Reading Foundations Standard 1st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks RF.2.3 a-f Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Once introduced, continue reinforcing each standard throughout the year. Refer to K-4 Phonics Expectations for appropriate sequencing of skills. RF.2.4 a-c Fluency Read with sufficient accuracy and fluency to support comprehension. Once introduced, continue reinforcing each standard throughout the year. a. Distinguish long and short vowels when reading regularly spelled one-syllable words c. Decode regularly spelled two-syllable words with long vowels f. Recognize and read grade-appropriate irregularly spelled words (Dolch list) a. Read grade-level text with purpose and understanding. b. Read grade-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. 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 f. Recognize and read grade-appropriate irregularly spelled words (Dolch list) Reinforce all standards c. Decode regularly spelled two-syllable words with long vowels e. Identify words with inconsistent but common spelling-sound correspondences f. Recognize and read grade-appropriate irregularly spelled words (Dolch list) Reinforce all standards c. Decode regularly spelled two-syllable words with long vowels e. Identify words with inconsistent but common spelling-sound correspondences f. Recognize and read gradeappropriate irregularly spelled words (Dolch list) Reinforce all standards End of 9 weeks goal: Level J Lexile Range: 300-349 End of 9 weeks goal: Level K Lexile Range: 3350-399 End of 9 weeks goal: Level L Lexile Range: 400-449 End of 9 weeks goal: Level M Lexile Range: 450-499 Recommended Running Record Frequency: Fall AIMSweb Benchmark Winter AIMSweb Benchmark Mid-Benchmark Goal Spring AIMSweb Benchmark Emergent (A-G) Upper Emergent (H-K) Early Fluent (L-O) Fluent (P and up) every 2-4 weeks every 4-6 weeks every 6-8 weeks every 8-10 weeks 90 th percentile = 114 wcpm 75 th percentile = 87 wcpm 50 th percentile = 62 wcpm 25 th percentile = 35 wcpm 10 th percentile = 17 wcpm 90 th percentile = 139 wcpm 75 th percentile = 115 wcpm 50 th percentile = 88 wcpm 25 th percentile = 64 wcpm 10 th percentile = 38 wcpm 90 th percentile = 147 wcpm 75 th percentile = 123 wcpm 50 th percentile = 97 wcpm 25 th percentile = 73 wcpm 10 th percentile = 48 wcpm 90 th percentile = 155 wcpm 75 th percentile = 131 wcpm 50 th percentile = 106 wcpm 25 th percentile = 81 wcpm 10 th percentile = 58 wcpm 1
Reading Literature Standard Test 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures These items will be assessed on 3 rd and 4 th grade TN Ready. 4 th grade TN Ready These items are tested on 3 rd and 4 th grade TN Ready. Explain the 5 W s. Justify answer by labeling or citing page numbers. Summarize stories in chronological order. Describe how characters react to a major event. Identify rhyming words and describe how they supply rhythm to a poem, story, or song. Illustrate main event of beginning, middle, and end. Identify character traits and dialogue. Infer from illustrations. Diagram story elements. Compare and contrast main characters in two stories. Formulate a question and answer using a complete sentence with details from the Summarize fables and folktales in chronological order including the lesson/moral. Examine events that take place to cause a change in the character. Identify rhyming lines in each stanza and describe how words and phrases affect poem, story, or song. Describe how the beginning introduces the story. Dramatize a character s thoughts, words, and actions. Use information gained from illustrations and words to describe a character. Compare and contrast settings and plot of two stories. Formulate a question and answer using a complete sentence and cite multiple paragraphs within a Summarize any story and recount events in chronological order including the lesson/moral. (Summary should include story elements) Identify how the character responds to major challenges. Identify repeated lines and beats that supply rhythm and meaning in a poem, story, or song. Describe how the beginning introduces the story and the ending concludes the action. Read dialogue aloud using appropriate voices, including the narrator. Predict setting, and plot based on illustrations and words. Compare and contrast characters, setting, plot, and key details in two versions of the same story. Ask and answer questions such as what, where, when, why, and how to demonstrate understanding of key details in a Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral Describe how characters in a story respond to major events and challenges. Identify words and phrases and describe how they supply rhythm and meaning in a poem, story, or song. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Use information gained from the illustrations and words, give details about characters, setting, or plot. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures RL.2.10 Range of Reading and Level of Text Complexity By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band (Lexile Range 450-790) proficiently, with scaffolding as needed at the high end of the range. Aug Sept Oct Nov Dec Jan Feb Mar Apr May H-J I-J J-K K K L L M M M-N 2
Reading Informational Standard Test 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5 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. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a RI.2.8 Describe how reasons support specific points the author makes in a RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. 3 rd and 4 th grade TN Ready 4 th grade 3 rd and 4 th grade TN Ready These items will be assessed on 3 rd and 4 th grade TN Ready. Explain the 5 W s. Justify answer by labeling or citing page numbers. Identify the focus of specific paragraphs within a Describe a series of historical events with the use of a timeline, scientific ideas, or steps in a technical process. Locate unfamiliar words. Deduce meaning from the Use the captions, bold print, and subheadings to locate key facts and information. Identify the main purpose of a text Explain the connection between the image and the Describe how reasons support specific points the author makes in a text read aloud. Compare and contrast key details in two informational texts. Formulate a question and answer using a complete sentence with details from the Diagram main idea and key details of a specific paragraph in a Describe and explain connections between a series of scientific concepts, historical events, or technical procedures. Deduce meaning of words or phrases from context, and with the use of a glossary. Use the glossary and index to locate key facts and information. Identify the main purpose of a text and explain using details. Interpret and explain the connection between diagrams, graphs, and the Describe how reasons support specific points the author makes in a text read independently or with a partner. Compare and contrast character, setting, and major events in two historical texts on the same topic. Formulate a question and answer using a complete sentence and cite multiple paragraphs within a Identify and diagram the main topic/details of a multiparagraph Describe and justify connections between a series of scientific concepts, historical events, or technical procedures. Determine the meaning of words or phrases in context, and with the use of a glossary and dictionary. Use various text features, including digital tools, to locate key facts or information. Identify the main purpose of a text, including what the author wants to answer, explain, or describe Use a picture or a diagram to explain the Describe how reasons support specific points the author makes in a text read independently. Compare and contrast character, setting, and major events in two historical texts on the same topic. Ask and answer questions such as what, where, when, why, and how to demonstrate understanding of key details in a Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the Enrichment: Create a new title for a Evaluate the purpose of a particular sequence. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information. Identify/ justify the main purpose of a text, including what the author wants to answer, explain, or describe Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a Describe how reasons support specific points the author makes in a text read independently. Compare and contrast the most important points presented by two texts on the same topic. RI.2.10 Range of Reading and Level of Text Complexity 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 (Lexile Range 450-790)proficiently, with scaffolding as needed at the high end of the range. Aug Sept Oct Nov Dec Jan Feb Mar Apr May H-J I-J J-K K K L L M M M-N 3
Language Standard Test 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks L.2.1 a-f Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Once introduced, continue reinforcing each standard throughout the year. L.2.2 a-e Conventions of Standard English Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Once introduced, continue reinforcing each standard throughout the year. L.2.3 a Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.4 a-e Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Once introduced, continue reinforcing each standard throughout the year. L.2.5 Vocabulary Acquisition and Use Demonstrate understanding of figurative language, word relationships and nuances in word meanings. These items will be assessed on 3 rd and 4 th grade TN Ready. These items will be assessed on 3 rd grade TNReady. a. Use collective nouns b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish) a. Capitalize holidays, product names, and geographic names a. Compare formal and informal uses of English a. Use sentence-level context as a clue to the meaning of a word or phrase a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) c. Use reflexive pronouns (e.g., myself, ourselves) b. Use commas in greetings and closings of letters. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy) c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional) b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) 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 c. Use an apostrophe to form contractions and frequently occurring possessives. d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). 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) 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. e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 4
Language (continued) Standard Test 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks L.2.6 Vocabulary Acquisition and Use 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 adjectives and adverbs to describe. Use words and phrases to describe 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). 5
Writing. Standard Test 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks W.2.1 Text Types and Purposes 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. W.2.2 Text Types and Purposes Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.3 Text Types and Purposes 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. W.2.5 Production and Distribution of Writing With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 Production and Distribution of Writing Production and Distribution of Writing W.2.7 Research to Build and Present Knowledge Research to Build and Present Knowledge W.2.8 Research to Build and Present Knowledge Recall information from experiences or gather information from provided sources to answer a question. These items will be assessed on 3 rd and 4 th grade TN Ready. 3 rd & 4 th grade TN Ready Weeks 1-3: Narrative Weeks 4-6: Informational Weeks 7-9: Opinion Students are expected to reach 50-60% mastery according to Focus piece: One narrative piece of writing scored using Establish and work towards writing goals with peers and/or teacher. Revise and edit with teacher. Practice using digital tools include keyboarding and editing tools Introduce shared research and writing (e.g., read a number of books on a single topic and create a poster) Weeks 1-3: Narrative Weeks 4-6: Informational Weeks 7-9: Opinion Students are expected to reach 60-70% mastery according to Focus piece: One informative piece of writing scored using Establish and work towards writing goals with peers and/or teacher. Revise and edit with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Introduce shared research and writing (e.g., read a number of books on a single topic and create a poster or writing) Weeks 1-3: Narrative Weeks 4-6: Informational Weeks 7-9: Opinion Students are expected to reach 70-80% mastery according to Focus piece: One opinion piece of writing scored using the District Expectation Guide for Grade 2. Establish and work towards writing goals with peers and/or teacher. Revise and edit individually and w/ peers. 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) Weeks 1-3: Narrative Weeks 4-6: Informational Weeks 7-9: Opinion Students are expected to reach 80-100% mastery according to Assessment piece: One piece each of narrative writing, informational writing, and opinion writing, scored using Establish and work towards writing goals with peers and/or teacher. Revise and edit individually and w/ peers. Integrated within all writing Integrated within all writing Integrated within all writing Integrated within all writing TN Cursive Writing Standards for Second Grade: Write many upper and lowercase cursive letters. 6
Speaking and Listening Standard 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks SL.2.1a-c a. Follow agreed-upon rules c. Ask for clarification and Comprehension and Collaboration for discussions (e.g., further explanation as Participate in collaborative conversations with diverse gaining the floor in needed about the topics partners about grade 2 topics and texts with peers and respectful ways, listening and texts under adults in small and larger groups. to others with care, discussion. 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. SL.2.2 Comprehension and Collaboration Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3 Comprehension and Collaboration Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic/issue. SL.2.4 Presentation of Knowledge &Ideas Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Presentation of Knowledge & Ideas 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. Recount key ideas from the Formulate a verbal response using a complete sentence and using details from the Use oral communication to organize and analyze information by asking and answering questions. Formulate verbal responses in complete sentences using facts and details based on experiences. Design a group or individual multimedia presentation using drawings and recordings. Recount key ideas and details from the Formulate a verbal response using a complete sentence and using details from the Formulate verbal responses in complete sentences using appropriate and relevant facts and details based on experiences. Design a group or individual multimedia presentation using digital drawings, images, and recordings. Recount and explain key ideas and details from the Formulate a verbal response using a complete sentence and using details from the Formulate clear verbal responses in complete sentences using appropriate and relevant facts and details based on experiences. Design a group or individual multimedia presentation using digital media, drawings, images, and recordings. Justify answers using the Formulate a verbal or other media response using a complete sentence and using details from the Formulate clear verbal responses in complete sentences using appropriate and relevant facts and details based on experiences. Design a group or individual multimedia presentation using digital media, drawings, images, and recordings. 7
Speaking and Listening Standard 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks SL.2.6 Presentation of Knowledge & Ideas Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards for specific expectations.) Respond appropriately and in complete sentences when participating in group or peer discussions. NOTE: Speaking and Listening Standards should be embedded daily across all curricular areas of instruction. 8