Reading Standards for Literature Key Ideas and Details Second Grade 2014-2015 English Language Arts - Final 1a. Ask questions as who, what, where, when, why, & how to demons. understanding of key details in a text 1b. Answer such questions as who, what, where, when, why, & how to demons. understanding of key details in a text Revised: Oct. 13, 2014 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral 3 Describe how characters in a story respond to major events and challenges Craft and Structure 4 Describe how words & phrases (regular beats, alliteration, rhymes, repeated lines) supply rhythm & meaning in a story, poem, or song 5 Describe overall structure of a story, including describing how beginning introduces the story and the ending concludes the action 6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud Integration of Knowledge & Ideas 7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures Range of Reading & Level of Text Complex 10. By end of year, read and comprehend literature, including prose and poetry, in the grades 2 3 text complexity band proficiently, w/ scaffolding as needed at high end of range 11. Predicting 12. Determines appropriate circumstances to use skimming and scanning to preview text and find information Reading Standards for Informational Text Key Ideas and Details 1a. Ask such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text 1b. Answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text 3a. Describe the connection between a series of historical events in a text 3b. Describe the connection between scientific ideas or concepts in a text 3c. Describe the connection between steps in technical procedures in a text Craft and Structure 4 Determine meaning of words & phrases in a text relevant to a grade 2 topic or subject area 5 Know and use various text features to locate key facts or information in a text efficiently 5a Glossaries 5b Indexes 5c Title Page 5d Table of Contents 5e Chapter Headings 5g Children's Encyclopedia 5h Electronic Menus
6 Identify main purpose of a text, including what author wants to answer, explain, or describe Reading Standards for Informational Text Cont Integration of Knowledge & Ideas 7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text 8 Describe how reasons support specific points the author makes in a text 9 Compare and contrast the most important points presented by two texts on the same topic Range of Reading & Level Text Complexity 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 proficiency, with scaffolding as needed at the high end of the range 11. Context Clues 12. Problem Solving 13. Creating Images 14. Determines appropriate circumstances to use skimming & scanning to preview text & find information Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words 3a Distinguish long and short vowels when reading regularly spelled one-syllable words 3b Know spelling-sound correspondences for additional common vowel teams 3c Decode regularly spelled two-syllable words with long vowels 3d Decode words with common prefixes and suffixes 3e Identify words with inconsistent but common spelling-sound correspondences 3f Recognize and read grade-appropriate irregularly spelled words Fluency 4 Read with sufficient accuracy and fluency to support comprehension 4a Read grade-level text with purpose and understanding 4b Read grade-level text orally: - 4b1 Reads grade-level text with accuracy - 4b2 Demonstrates oral reading fluency of 90-120 words per minute in 2nd grade - 4b3 Reads grade-level text with expression 4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary Writing Text Types and Purpose 1 Write opinion pieces: 1a. introduce the topic or book they are writing about 1b. state an opinion 1c. supply reasons that support the opinion 1d. use linking words to connect opinion & reasons 1e. provide a concluding statement or section 2a.Write informative/ explanatory texts: 2a 1. introduce a topic 2a 2. use facts and definitions to develop points 2a 3. provide a concluding statement or section
Writing Cont.. 3 Write narratives: 3a. recount a well-elaborated event or short sequence of events 3b. include details to describe actions, thoughts, and feelings 3c. use temporal words to signal event order 3d. provide a sense of closure Production and Distribution 5 With guidance & support from adults & peers, focus on a topic and strengthen writing as needed by revising and editing 6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration w/ peers Research to Build and Present Knowledge 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) 8 Recall information from experiences or gather information from provided sources to answer a question Speaking and Listening Comprehension and Collaboration 1 Participate in collaborative conversations w/ diverse partners about gr. 2 topics & texts w/ peers & adults in small & large groups 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) 1b Build on others talk in conversations by linking their comments to the remarks of others 1c Ask for clarification and further explanation as needed about the topics and texts under discussion 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media 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 Presentation of Knowledge and Ideas 4. Tell a story or recount an experience w/ appro. facts & relevant, descriptive details, speaking audibly in coherent sentences 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 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification Language Conventions of Standard English 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 1a Use collective nouns (e.g., group) 1b Form & use frequently occurring irregular plural nouns 1c Use reflexive pronouns(myself, ourselves) 1d Form & use the past tense of freq. occurring irregular verbs (sat, hid, told) 1e 1 Use adjectives and choose between them depending on what is to be modified 1e 2 Use adverbs and choose between them depending on what is to be modified 1f 1 Produce, expand, and rearrange complete simple sentences 1f 2 Produce, expand, and rearrange complete compound sentences
Language Cont 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing 2a Capitalize holidays, product names, and geographic names 2b Use commas in greetings & closings of letters 2c Use an apostrophe to form contractions and frequently occurring possessives 2d Generalize learned spelling patterns when writing words 2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings 2f. Use commas between city and state 2g. Use commas in date 2h. Use commas in a series 2i. Use end marks 2j. Begin a sentence with a capital letter Knowledge of Language 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening 3a Compare formal and informal uses of English Voc. Acquisition and Use 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 4a Use sentence-level context as a clue to the meaning of a word or phrase tell/retell) 4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional) 4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark) phrases 5 Demonstrate understanding of word relationships and nuances in word meanings 5a Identify real-life connections between words and their use 5b Distinguish shades of meaning among closely related verbs and closely related adjectives 6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe
Second Grade 2014-2015 Mathematics - Final Operations and Algebraic Thinking Represent and solve problems Involving addition and subtraction 1a. Use addition within 100 to solve word problems: 1a 1. Involving the use of strategies: adding to, taking from, putting together, taking apart, comparing 1a 2. With unknowns in all positions 1a 3. By using objects, drawings, and equations with a symbol for the unknown number to represent the problem 1a 4. One-step word problems 1a 5. Two-step word problems 1b. Use subtraction within 100 to solve word problems: 1b 1. Involving the use of strategies: adding to, taking from, putting together, taking apart, comparing 1b 2. With unknowns in all positions 1b 3. By using objects, drawings, and equations with a symbol for the unknown number to represent the problem 1b 4. One-step word problems 1b 5. Two- step word problems Add and subtract to 20 2a. Fluently add within 20 using mental strategies Strategies: 2a 1. Counting on 2a 2. Making ten 2a. 3. Decomposing a number leading to a ten 2a 4. Using the relationship between addition and subtraction 2a 5. Creating equivalent but easier or known sums 2b. Fluently subtract within 20 using mental strategies Strategies: 2b 1. Counting on 2b 2. Making ten 2b 3. Decomposing a number leading to a ten 2b 4. Using the relationship between addition and subtraction 2b 5. Creating equivalent but easier or known sums 2c. By end of Grade 2, know from memory all sums of two one-digit numbers Work with equal groups of objects to gain foundations for multiplication. 3. Determine whether a group of objects (up to 20) has an odd or even number of members 3a. By pairing objects 3b. Counting them by 2s 3c. Write an equation to express an even number as a sum of two equal addends 4a.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns 4b.Write an equation to express the total as a sum of equal addends
Numbers and Operations in Base Ten Understand place value 1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones Understand the following as special cases: 1a. 100 can be thought of as a bundle of ten tens called a hundred 1b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones) 2. Count within 1000 2a. Skip-count by 5s 2b. Skip-count by 10s 2c. Skip-count by 100s 3a. Read numbers to 1000: 3a 1. using base-ten numerals 3a 2. number names 3a 3. expanded form 3b. Write numbers to 1000: 3b 1. using base-ten numerals 3b 2. number names 3b 3. expanded form 4a. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits 4b. Record the results of comparisons with the symbols >, =, and < Use place value understanding and properties of operations to add and subtract 5a. Fluently add within 100 Use a strategy: 5a 1. Place value 5a 2. Properties of operations 5a 3. Relationship between addition and subtraction 5b. Fluently subtract within 100 Use a strategy: 5b 1. Place value 5b 2. Properties of operations 5b 3. Relationship between addition and subtraction 6. Add up to four two-digit numbers Use a strategy: 6a. Place value 6b. Properties of operations. Add within 1000: 1. Using concrete models or drawings 2. Use strategies based on place value, properties of operations, relationship between add and subtractions 3. relate the strategy to a written method 4. Understand that in adding three-digit numbers, one adds hundreds and hundreds, tens and tens, ones and ones 5. Sometimes it is necessary to compose or decompose tens or hundreds
Numbers and Operations in Base Ten cont. Use place value understanding and properties of operations to add and subtract cont 7b. Subtract within 1000: 7b 1. Using concrete models or drawings 7b 2. Use strategies based on place value, properties of operations, relationship between add & subtract 7b 3. relate the strategy to a written method 7b 4. Understand that in subtracting three-digit numbers, one subtracts hundreds & hundreds,tens & tens,ones & ones 7b 5. Sometimes it is necessary to compose or decompose tens or hundreds 8a. Mentally add 10 or 100 to a given number 100 900. 8b. Mentally subtract 10 or 100 from a given number 100 900. 9a. Explain why addition strategies work, using place value & the properties of operations. (May be supported by drawings or objects.) 9b. Explain why subtraction strategies work, using place value & the properties of operations.(may be supported by drawings or objects.) Measurement and Data Measure lengths indirectly and by iterating length units 1. Measure the length of an object by selecting and using appropriate tools: 1a. rulers 1b. yardsticks 1c. meter sticks 1d. measuring tape 2a. Measure the length of an object twice, using length units of different lengths for the two measurements 2b. Describe how the two measurements relate to the size of the unit chosen. 3. Estimate lengths: 3a. using units of inches 3b. using units of feet 3c. using units of centimeters 3d. using units of meters length unit. Relate addition and subtraction to length. 5a. Use addition within 100 to solve word problems involving lengths that are given in the same unit 5a 1. Use drawings (such as drawings of rulers) 5a 2. Use equations with a symbol for the unknown number to represent the problem. 5b. Use addition within 100 to solve word problems involving lengths that are given in the same unit 5b 1. Use drawings (such as drawings of rulers) 5b 2. Use equations with a symbol for the unknown number to represent the problem. 6a. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. 6b. Represent whole-number sums and differences within 100 on a number line diagram. Work with time and money. Tell time to the nearest 5 minutes using analog clocks using a.m. and p.m. 7b. Tell time to the nearest 5 minutes using digital clocks using a.m. and p.m. 8a. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. 8b. Solve word problems using $ and symbols appropriately.
Measurement and Data cont. Represent and interpret data 9a. Generate measurement data: 9a 1. by measuring lengths of several objects to the nearest whole unit 9a 2. by making repeated measurements of the same object 9b. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units 10a. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories 10b. Solve simple problems using information presented in a bar graph: 10b 1. put-together problems 10b 2. take-apart problems 10b 3. compare problems 11. Identify possible outcomes 12. Compare the value of a set of coins Geometry Reason with shapes and their attributes 1a. Recognize shapes having specified attributes such as a given number of angles or a given number of equal faces 1a 1. triangles 1a 2. quadrilaterals 1a 3. pentagons 1a 4. hexagons 1a 5. cubes 1b. Draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 1b 1. triangles 1b 2. quadrilaterals 1b 3. pentagons 1b 4. hexagons 1b 5. cubes 2a. Partition a rectangle into rows and columns of same-size squares 2b. Count to find the total number of squares. 3. Partition circles 3a 1. Into two, three, or four equal shares 3a 2. Describe the shares using the words halves, thirds, half of, a third of 3a 3. Recognize that equal shares of identical wholes need not have the same shape 3b. Partition rectangles 3b 1. Into two, three, or four equal shares 3b 2. Describe the shares using the words halves, thirds, half of, a third of 3b 3. Recognize that equal shares of identical wholes need not have the same shape 4. Identify figures with the same size and/or shape 5. Identify geometric transformations 6. Identify symmetry 7. Solve problems using spatial reasoning