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2nd Grade: ELANew Learning Methods/Activities:Click here to list content covered during the past 20 days of school if none of the standards listed below can be checked off.
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2 - CA English-Language Arts Common Core Content Standards - CDE (2013)LP1LP2 LP3 LP4 LP5 LP6 LP7 LP8 LP9 LP10
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New Learning Activities/Progress:
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Module 1: Reading Standards for LiteratureAssignment
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___ RL Reading Standards for Literature: The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
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___ RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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___ RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
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___ RL.3 Describe how characters in a story respond to major events and challenges.
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___ RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language standards 4-6 for additional expectations.) CA
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___ RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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___ RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
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___ RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
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___ RL.8 (Not applicable to literature)
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___ RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
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___ RL.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.
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___ (CA Common Core Standards 2: RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.8, RL.9, RL.10)
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Module 2: Reading Standards for Informational Text
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Assignment
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___ RI Reading Standards for Informational Text
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___ RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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___ RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
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___ RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
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___ RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.(See grade 2 Language standards 4-6 for additional expectations.CA
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___ RI.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.
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___ RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
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___ RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
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___ RI.8 Describe how reasons support specific points the author makes in a text.
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___ RI.9 Compare and contrast the most important points presented by two texts on the same topic.
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___ RI.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.
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___ (CA Common Core Standards 2: RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.8, RI.9, RI.10)
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Module 3: Reading Standards for Foundational Skills
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Assignment
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___ RF Reading Standards for Foundational Skills: These standards are directed toward fostering students' understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know - to discern when particular children or activities warrant more or less attention.
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___ RF.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
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___ RF.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
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___ RF.3b Know spelling-sound correspondences for additional common vowel teams.
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___ RF.3c Decode regularly spelled two-syllable words with long vowels.
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___ RF.3d Decode words with common prefixes and suffixes.
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___ RF.3e Identify words with inconsistent but common spelling-sound correspondences.
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___ RF.3f Recognize and read grade-appropriate irregularly spelled words.
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___ RF.4 Read with sufficient accuracy and fluency to support comprehension.
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___ RF.4a Read on-level text with purpose and understanding.
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___ RF.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
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___ RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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___ (CA Common Core Standards 2: RF.3, RF.3a, RF.3b, RF.3c, RF.3d, RF.3e, RF.3f, RF.4, RF.4a, RF.4b, RF.4c)
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Module 4: Writing Standards
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Assignment
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___ W Writing Standards: The following standards for K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.
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___ W.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.
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___ W.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.
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___ W.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.
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___ W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CA
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___ W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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___ W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
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___ W.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).
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___ W.8 Recall information from experiences or gather information from provided sources to answer a question.
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___ W.9 (Begins in grade 4)
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___ W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CA
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___ (CA Common Core Standards 2: W.1, W.2, W.3, W.4, W.5, W.6, W.7, W.8, W.9, W.10)
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Module 5: Speaking and Listening Standards
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Assignment
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___ SL Speaking and Listening Standards: The following standards for K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
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___ SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
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___ SL.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).
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___ SL.1b Build on others' talk in conversations by linking their comments to the remarks of others.
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___ SL.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
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___ SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
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___ SL.2a Give and follow three- and four-step oral directions. CA
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___ SL.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.
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___ SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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___ SL.4a Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion. CA
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___ SL.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.
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___ SL.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 for specific expectations.)
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___ (CA Common Core Standards 2: SL.1, SL.1a, SL.1b, SL.1c, SL.2, SL.2a, SL.3, SL.4, SL.4a, SL.5, SL.6)
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Module 6: Language Standards
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Assignment
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___ L Language Standards: The following standards for grades K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meeting each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
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___ L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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___ L.1a Use collective nouns (e.g., group).
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___ L.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
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___ L.1c Use reflexive pronouns (e.g., myself, ourselves).
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___ L.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
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___ L.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
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___ L.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).
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___ L.1g Create readable documents with legible print. CA
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___ L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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___ L.2a Capitalize holidays, product names, and geographic names.
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___ L.2b Use commas in greetings and closings of letters.
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___ L.2c Use an apostrophe to form contractions and frequently occurring possessives.
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___ L.2d Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).
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___ L.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
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___ L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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___ L.3a Compare formal and informal uses of English.
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___ L.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.
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___ L.4a Use sentence-level context as a clue to the meaning of a word or phrase.
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___ L.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).
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___ L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
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___ L.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
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___ L.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas. CA
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___ L.5 Demonstrate understanding of word relationships and nuances in word meanings.