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Grade 2 (pdf)
STANDARD #1 – Students will demonstrate the interest and ability to read age appropriate materials fluently, with understanding and appreciation.
PHONOLOGICAL/PHONEMIC AWARENESS
Students will:
• divide three-syllable words into syllables.
• identify one vowel sound per syllable.
• delete one sound in words with blends (e.g., plan-pan).
• manipulate sounds in words to create new words (e.g., pot-top).
• segment up to 5 sounds in words (e.g., s-p-l-i-t).
PHONETIC ANALYSIS
Students will:
• read words in context with the following letter/sound correspondence:
• suffixes: (-ly, -y, -est, -ied, -ies, -en, -ful, -less, -self).
• prefixes: (un-, in-, re-, sub-).
• contractions: ( ‘m, ‘ve, ‘d, ‘re).
• dropped silent e: (hope, hoped).
• doubling consonants: (sit, sitting).
• silent b and k.
• short and long vowel sounds including y.
• vowel sound combinations: oa, ai, ee, ea, ay, au, aw, oy, oi, ow, ou, oo.
• letter combinations: kn, igh, ind, ild, ive.
• read abbreviations: Dr., St., Rd.
• apply word identification and decoding strategies by identifying regularly spelled 3 syllable words, by using knowledge of sounds, 6 syllable types, or word patterns (e.g., important, yesterday).
• use known word-parts to decode unfamiliar words.
VOCABULARY
Students will:
• read the first 200 words on the High Frequency Word List. (See Appendix.)
• predict vocabulary to fill a space left in speech or writing, provided contextual clues are strong and language is familiar.
• generate lists of opposites.
• identify synonyms.
• identify compound words.
• identify examples of onomatopoeia.
• demonstrate understanding of word relationships by categorizing.
• select appropriate words to use in context, including words specific to the content of the text.
• identify the meaning of unfamiliar vocabulary using word structure (common base words and suffixes) or context clues (including illustrations and diagrams).
TEXT STRUCTURE
Students will:
• read a variety of manuscript fonts.
• begin to read italics.
• discriminate between fiction and nonfiction texts.
• identify glossary and index.
• identify paragraph form.
• begin to locate information using the table of contents, page numbers, and chapter titles.
• use picture captions to obtain information.
• interpret information from simple diagrams, charts, and graphs.
• attend to author’s use of commas, bold print, and italics.
• alphabetize to the first two letters.
READING BEHAVIORS
Students will:
• self-monitor own reading by cross-checking one source of information (semantic, syntactic, and phonetic) with another source of information.
• self-correct.
• stop, reread, and/or ask for help when difficulties are encountered in understanding a text.
• choose books appropriate to ability and level for independent reading.
• read voluntarily for interest, appreciation, and own purposes.
• interact with a book for 15 minutes individually or with a partner.
• independently read an appropriate level book for 15 minutes.
• cite evidence from text to support thinking.
• read material appropriate for end of grade 2 with at least 90% accuracy.
FLUENCY
Students will:
• continue to read end punctuation with proper inflection.
• begin to pause at commas.
• read phrases aloud.
• read grade appropriate text with an oral fluency rate of at least 80-100 words correct per minute. (See Fluency Appendix.)
METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.
CONNECTING
Students will:
• make text-to-self, text-to-text, and text-to-world connections.
QUESTIONING
Students will:
• ask questions about text before, during, or after reading.
• notice when difficulties are encountered in understanding a text.
VISUALIZING
Students will:
• explain or draw their sensory reactions to the text.
• visualize in response to texts with teacher support.
DETERMINING IMPORTANCE
Students will:
• retell the key elements of a story.
• sequence key events in order.
• dramatize, illustrate, or retell stories that have been read.
• read and follow two-part printed directions.
• state the main problem and solution of a story.
• state the main character(s) and setting of a story.
• identify the relevant physical characteristics or personality traits of main characters.
INFERRING
Students will:
• make predictions based on illustrations and portions of the text.
• evaluate predictions.
• identify possible motives of main characters.
• make inferences about causes or effects, when signal words are present (e.g., The sun came out, THEN the puddle dried up. What made the puddle dry up?).
SYNTHESIZING
Students will:
• recognize generalizations about text (e.g., identify appropriate titles or main/central ideas).
STANDARD #2 – Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences.
CONTENT
Students will:
• write 10 or more related sentences.
• write a narrative with evidence of beginning, middle, and end.
• write to a teacher-selected prompt.
• identify a focus (purpose) when responding to a given question.
• use details or references to text to support a given focus.
• bring 3 pieces to final copy using writing process (including one friendly letter, a narrative, and one other).
• begin to develop the concept of a sentence as an expression of a single thought.
• use descriptive vocabulary to enrich their writing with detail (including but not limited to: adjectives, adverbs, specific nouns, vivid verbs).
SPELLING
Students will:
• demonstrate competence in outcomes listed in section on Phonological Awareness under Standard One.
• spell words with short vowels and two letter blends (e.g., stop, sled, ask).
• spell one syllable words with ‘cvcc’ pattern (e.g., milk, jump, help).
• spell one syllable words with diagraphs (e.g., think, with, sheep, fish, hop, rich, what, who).
• spell one syllable words with long vowel sounds spelled with double vowels (e.g., rain, need, each, day, beat, coat).
• spell words that use ‘y’ to represent the long ‘e’ and long ‘i’ sound at the end of a word (e.g., happy, very, pretty, many, my, fly).
• spell one syllable words that end in ‘all’ and ‘alk’ (e.g., ball, tall, talk, walk).
• spell one syllable words with ‘igh’ (e.g. , high, light).
• spell one syllable words with ‘old’ (e.g. , cold, told).
• spell words with the long ‘o’ sound spelled with the letters ‘ow’ (e.g., snow, own).
• spell words with the ‘/oo/’ sound spelled with ‘ue’, ‘u-e’, ‘ew’, or ‘oo’ (e.g., blue, true, cute, rule, new, grew, moon, school).
• spell words with the ‘/oo/’ sound spelled with ‘oo’ or ‘ou’ (e.g., look, good, could).
• spell words with ‘ou’ and ‘ow’ in words such as out, now, and town.
• spell the days of the week.
• spell plurals with ‘es’ ending (e.g., boxes, dishes, lunches).
• spell correctly second grade list of Commonly Misspelled Words. (See Appendix.)
PROCESS
Students will:
• write on a daily basis.
• participate in the writing process by staying on task, prewriting, drafting, conferencing, revising and editing.
• use strategies to organize topics for writing (e.g., brainstorming and graphic organizers).
• list steps of a procedure in a logical order.
• conference with teacher to edit for mechanics and spelling.
• conference with teacher to revise one or more words, phrases, or sentences to clarify or enrich meaning.
• share a final piece of writing with an audience.
GRAMMAR/USAGE/MECHANICS
Students will:
Capitalize:
• first letters of first and last names.
• first letter in a sentence.
• first letter in proper names of people.
• names of months and days of week.
Punctuate:
• period, question mark, and exclamation mark.
• commas in dates and in friendly letters with teacher support.
HANDWRITING
Students will:
• practice and refine manuscript letters for automatic letter formation, legibility, and speed.
• space and size letters and words appropriately.
• leave appropriate spacing between words.
STANDARD #3 – Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
Students will:
• use appropriate articulation, pronunciation, volume, and inflection with support.
• listen and view responsively by using eye contact, body language, and focus.
• follow and give a multi-step direction.
• monitor understanding of the spoken message and seek clarification as needed.
• gain increasing control of spoken grammar, such as subject-verb agreement, complete sentences, and correct tense.
• make appropriate contributions to small or large group discussions.
• use verbal fluency (e.g. tone, rate, rhythm and expression).
• use tone and rate of speech appropriate to context.
• ask and answer topic-related questions.
• listen to and view presentations to gather information, solve problems, and enjoy literature.
• compare stories and other literature that reflect different regions, customs, and cultures.
• present dramatic interpretations of experiences, stories, poems, and/or plays.
• listen responsively to stories and other texts read aloud.
• identify examples of onomatopoeia.
• retell stories.
STANDARD #4 – Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
READING BEHAVIORS
Students will:
• begin to recognize the characteristics of a variety of types of literature.
• read to answer specific questions or for specific purposes.
• review literary concepts and terms taught in previous grades.
• understand the following literary terms: dialogue, setting, synonym and onomatopoeia.
• stop, reread, and/or ask for help when difficulties are encountered in understanding the text.
METACOGNITIVE STRATEGIES
• use comprehension strategies (flexibly and as needed) while reading or listening to literature.
CONNECTING
Students will:
• make text-to-self, text-to-text, and text-to-world connections about works they read, hear, and view.
QUESTIONING
Students will:
• ask questions about texts including questions about plot, sequence of events, setting, character, theme, solutions, and problem/conflict through works they read, hear, and view.
• answer questions about texts including questions about plot, setting, character, theme, and problem/conflict, and solution through works they read, hear, and view.
VISUALIZING
Students will:
• explain or illustrate their sensory reactions to written, spoken, and audio-visual texts.
DETERMINING IMPORTANCE
Students will:
• identify the beginning, middle, and end of literary works.
• identify the problem/conflict and its solution.
INFERRING
Students will:
• identify author’s purpose or intent in written, spoken, or audio-visual texts with teacher support.
• make predictions based on illustrations, portions of stories, or knowledge of characters.
SYNTHESIZING
Students will:
• begin to compare and contrast literary works.
STANDARD #5 – Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
Students will:
• ask appropriate questions to obtain information and clarify meaning.
• locate words/information using the first two letters.
• distinguish among a variety of types of text (e.g., reference: beginning dictionaries, glossaries, and practical/functional text: instructions/announcements, invitations).
• begin to use organizational features to locate information such as the table of contents, index, and glossary.
• read, listen to, view and understand factual information through a variety of resources including informational literature, field trips, interviews, and observations.
• gather facts from written, spoken, audio-visual and graphic materials.
• begin to discriminate between fiction and nonfiction.
• locate and record information to show understanding when given an organizational format (e.g., t-chart or Venn diagram).
• analyze and interpret informational text, citing evidence as appropriate by connecting information within a text.
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