SECOND GRADE

LANGUAGE ARTS EXPECTATIONS

  STATE READING GOAL #1

READ WITH UNDERSTANDING AND FLUENCY.

STANDARD 1-A

Apply word analysis and vocabulary skills to comprehend selections.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Use phonics to decode new words in age-appropriate material.

􀂆 Use phonemic awareness knowledge (e.g., isolate, blend, substitute, manipulate letter   sounds) to identify phonetically regular one and two syllable words.

􀂆 Recognize high frequency sight words.

􀂆 Use a variety of decoding strategies (e.g., phonics, word patterns, structural analysis, context clues) to recognize new words when reading age-appropriate material.

􀂆 Use letter-sound knowledge and sight vocabulary to read orally and silently/whisper read age-appropriate material.

􀂆 Self-monitor reading and use decoding strategies to self-correct miscues.

􀂆 Use a variety of resources (e.g., context, previous experiences, dictionaries, glossaries, computer resources, ask others) to determine and clarify meanings of unfamiliar words.

STANDARD 1-B

Apply reading strategies to improve understanding and fluency.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Read fiction and non-fiction materials for specific purposes.

􀂆 Use clues (e.g., titles, pictures, themes, prior knowledge, graphs) to make and justify predictions before, during and after reading.

􀂆 Recognize informational text structure (e.g., sequence, list/example) before and during reading.

􀂆 Develop familiarity with poetry (e.g., choral reading to develop fluency).

􀂆 Recognize when understanding requires re-reading to clarify meaning.

􀂆 State facts and details of text during and after reading.

􀂆 Locate answers to age-appropriate questions, before, during, and after reading, to clarify understanding.

􀂆 Interpret text information gathered from diagrams, graphs, or maps before, during and after reading.

􀂆 Demonstrate creative responses to text such as dramatizations, oral presentations, or “make believe” play after reading.

􀂆 Interpret age-appropriate figurative language.

􀂆 Read age-appropriate material orally with accuracy, rhythm, volume, and flow that sounds like everyday speech.

STANDARD 1-C

Comprehend a broad range of reading materials.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Respond to analytical and interpretive questions based on information in text.

􀂆 Use self-monitoring (e.g., re-read question, confirm) to solve problems in meaning to achieve understanding of a broad range of reading materials.

􀂆 Identify the author’s purpose and the main idea.

􀂆 Compare an author’s information with the student’s knowledge of self, world, and other texts in non-fiction text.

􀂆 Compare a broad range of books that have the same theme and topic.

􀂆 Summarize and retell text read or heard.

􀂆 Recognize and discuss the structure of a story in sequential order.

􀂆 Use information in text to recognize differences of opinion.

􀂆 Recognize how specific authors and illustrators express their ideas in text and graphics (e.g., dialogue, characters, color).

􀂆 Identify and begin to interpret information presented in age-appropriate maps, diagrams, and charts for both fiction and nonfiction materials.

􀂆 Select books appropriate to reading levels.

􀂆 Develop familiarity with available technology (e.g., computers, copiers, cameras, interactive web sites).

  STATE READING GOAL #2

READ AND UNDERSTAND LITERATURE REPRESENTATIVE OF VARIOUS SOCIETIES, ERAS AND IDEAS.

STANDARD 2-A

Understand how literary elements and techniques are used to convey meaning.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Describe and compare characters, settings, and/or events in stories or pictures.

􀂆 Retell stories and events using a beginning, a middle, and an end.

􀂆 Define unfamiliar vocabulary.

􀂆 Identify the topic or main idea (theme).

􀂆 Distinguish between “make believe” and realistic narrative.

􀂆 Compare different versions of the same story from different cultures and eras.

􀂆 Recognize a regular beat and similarities of sound (rhythm and rhyme) in poetry.

􀂆 Recognize that prose is written in sentences and organized in paragraphs.

STANDARD 2-B

Read and interpret a variety of literary works.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Investigate self-selected/ teacher-selected literature (e.g., picture books, nursery rhymes, fairy tales, poems, legends) from a variety of cultures.

􀂆 Respond appropriately to texts representative of life skills (e.g., classroom label, school signs, symbols.)

􀂆 Re-enact and retell selections (e.g., stories, songs, poems).

􀂆 Make a reasonable judgment with support from the text.

􀂆 Apply text variations (e.g., change setting, alter a character, rewrite the ending).

􀂆 Make connections from text to text, text to self, text to world.

􀂆 Compare two works by the same author.

  STATE READING GOAL #3

WRITE TO COMMUNICATE FOR A VARIETY OF PURPOSES.

STANDARD 3-A

Use correct grammar, spelling, punctuation, capitalization and structure.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Extend simple sentences (e.g., subject-verb-complement pattern).

􀂆 Use correct subject/verb agreement.

􀂆 Use appropriate capitalization (e.g., beginning capitalization, proper nouns).

􀂆 Use end marks (e.g., period, question mark, exclamation mark).

􀂆 Use correct spelling of high frequency words.

􀂆 Use phonemic clues, phonetic and/or developmental spelling to spell unfamiliar words.

STANDARD 3-B

Compose well-organized and coherent writing for specific purposes and audiences.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Use appropriate prewriting strategies (e.g., drawing, brainstorming, idea mapping, graphic organizers) to generate and organize ideas with teacher assistance.

􀂆 Compose a focused story using picture(s) and/or basic text.

􀂆 Use a series of pictures and basic text to tell a focused story.

􀂆 Organize the picture(s) and text to tell the story in proper order.

􀂆 Elaborate and support written content with facts, details, and description.

􀂆 Begin to evaluate and reflect on own writing and that of others.

STANDARD 3-C

Communicate ideas in writing to accomplish a variety of purposes.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Use the writing process for a variety of purposes (e.g., narration, exposition).

􀂆 Use available technology to plan, compose, revise and edit written work.

􀂆 Begin to rely on text as well as pictures and oral narration to convey meaning.

􀂆 Experiment with different forms of writing (e.g., song, poetry, short fiction, recipes, diary, journal, directions).

  STATE READING GOAL #4

LISTEN AND SPEAK EFFECTIVELY IN A VARIETY OF SITUATIONS.

STANDARD 4-A

Listen effectively in formal and informal situations.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Assume appropriate position and attend to the speaker.

􀂆 Respond appropriately through movements gestures questions and retelling

􀂆 Analyze qualities of sound (e.g., loudness, softness, pleasantness).

􀂆 Differentiate between events that are “real” and “make believe”.

􀂆 Demonstrate the ability to listen for different purposes (e.g., entertainment, information, social interaction).

􀂆 Use question-building words appropriately (e.g., what, when, how, why, could, should, did).

􀂆 Provide information that answers the question-building words when they are presented orally.

􀂆 Complete a 2-step task based on oral instructions.

􀂆 Demonstrate through body language, gestures, and written and oral responses that visual and auditory messages are being understood.

􀂆 Respond appropriately to comments made by others by providing new, additional information.

􀂆 Formulate relevant questions and respond appropriately to questions about the medium’s messages.

􀂆 Begin to distinguish between main ideas and details that are heard.

STANDARD 4-B

Speak effectively using language appropriate to the situation and audience.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Demonstrate awareness of situation and setting for the oral message.

􀂆 Use presentation techniques appropriate for the situation (e.g., eye contact with audience, volume, rate, tone, avoid distracting behaviors).

􀂆 Focus and present information on a single topic.

􀂆 Present ideas in a logical order.

􀂆 Use appropriate details (e.g., descriptive words, reasons).

􀂆 Use appropriate rules governing spoken English.

􀂆 Adapt language to the situation (e.g., playground, classroom, media center).

􀂆 Demonstrate courtesy and respect for others’ rights and points of view.

􀂆 Formulate questions and statements at appropriate times.

􀂆 Contribute relevant, appropriate information to discussions.

  STATE READING GOAL #5

USE THE LANGUAGE ARTS TO ACQUIRE, ASSESS AND COMMUNICATE INFORMATION.

STANDARD 5-A

Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Begin guided brainstorming to generate questions to gather information.

􀂆 Discuss prior knowledge of topic.

􀂆 Generate questions gained from experiences (e.g., field trip, visitors, stories, discussions) to gather information.

􀂆 Use aids (e.g., KWL, webs, graphic organizers, technology) to locate and present information.

􀂆 Recognize that information is available through an organizational system (e.g., library, media center, classroom resources, available technology).

􀂆 State and sort necessary information for a project.

􀂆 Express details in complete sentences.

STANDARD 5-B

Analyze and evaluate information acquired from various sources.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Formulate questions to define ideas through oral discussion of determined topic.

􀂆 Distinguish between relevant and irrelevant information.

􀂆 Begin to organize ideas to define focus of details (e.g., drawing, telling, developmental writing).

STANDARD 5-C

Apply acquired information, concepts and ideas to communicate in a variety of formats.

PERFORMANCE EXPECTATIONS FOR "MEETING STANDARDS"

􀂆 Maintain focus – stay on topic.

􀂆 Access and use books and stories to learn something new about a topic.

􀂆 Use life experiences as sources of information for written reports, letters, and stories.

􀂆 Gather, organize, and share information about a topic.

􀂆 Create a report of ideas (e.g., drawing, using available technology, writing a story, letter, report).

􀂆 Paraphrase information.

􀂆 Summarize information.

􀂆 Develop ideas by using details from pictures, diagrams, maps, and other graphic organizers.

􀂆 Explain information using a drawing, graphic aids, oral presentation, available technology, or developmental writing.