessment and fill out thinking map to find key details and main ideas.

Use thinking map to answer questions.

All year

Write your own question and use evidence from the text to answer.

Standard 2.RF.3

I can use phonetic skills to read second grade words.

Score 13 out of 15 on each section of the Core Phonics Survey

Kindergarten: CVC Words

1st Grade: Blends, Digraphs,  Long Vowels – Silent E

Teacher Created Skill Checks

Core Phonics Survey

Progress Monitoring

All year

Continue decoding multisyllabic words

Standard 2.RF.4

I can read read grade level texts fluently and accurately and make typical growth.

Given a second grade level text, students can read at benchmark.

Decode grade level words: RF.3



Reading higher level texts

Buffum/Mattos/Weber, 2011