English Language Arts. Content Standards. Second Grade

Transcription

1 77 Second Grade English Language Arts Content Standards Chapter 3 Content Standards and Instructional Practices Kindergarten Through Grade Three Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Decoding and Word Recognition 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowelconsonant-vowel = su/per; vowelconsonant/consonant-vowel = sup/per). 1.3 Decode two-syllable nonsense words and regular multisyllable words. 1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives). 1.6 Read aloud fluently and accurately and with appropriate intonation and expression. Vocabulary and Concept Development 1.7 Understand and explain common antonyms and synonyms. 1.8 Use knowledge of individual words in unknown compound words to predict their meaning. 1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly) Identify simple multiple-meaning words. 2.0 Reading Comprehension Students read and understand grade-levelappropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-levelappropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal. Structural Features of Informational Materials 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text. Comprehension and Analysis of Grade- Level-Appropriate Text 2.2 State the purpose in reading (i.e., tell what information is sought).

2 78 Chapter 3 Content Standards and Instructional Practices Kindergarten Through Grade Three Second Grade English Language Arts Content Standards 2.3 Use knowledge of the author s purpose(s) to comprehend informational text. 2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how). 2.5 Restate facts and details in the text to clarify and organize ideas. 2.6 Recognize cause-and-effect relationships in a text. 2.7 Interpret information from diagrams, charts, and graphs. 2.8 Follow two-step written instructions Literary Response and Analysis Students read and respond to a wide variety of significant works of children s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level- Appropriate Text 3.1 Compare and contrast plots, settings, and characters presented by different authors. 3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives. 3.3 Compare and contrast different versions of the same stories that reflect different cultures. 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry. Organization and Focus 1.1 Group related ideas and maintain a consistent focus. Penmanship 1.2 Create readable documents with legible handwriting. Research 1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas). Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more descriptive detail. 2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature. Writing 1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Written and Oral English Language Conventions The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

3 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Distinguish between complete and incomplete sentences. 1.2 Recognize and use the correct word order in written sentences. Grammar 1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking. Punctuation 1.4 Use commas in the greeting and closure of a letter and with dates and items in a series. 1.5 Use quotation marks correctly. Capitalization 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. Spelling 1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). 1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly. Listening and Speaking 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Comprehension 1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment). 1.2 Ask for clarification and explanation of stories and ideas. 1.3 Paraphrase information that has been shared orally by others. 1.4 Give and follow three- and four-step oral directions. Organization and Delivery of Oral Communication 1.5 Organize presentations to maintain a clear focus. 1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). 1.7 Recount experiences in a logical sequence. 1.8 Retell stories, including characters, setting, and plot. 1.9 Report on a topic with supportive facts and details. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students: 2.1 Recount experiences or present stories: a. Move through a logical sequence of events. b. Describe story elements (e.g., characters, plot, setting). 2.2 Report on a topic with facts and details, drawing from several sources of information. Chapter 3 Content Standards and Instructional Practices Kindergarten Through Grade Three Second Grade English Language Arts Content Standards

4 Released Test Questions 1 How does it know, 2 this little seed, 3 if it is to grow 4 to a flower or weed, CA L I F O R N I A STA N DA R D S T E ST The Seed by Aileen Fisher English-Language Arts G R A D E 2 5 If it is to be 6 a vine or shoot, 7 or grow to a tree 8 with a long deep root? 9 A seed is so small 10 where do you suppose 11 it stores up all 12 of the things it knows? CSR1P147 From UP THE WINDY HILL by Aileen Fisher. Copyright 1953 by Aileen Fisher. Copyright renewed 1981 by Aileen Fisher. Used by permission of Marian Reiner for the author. 25 Which words are SYNONYMS? A little and small B seed and root C weed and shoot D long and deep CSR Which words from the poem rhyme? A this and things B vine and tree C shoot and root D with and where CSR This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright 2007 California Department of Education.

5 G R A D E C A L I F O R N I A STA N DA R D S T E ST 2 English-Language Arts Released Test Questions 27 Read this line from the poem. 29 Read these lines from the poem. A seed is so small The line from the poem gives information about A the way a seed feels. B how a seed grows. C where a seed is planted. D the size of a seed. CSR Use this diagram to answer the question below. flower vine where do you suppose it stores up all of the things it knows? In which sentence does stores have a DIFFERENT meaning from the underlined word in the box? A The squirrel stores its acorns for winter. B Jane stores her extra pencils in her desk. C The grocery stores will be closed tomorrow. D Our teacher stores our school supplies in the closet. CSR tree shoot weed Which question belongs in the circle? A What can a seed become when it begins to grow? B What do seeds look like? C Where does a seed store all of the things it knows? D Why are seeds small? CSR This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright 2007 California Department of Education.

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8 Text Forms and Features Frequent and elaborate use of figures of speech, especially similes and metaphors or techniques for comparing and contrasting Every culture has its own poetry and it is often associated with rituals or festivities or seasonal activities Often focus on intensity of emotion or observation often depart from usual word order or pronunciation or uses archaic words or creates new ones Much of the meaning is conveyed by suggestion or by omission Often include words with multiple meanings, making every word count more than once Reader needs to read and think beyond the superficial Difficult to paraphrase Sometimes the rhythm of the language and the pattern of the lines reflect the mood of the content Alliteration and assonance may complement or even replace the rhyme Repetition is a common element-repetition of sounds, words, lines, phrases, and images Layout is important and often controls the pace and style of reading Usually past or present tense Often in first person or character anonymous Uses unconventional punctuation and line breaks to convey meaning or to show relationships between ideas 78