Gorenflo Elementary School

Reading Standards for Literature

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.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

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.

Reading Standards for Informational Text

RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

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. (Review) Explain how specific images (e.g., a diagram showing how a machine words) contribute to and clarify a text.

RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Reading Foundational Skills

RF.2.3. 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.

3c. Decode regularly spelled two-syllable words with long vowels.

3d Decode words with common prefixes and suffixes.

RF.2.4. Read with sufficient accuracy and fluency to support comprehension.

4a. Read grade level text with purpose and understanding

4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards

W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.3. 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.

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

Language Standards

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1a Use collective nouns (e.g., group)

1b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

1f. Produce, expand, and rearrange complete simple and compound sentences

L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2a. Capitalize holidays, product names, and geographical names.

2b Use commas in greetings and closings of letters

2d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil)

2c Use an apostrophe to form contractions and frequently occurring possessives.

L.2.4. Determine or clarify the meaning of unknown words and multiple-meaning words and phrases based on grade reading and context choosing flexibly from an array of strategies.

4a. Use sentence-level context as a clue to the meaning of a word or phrase.

4b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)

4d. Use knowledge of meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark)

4e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

5a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)

Speaking and Listening Standards

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

1a. Follow agreed upon rules for discussion

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL. 2.3 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.

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Reading Standards for Literature

RL.2.1Ask 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.2.7. 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 by different authors or from different cultures.

Reading Standards for Informational Text

RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text

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, (Review) 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 words) contribute to and clarify a text.

Reading Foundational Skills

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words

3b: BPS Know spelling sound-correspondence for magic e.

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 correspondence

3f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4. Read with sufficient accuracy and fluency to support comprehension.

4a. Read grade level text with purpose and understanding

4b. Read grade level text orally with accuracy, appropriate rate, and expression.

4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards

W.2.1. 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.

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.7 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)

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

Language Standards

L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1c Use reflexive pronouns (e.g., myself, ourselves)

1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

1f. Produce, expand, and rearrange complete simple and compound sentences

L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2b. Use commas in greetings and closings of letters.

2d. Generalize learned spelling patterns when writing words (e.g., cage—badge; boy—boil).

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

3a. Compare formal and informal language

L.2.4. Determine or clarify the meaning of unknown words and multiple-meaning words and phrases based on grade reading and context choosing flexibly from an array of strategies.

4a Use sentence-level context as a clue to the meaning of a word or phrase.

4c Use a known root word as a clue to a meaning of an unknown word with the same root. (e.g., addition, additional)

4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.2.5. Demonstrate understanding of word relationships and nuances in word meanings.

5a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

5b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)

Speaking and Listening

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

1c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

SL.2.5. 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.

SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail .

Reading Standards for Literature

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 phrase (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 point of view of characters, 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.

Reading Standards for Informational Text

RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

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. 7. Explain how specific images (e.g., a diagram showing how a machine words) contribute to and clarify a text.

RI.2.8. Describe how reasons support specific points the author makes in a text.

RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Reading Foundational Skills

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding 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 correspondence

3f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4. Read with sufficient accuracy and fluency to support comprehension.

4a. Read grade level text with purpose and understanding

4b. Read grade level text orally with accuracy, appropriate rate, and expression.

4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards

W.2.1. 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.

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.3. 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.

W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.7 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)

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

Language Standards

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)

1e. Use adjectives and adverbs, and choose between them depending on what is to modified.

1f. 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.)

L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2e. Consult reference material including beginning dictionaries as needed to check and correct spellings.

L.2.4 Determine or clarify the meaning of unknown words and multiple-meaning words and phrases based on grade reading and context choosing flexibly from an array of strategies.

4a Use sentence-level context as a clue to the meaning of a word or phrase.

4c. Use a known root word as a clue to the meaning of an unknown word with the same root.

L.2.5 Demonstrate understanding of word relationships and nuances in word meaning.

5a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

5b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)

L.2.6. Use words and phrases through conversations, reading and being read to, and responding to texts, including using adjectives to describe. (e.g. When other kids are happy that makes me happy).

Speaking and Listening

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Reading Standards for Literature

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 phrase (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 point of view of characters, 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 by different authors or from different cultures.

Reading Standards for Informational Text

RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.4Determine 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 words) contribute to and clarify a text.

RI.2.8. Describe how reasons support specific points the author makes in a text.

RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Reading Foundational Skills

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words

3b Know spelling-sound correspondences for additional common vowel teams. (Diphthongs)

3d. Decode words with common prefixes and suffixes.

3e. Identify words with inconsistent but common spelling-sound correspondence

3f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4. Read with sufficient accuracy and fluency to support comprehension.

4a. Read grade level text with purpose and understanding

4b. Read grade level text orally with accuracy, appropriate rate, and expression.

4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards

W.2.1. 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.

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.3. 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.

W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.7 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).

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

Language Standards

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)

1e. Use adjectives and adverbs, and choose between them depending on what is to modified.

1f Produce, expand and rearrange complete simple and compound sentences.

L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2e. Consult reference material including beginning dictionaries as needed to check and correct spellings.

L.2.4 Determine or clarify the meaning of unknown words and multiple-meaning words and phrases based on grade reading and context choosing flexibly from an array of strategies.

4b. Determine the meaning of the new word formed when a prefix is added to a known word.

4c. Use a known root word as a clue to the meaning of an unknown word with the same root.

4e Use glossaries and beginning dictionaries, both print and digital to determine or clarify the meaning of words and phrases.

L.2.6. Use words and phrases through conversations, reading and being read to, and responding to texts, including using adjectives to describe. (e.g. When other kids are happy that makes me happy).

Speaking and Listening Standards

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

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