Checks for Understanding (Formative/Summative Assessment)

Transcription

1 State: TN Subject: Reading Grade Level: 2 Standard Study Island Topic US Common Core Standards Checks for Understanding (Formative/Summative Assessment) Standard 1 - Language 2.L.1 - Demonstrate command of English grammar and usage when writing or speaking Identify and use adjectives (i.e., descriptive, comparative, superlative), nouns (i.e., common and proper, singular and plural, possessive), pronouns (i.e., substitution for nouns), and verbs (i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement) correctly. Adjectives Nouns Pronouns Verbs 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 movie; The little boy watched the movie; The action movie was watched by the little boy) Use capital letters correctly (i.e., first and last names, pronoun I, proper nouns, first word of a sentence). Capitalization Punctuation 2.L.2 - Demonstrate command of English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names.

2 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? badge; boy? boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 2.L.2 - Demonstrate command of English capitalization, punctuation, and spelling when writing Identify and use correct punctuation at the end of declarative, exclamatory, and interrogative sentences. Punctuation 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? badge; boy? boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 2.L.2 - Demonstrate command of English capitalization, punctuation, and spelling when writing Form contractions correctly. Contractions 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

3 words (e.g., cage? badge; boy? boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 2.L.1 - Demonstrate command of English grammar and usage when writing or speaking Understand that a sentence is a group of words that has a subject and a verb and expresses a complete thought. Complete Sentences 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 movie; The little boy watched the movie; The action movie was watched by the little boy) Identify and write complete sentences in a series. Complete Sentences 2.L.1 - Demonstrate command of 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

4 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 movie; The little boy watched the movie; The action movie was watched by the little boy). 2.L.2 - Demonstrate command of English capitalization, punctuation, and spelling when writing Use commas correctly in a series. Punctuation 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? badge; boy? boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings Spell simple words using developed phonetic knowledge, sounds of the alphabet and simple consonant/vowel patterns. Spell high frequency words correctly (e.g., Dolch List, Dr. Fry list). Continue to spell Alphabetical Order Spelling and Plurals Structural Analysis 2.L.2 - Demonstrate command of 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.

5 short and long vowels words using basic CVC, CVCE, and CVVC patterns. Alphabetize words to the second letter Use primary dictionaries to spell words correctly and verify spelling. Spell regular and irregular plurals correctly (e.g., boy/boys, child/children). Spell diagraphs, trigraphs, and blends (e.g., -ea, - ir, -igh, tch, -sch, fl, bl, br, st). Understand and spell basic words that sound the same but are spelled differently and have different meanings (homophonesflower/flour). d. Generalize learned spelling patterns when writing words (e.g., cage? badge; boy? boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 2.F.3 - Know and apply gradelevel phonics and word analysis skills in decoding words. 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 Show evidence of expanding language through vocabulary growth. Recognize common abbreviations Build vocabulary by reading, listening to, and discussing a variety of literature. Add prefixes (e.g., re-, dis-), suffixes (e.g., -ly, -y), and endings to base words to make new words (e.g., -ed, - Antonyms and Synonyms Common Abbreviations Compound Words Context Clues Structural Analysis 2.L.4 - Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. 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

6 ing, -es). Identify simple multi-meaning words based on the appropriate meaning for the context. Use word families and word walls Recognize and identify compound words, synonyms, and antonyms. Identify positional words. Identify simple multi-meaning words in context (e.g., fly, pop, bat). 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 Maintain phonemic awareness by adhering to the following: 2.F.3 - Know and apply gradelevel phonics and word analysis skills in decoding words. Change the letters of a given word to create new words (e.g, pan to nap, ten to net). Use sound stretching of one syllable words to identify each phoneme. Use sound blending of each separately spoken phoneme to make meaningful words. Segment onesyllable words into individual sounds and blend the sounds into whole words. Identify and produce rhyming words Recognize words that have the same beginning, middle, Phonics and Rhyme Structural Analysis Syllabication Rules 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.

7 and ending sounds. Understand words are made up of one or more syllables (e.g., students clap syllables, move objects, etc. in words) Add, delete, and change targeted sounds to change words (e.g, bed to bad, hat to bat) Apply phonics generalizations in order to decode words in the following ways: Read words containing r- controlled vowels (e.g., -ar, -ir, -ur). Apply knowledge of basic syllabication rules Use letter-sound matches and structural analysis to decode grade level words Use parts of words (e.g., root/base words, compound words, contractions, prefixes, and suffixes) to decode grade level words. Apply long and short vowel rules when decoding text. Use sounding out words, chunking words into smaller parts, looking for blends, digraphs, dipthongs, word families, etc. as a means of decoding Context Clues Phonics and Rhyme Structural Analysis Syllabication Rules 2.F.3 - Know and apply gradelevel phonics and word analysis skills in decoding words. 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.

8 unfamiliar words. Continue to decode unknown words that are grade-level appropriate. Standard 2 - Communication Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions) Listen attentively to speaker for specific information Understand and follow multi-step oral directions Summarize what has been heard using the logical sequence of events Use rules for conversation (e.g., raise hands, take turns, and focus attention on speaker) Speak clearly, properly, and politely, and recognize the difference between formal and informal language Give multistep oral directions Participate in group discussion. Directions Summarization Directions 2.RL.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Work productively in group discussion for a particular purpose (e.g., respond to literature, solve a problem).

9 Ask and respond to questions from teacher and other group member Retell a story, describing the plot, characters, and setting Recite poems, stories, and songs. Standard 3 - Writing Write to describe, entertain, and inform Write a response to literature (e.g., create a new ending to a story, create class books, summarize a story), compose a variety of written works (e.g., friendly letters, journal entries, reports, experience stories) and begin to compose narratives (with a beginning middle, and end) Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, Venn diagrams) independently and/or in group, and use a variety of resources to gather information Utilize classroom resources to support the writing process (e.g., word walls. picture dictionaries). Purposes for Reading Graphic Organizers Reference Sources 2.IT.6 - Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Tested in 3 rd Grade Common Core 2.L.4 - Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of

10 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 Compose first drafts using the appropriate parts of the writing process with an emphasis on planning and self correcting Use temporary/creative spelling to spell independently while beginning to transition to standard spelling. Spelling and Plurals 2.W.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 2.L.2 - Demonstrate command of 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? badge; boy? boil). e. Consult reference materials, including beginning dictionaries, as needed to

11 check and correct spellings Arrange events in a logical and sequential order when writing Continue to add descriptive words and details to writing Create legible documents from reading by forming legible lower case letters utilizing correct spacing and by writing from left to right and top to bottom Evaluate own and others' writing through small group discussion and shared work Incorporate suggestions from teachers and peers Use a simple rubric to evaluate writing Incorporate photographs or illustrations in written work. Graphic Organizers Using Descriptive Words Illustrations 2.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. 2.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. 2.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. 2.IT.7 - Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Standard 4 - Research

12 Narrow a research question so that the research process is manageable Determine three sources to answer a research question Use the family and community as sources of information Visit the library as a source of information for research Recognize and identify a variety of print and electronic resources available for information (e.g., books, newspapers, magazines, technology) Understand the purpose of reference materials (e.g., dictionary, encyclopedia) Write a simple research report that demonstrates a gathering of information. Reference Sources Reference Sources Reference Sources Reference Sources 2.W.8 - Recall information from experiences or gather information from provided sources to answer a question. 2.W.8 - Recall information from experiences or gather information from provided sources to answer a question. 2.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). 2.W.8 - Recall information from experiences or gather information from provided sources to answer a question. 2.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). 2.W.8 - Recall information from experiences or gather information from provided sources to answer a question. Standard 5 - Logic Distinguish between fact and opinion Given a sequence of events, choose from a list of possibilities the appropriate conclusion. Fact and Opinion Plot 2.RL.3 - Describe how characters in a story respond to major events and challenges. 2.RL.5 - Describe the overall structure of a story, including

13 Identify causeeffect relationships Compare and contrast information and ideas apply sequential reasoning to a variety of written and oral contexts. Cause and Effect Compare and Contrast Stories Plot describing how the beginning introduces the story and the ending concludes the action. 2.IT.3 - Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 2.RL.9 - Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. 2.IT.9 - Compare and contrast the most important points presented by two texts on the same topic. 2.RL.3 - Describe how characters in a story respond to major events and challenges. 2.RL.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2.IT.3 - Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Standard 6 - Informational Text Follow simple multi-step directions in informational texts to complete a specific task Identify and state the main ideas and supporting details of informational texts Explore various forms of informational texts (e.g., charts, books, newspapers, magazine, daily announcement sheets). Directions Main Idea Informational Text 2.IT.2 - Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

14 Recognize and use text features to comprehend informational texts (e.g., time lines, graphs, charts, maps, illustrations). Illustrations Text Features 2.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. 2.IT.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. 2.IT.7 - Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Standard 7 - Media Understand the main idea in a visual message (e.g., pictures, cartoons, posters) Experience and respond to a variety of media (e.g., books, audio tapes, video, film, computer, illustrations) Visit libraries/media centers and regularly check out materials Begin to utilize technology to publish and present writing. Main Idea Embedded 2.IT.2 - Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 2.W.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Standard 8 - Literature Read fables, folk tales, fairy tales, poetry, nonfiction, short stories, and chapter books Identify parts of a book (e.g., front cover and back cover, table of contents, index, glossary, title page, author, Forms of Text Book Parts 2.IT.5 - Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information

15 illustrator) Distinguish between fiction and nonfiction and fantasy and reality preview words necessary for understanding a reading selection Participate in the creation of graphic organizers (KWL charts, diagrams) Derive meaning while reading by employing the following strategies: Asking questions to clarify meaning. Participating in discussions Predicting what will happen next Creating mental images Using Illustrations to gain meaning Answering the Five W + H questions (i.e., Who, What, When, Where, How, Why). Relate knowledge from personal experiences, other text, and world events to make meaning from text. Forms of Text Embedded Graphic Organizers Asking Questions Illustrations Making Predictions Relate Information in a text efficiently. Tested in 3 rd Grade Common Core 2.RL.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.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. 2.IT.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.IT.7 - Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text Participate in shared reading and small group guided reading Read simple text containing familiar letter-sound correspondence and high frequency words. Embedded

16 Read orally with fluency and accuracy, using appropriate pacing and expression. 2.F.4 - Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary Identify the characters, plot, and setting of a story. Characters Plot Setting 2.RL.3 - Describe how characters in a story respond to major events and challenges. 2.RL.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. US Common Core Standards Not Currently Tested in TN 2 nd Grade Reading Standards: 2.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. 2.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. 2.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. 2.IT.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 2.IT.8 Describe how reasons support specific points the author makes in a text. 2.IT.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. Writing Standards:

17 2.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. 2.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. Language Standards: 2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English. 2.L.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 adjective (e.g., thin, slender, skinny, scrawny). 2.L.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).