2 nd Grade ELA Standards Changes

Transcription

1 2 nd Grade ELA Standards Changes Important Changes to Note: The standards are coded with the grade level, title of the strand, the category within the strand, and the number within the strand. In a few cases, a letter might also be used to delineate subsections. o Example: 2.RL.KID.2 2 is the grade level. Reading Literature (RL) is the strand. Key Ideas and Details (KID) is the category. 2 is the number of the standard within the strand. There are 16 standards with no changes at all. They are highlighted in yellow. In the document below, changes to wording are highlighted in blue. Most changes are accompanied by a clarification/rationale and/or notes.

2 2 nd Grade Reading Literature Standards Changes Coding Original Standard New Standard Clarifications 2.RL.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.RL.KID.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RL.KID.3 Describe how characters in a story respond to major events and challenges. Describe how characters in a story respond to major events and challenges. 2.RL.CS.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Describe how words and phrases supply meaning in a story, poem, or song. The word rhythm has been removed from this standard; Also, the e.g. examples have been removed to not limit the standard. 2

3 2.RL.CS.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 how the beginning introduces the story and the ending concludes the action. Slight change: the word describing has been removed from the standard. 2.RL.CS.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Determine when characters have different points of view. This standard has been rewritten in a more concise manner; The verb acknowledge has been replaced by determine. 2.RL.IKI.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 information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Standard #8 is not applicable to literature. 2.RL.IKI.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Compare and contrast two or more versions of the same story by different authors or different cultures. The e.g. example has been removed to not limit the standard. 3

4 2.RL.RRTC.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. Read and comprehend stories and poems throughout the grades 2-3 text complexity band proficiently, with scaffolding at the high end as needed. The phrase, by the end of the year has been removed; Also, this standard has been rewritten more concisely. 2 nd Grade Reading Informational Standards Changes Coding Original Standard New Standard Clarifications 2.RI.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.RI.KID.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 multiparagraph text as well as the focus of specific paragraphs within a text. (No change other than a very minor substitute of a for the.) 2.RI.KID.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connections between a series of historical events, scientific ideas, or steps in a process in a text. The word connection is now plural (an s has been added to the end); Technical procedures has been replaced with a process. 4

5 2.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 2.RI.CS.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. Know and use various text features to locate key facts or information in a text efficiently. Only the e.g. examples have been removed to not limit the standard. 2.RI.CS.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what an author wants to answer, explain, or describe. 2.RI.IKI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Identify and explain how illustrations and words contribute to and clarify a text. An additional verb identify has been added; Also, illustrations and words have replaced the former reference to specific images. 5

6 2.RI.IKI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points an author makes in a text.. 2.RI.IKI.9 Compare and contrast the most important points presented by two texts on the same topic. Compare and contrast the most important points presented by two texts on the same topic. 2.RI.RRTC.10 By the end of the 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. Read and comprehend stories and informational texts throughout the grades 2-3 text complexity band proficiently, with scaffolding at the high end as needed. The phrase, by the end of the year has been removed; Also, this standard has been rewritten more concisely. 6

7 2 nd Grade Writing Standards Changes Coding Original Standard New Standard Clarifications 2.W.TTP.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 on topics or texts. a. Introduce topic or text. b. State an opinion. c. Supply reasons to support the opinion. d. Use linking words to connect the reasons to the opinion. e. Provide a concluding statement or section. The general wording of the standard has been rewritten in a more concise manner; Also, or texts has been added to the end of this general standard; Furthermore, the standard has been broken into subparts (a e). 2.W.TTP.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. Write informative/explanatory texts. a. Introduce a topic. b. Use facts and definitions to provide information. c. Provide a concluding statement or section. The standard has been broken into subparts (a c); Also, the words provide information replace develop points. 2.W.TTP.3 Write narratives in which they recount a wellelaborated 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. Write narratives recounting an event or short sequence of events. a. Include details to describe actions, thoughts, and feelings. b. Use time order words to signal event order. c. Provide a sense of closure. The standard has been broken into subparts (a c); Also, the words time order replace temporal. 7

8 2.W.PDW.4 (Begins in grade 3) With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) This standard formerly began in 3 rd grade. However, it now begins in 4 th. 2.W.PDW.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as need by revising and editing. The word peers has been removed from this standard. Also, there is an additional point: respond to questions and suggestions from peers. 2.W.PDW.6 With guidance support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, and in collaboration with peers, use a variety of digital tools to produce and publish writing. The only change to this standard is the slight rearrangement of words. 2.W.RBPK.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). Participate in shared research and writing projects, such as exploring a number of books on a single topic or engaging in science experiments to produce a report. The e.g. examples have been removed and are now placed within the general wording of the standard; Also, engaging in science experiments to produce a report is a new addition to the standard. 8

9 2.W.RBPK.8 Recall information from experiences or gather information from provided sources to answer a question. Recall information from experiences or gather information from provided sources to answer a question. 2.W.RBPK.9 (Begins in grade 4) (Begins in grade 3) While this is still not a standard for 2 nd grade, it does begin a grade earlier now in 3 rd rather than 4 th. 2.W.RW.10 (Begins in grade 3) With guidance and support from adults, engage routinely in writing activities to promote writing fluency. This standard formerly started in 3 rd grade. However, it now starts in 2 nd. 2 nd Grade Speaking and Listening Standards Changes Coding Original Standard New Standard Clarifications 2.SL.CC.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2 nd grade topics and texts. The mention of diverse partners has been removed from this standard and replaced with varied peers and adults. The word appropriate has been added, in regards to 2 nd grade topics and texts. 9

10 respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. The subparts (a c) have been removed. 2.SL.CC.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.SL.CC.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deeper understanding of a topic or issue. Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood. There is a slight rearrangement of words (such as, clarify something that is not understood rather than clarify comprehension ). 2.SL.PKI.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 10

11 2.SL.PKI.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. Add audio or visual elements to stories or recounts of experiences, when appropriate, to clarify ideas, thoughts, and feelings. There is a slight rearrangement of words, but the standard is generally the same. 2.SL.PKI.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Only change: Speak rather than produce. 2 nd Grade Foundational Literacy (Reading Foundations) Standards Changes Coding Original Standard New Standard Clarifications 2.FL.PC.1 (Not a 2 nd grade standard) (Not a 2 nd grade standard) (Still not a 2 nd grade standard no change) 2.FL.PA.2 (Not a 2 nd grade standard) (Not a 2 nd grade standard) (Still not a 2 nd grade standard no change) 2.FL.PWR.3 Know and apply grade-level phonics and word analysis skills in decoding words. Know and apply grade-level phonics and word analysis skills when There is now specific mention of decoding isolated words and in connected text ; 11

12 a. Distinguish long and short vowels when reading regularly spelled onesyllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read gradeappropriate irregularly spelled words. decoding isolated words and in connected text. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondence for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read gradeappropriate irregularly spelled words. g. Decode grade-level texts with purpose and understanding. Also, there is a new subpart g Decode gradelevel texts with purpose and understanding. 2.FL.WC.4 (No former standard) Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. a. Use conventional spelling for one-syllable words including position-based patterns, This is a NEW addition to the revised standards; *Important to note: Cursive writing now begins in 2 nd grade (see subpart f ). 12

13 complex consonant blends, less common vowel teams for long vowels, vowel-r combinations, contractions, homophones, plurals, and possessives. b. Use conventional spelling for regular two- and threesyllable words containing combined syllable types, compounds, and common prefixes and derivational suffixes. c. Spell words with suffixes that require consonant doubling, dropping silent e, and changing y to i. d. Write most common, frequently used words and most irregular words. e. Consult reference materials, including beginning dictionaries, to check and correct spelling. f. Print legibly in manuscript; write many upper and lowercase letters in cursive. 2.FL.F.5 (used to be RF.2.4) Read with sufficient accuracy and fluency to support comprehension. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate 13

14 c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding of words; reread as necessary. 2 nd Grade Foundational Literacy (Language) Standards Changes Coding Original Standard New Standard Clarifications 2.FL.SC.6 (used to be L.2.1 & L.2.2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. a. Use collective nouns. b. Form and use frequently occurring irregular plural nouns. c. Use reflexive pronouns such as myself and ourselves. d. Form and use the past tenses of frequently occurring irregular verbs. e. Use adjectives and adverbs correctly. These former standards 2.L.1 (a-f) and 2.L.2 (a-e) are now combined as 2.FL.SC.6. In reference to writing, there is now specific reference to conventions of standard English grammar and usage, including capitalization and punctuation ; The e.g. examples were removed to not limit the standard; Also, there is a new subpart g Use common coordinating conjunctions ; Generalize learned spelling patterns when writing words has been removed from this standard, while Consult reference materials, including beginning dictionaries, as needed to check and correct spellings has been added to 2.FL.WC.4; 14

15 movie; The little boy watched the movie; The action movie was watched by the little boy). Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage to badge; boy to boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. f. Produce, expand, and rearrange simple and compound sentences. g. Use common coordinating conjunctions. h. Capitalize holidays, product names, and geographic names. i. Use commas in the greeting and closing of a letter. j. Use an apostrophe to form contractions and frequently occurring possessives. k. With prompting and support, link sentences into a simple cohesive paragraph with a main idea or topic. Lastly, subpart k is a new addition to this standard: With prompting and support, link sentences into a simple cohesive paragraph with a main idea or topic. (Former Standard: L.2.3) Use knowledge of language and its conventions when writing, speaking, reading, or listening. No standard. It appears that this standard has been removed and is no longer a separate standard. a. Compare formal and informal uses of English. 2.FL.VA.7a (used to be L.2.4) Determine of 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. 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. Only the e.g. examples were removed to not limit the standard; The subparts are now re-labeled as i - v instead of a e. 15

16 a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. i. Use sentence-level context as a clue to the meaning of a word or phrase. ii. Determine the meaning of the new word formed when a known prefix is added to a known word. iii. Use a known root word as a clue to the meaning of an unknown word with the same root. iv. Use knowledge of the meaning of individual words to predict the meaning of compound words. v. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 2.FL.VA.7b (used to be L.2.5) Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Demonstrate understanding of word relationships and nuances in word meanings. i. Identify real-life connections between words and their use. ii. Distinguish shades of meaning among closely related words. The e.g. examples were removed to not limit the standard; Also, in subpart ii, the word words replaces verbs ; The subparts are now re-labeled as i and ii instead of a and b. 16

17 2.FL.VA.7c (used to be 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). Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. Only the e.g. examples were removed to not limit the standard. 17