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Content Standards |
Assessment |
Instructional Strategies |
Instructional Resources |
READING |
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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. |
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Decoding and Word Recognition (mastering) |
Rebecca Sitton spelling |
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1.1
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Recognize and use knowledge of spelling patterns (e.g., diphthongs,
special vowel spellings) when reading. |
Teacher observation / running record |
Direct and guided instruction |
Scott Foresman Reading Series (E63 e-h, 81, 97 e-h, 105) |
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1.2 |
Apply knowledge of basic syllabication rules when reading (e.g.,
vowel-consonant-vowel = su/per; vowel- consonant/consonant-vowel
= sup/per). |
Teacher observation / running record |
Direct and guided instruction |
R. Sitton (D43 ef, 43g, 48, 95 h/e30, 79/F55 h) |
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1.3 |
Decode two-syllable nonsense words and regular multi syllable words. |
Teacher observation / running record |
Direct and guided instruction |
Class library |
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1.4 |
Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). |
Teacher observation / running record |
Direct and guided instruction |
Scott Foresman Reading Series |
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1.5
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Identify and correctly use regular plurals (e.g., -s, -es, -ies)
and irregular plurals (e.g., fly/flies, wife/wives). |
Teacher observation / running record |
Direct and guided instruction |
Scott Foresman Reading Series (C53 e-f, 53 g-h, 58, 89 e-f, 89
g-h, E63 j, F55 j, 117 e-f, 117 g-h) |
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1.6 |
Read aloud fluently and accurately and with appropriate intonation
and expression. |
Teacher observation |
Modeling and direct instruction |
Student selected reading materials |
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Vocabulary and Concept Development |
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1.7 |
Understand and explain common antonyms and synonyms. |
Teacher observation |
Direct instruction and guided practice |
Classroom discussion Scott Foresman Reading Series, R. Sitton |
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1.8 |
Use knowledge of individual words in unknown compound words to
predict their meaning. |
Teacher observation |
Direct instruction and guided practice |
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1.9 |
Know the meaning of simple prefixes and suffixes (e.g., over-,
un-, - ing, -ly). |
Teacher observation |
Direct instruction and guided practice |
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1.10 |
Identify simple multiple-meaning words. |
Teacher observation |
Direct instruction and guided practice in poetry project and writers
workshop |
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2.0
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Reading Comprehension
Students read and understand grade-level-appropriate 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-level-appropriate 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. |
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Structural Features of Informational Materials |
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2.1 |
Use titles, tables of contents, and chapter headings to locate
information in expository text. |
Teacher observation |
Guided Reading to support writing non fiction, new experience |
Class library
Scott Foresman Reading Series |
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Comprehension and Analysis of Grade-Level-Appropriate Text |
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2.2 |
State the purpose in reading (i.e., tell what information is sought). |
Child interview independent reading guide (Scott Foresman Practice
Book) |
What happens in story? |
Scott Foresman |
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2.3 |
Use knowledge of the author’s purpose(s) to comprehend information
text.) |
Discussions, reading journals |
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2.4 |
Ask clarifying questions about essential textual elements of exposition
(e.g., why, what if, how). |
Discussions, reading journals |
Direct instruction, modeling Pass the Book |
Skolnick |
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2.5 |
Restate facts and details in the text to clarify and organize ideas. |
Reading response, discussion, individual conference, teacher observation |
Direct instruction/webbing |
Scott Foresman
Read alouds |
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2.6 |
Recognize cause-and-effect relationships in a text. (Should be
at third grade) |
Discussions, wr. response |
Direct instruction and modeling |
Scott Foresman |
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2.7 |
Interpret information from diagrams, charts, and graphs. |
Discussion, wr. response |
Direct instruction
Create in writing |
Env. Print, Scott Foresman |
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2.8 |
Follow two-step written instructions. |
Completed assignment |
Direct instruction, independent practice |
Scott Foresman, teacher-made materials |
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3.0
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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. |
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Narrative Analysis of Grade-Level-Appropriate Text |
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3.1 |
Compare and contrast plots, settings, and characters presented
by different authors. |
Discussion
Reading response |
Venn diagrams |
Class library, Scott Foresman, library (Anth. C p. 133c/ D p 85c,
95c/ E p 63c, 135 c) |
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3.2 |
Generate alternative endings to plots and identify the reason or
reasons for, and the impact of, the alternatives in writing. |
Discussion
Reading response |
Direct instruction |
Need but support outsider of Scott Foresman |
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3.3 |
Compare and contrast different versions of the same stories that
reflect different cultures. |
Discussion
Reading response |
Direct instruction
Use fairy tales |
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3.4 |
Identify the use of rhythm, rhyme, and alliteration in poetry. |
Discussion
Reading response |
Poetry unit
Chorale reading |
Class library, Scott Foresman, poets in schools |
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WRITING |
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1.0
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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). |
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Organization and Focus |
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1.1 |
Group-related ideas and maintain a consistent focus. |
Book project, weekend news |
Writing process, mini lessons, writers’ workshop |
Read Alouds, Skolnick, Scott Foresman manual |
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Penmanship |
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1.2 |
Create readable documents with legible handwriting. |
Book project, published writings |
Individual instruction |
Zaner-Bloser charts |
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Research |
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1.3 |
Understand the purposes of various reference materials (e.g., dictionary,
thesaurus, atlas). |
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Dictionaries, thesaurus, encyclopedia, library |
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Evaluation and Revision |
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1.4 |
Revise original drafts to improve sequence and provide more descriptive
detail. |
Writers’ workshop, book project |
Mini lessons
Individual conferencing |
Scott Foresman manual, Skolnick, New Wr. Book |
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2.0
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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: |
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2.1 |
Write brief narratives based on their experiences: |
Weekend news, science journals, math recordings |
Mini-lessons |
Skolnick, mini-lesson bk. |
- Move through a logical sequence of events
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- Describe the setting, characters, objects, and events in detail.
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Weekend news |
Mini-lessons, modeling, peer sharing |
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2.2 |
Write a friendly letter complete with the date, salutation, body,
closing, and signature. |
Completed letter |
Model, Daily Oral Language |
Model, Daily Oral Language (D.O.L.). |
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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. |
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1.0
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Written and Oral English Language Conventions
Students write and speak with a command of standard English
conventions appropriate to this grade level. |
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Sentence Structure |
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1.1 |
Distinguish between complete and incomplete sentences. |
Children’s written and oral language |
Mini-lessons, individual conference |
D.O.L., Scott Foresman |
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1.2 |
Recognize and use the correct word order in written sentences. |
Children’s written and oral language |
Mini-lessons, individual conference |
D.O.L., Scott Foresman |
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Grammar |
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1.3 |
Identify and correctly use various parts of speech, including nouns
and verbs, in writing and speaking. (adjectives introduced) |
Children’s written and oral language |
Mini-lessons, individual conference |
R. Sitton, D.O.L., Scott Foresman |
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Punctuation |
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1.4 |
Use commas in the greeting and closure of a letter and with dates
and items in a series. (introduced) |
Completed letter, additional writings |
Model of letter, D.O.L.
Small group instruction. |
D.O.L.
Model, literature |
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1.5 |
Use quotation marks correctly. (introduced) |
Draft books, reading response |
Mini-lessons, D.O.L. |
D.O.L. New wr. book |
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Capitalization |
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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. |
Childrens’ writing |
Mini-lessons |
Scott Foresman, D.O.L. |
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Spelling |
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1.7 |
Spell frequently-used, irregular words correctly (e.g., was, were,
says, said, who, what, why). |
Childrens’ writing |
Mini-lessons |
Word Wall, Priority Words
Sitton |
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1.8 |
Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend
patterns correctly. |
Childrens’ writing |
Mini-lessons |
Scott Foresman, McCracken, Sitton |
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LISTENING AND SPEAKING |
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1.0
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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. |
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Comprehension |
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1.1 |
Determine the purpose or purposes of listening (e.g., to obtain
information, to solve problems, for enjoyment). |
Teacher observation |
Modeling |
Books on Tape, Video
Read Alouds |
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1.2 |
Ask for clarification and explanation of stories and ideas. |
Teacher observation |
Modeling |
Books on Tape, Video
Read Alouds |
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1.3 |
Paraphrase information that has been shared orally by others. |
Teacher observation |
Modeling |
Books on Tape, Video
Read Alouds |
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1.4 |
Give and follow three- and four-step oral directions. |
Response to direct |
Guided instruction |
Books on Tape, Video
Read Alouds |
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Organization and Delivery of Oral Communication |
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1.5 |
Organize presentations to maintain a clear focus. |
Sharing |
Mapping |
Books on Tape, Video
Read Alouds |
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1.6 |
Speak clearly and at an appropriate pace for the type of communication
(e.g., informal discussion, report to class). |
Teacher observation |
Modeling
Guided Instruction |
Scott Foresman Manual |
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1.7 |
Recount experiences in a logical sequence. |
Teacher observation |
Modeling
Guided Instruction |
Scott Foresman Manual |
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1.8 |
Retell stories, including characters, setting, and plot. |
Teacher observation |
Modeling
Guided Instruction |
Scott Foresman Manual |
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1.9 |
Report on a topic with supportive facts and details. |
Oral presentation |
Modeling
Guided Instruction |
Ancestor project |
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2.0
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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: |
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2.1 |
Recount experiences or present stories:
- Move through a logical sequence of events.
- Describe story elements (e.g., characters, plot, setting).
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Teacher observation |
Pre-writing process in reading response activities |
Scott Foresman Manuals |
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2.2 |
Report on a topic with facts and details, drawing from several
sources of information. |
Oral presentation |
Guided instruction |
Class and school libraries |