Common Core Institute Reading Standards for Literature...56 Common Core Institute Ask and answer...
Transcript of Common Core Institute Reading Standards for Literature...56 Common Core Institute Ask and answer...
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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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.
Strand: Key Ideas and Details Anchor: Reading Literature
Anchor Standard: RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Knowledge: Identify key details in textKnowledge: Describe key details of the text using who, what, where, when, why and howReasoning: Determine the answers of informational text using who, what, where, when, why and how
Strand: Key Ideas and Details Anchor: Reading Literature
Anchor Standard: RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Knowledge: Identify fables and folktales from diverse culturesKnowledge: Define diverse cultures
Knowledge: Recall details from stories (e.g., fables and folktales)
Reasoning: Recount details of a story (e.g., fables and folktales)
Reasoning: Determine the message, lesson or moral of a story (e.g., fables and folktales)
Strand: Key Ideas and Details Anchor: Reading Literature
Anchor Standard: RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Knowledge: Define characterKnowledge: Define major events
Knowledge: Identify major events or challenges of story
Reasoning: Describe how characters respond to major events and challenges
KNOWLEDGE
KNOWLEDGE
KNOWLEDGE
REASONING
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Reading Standards for Literature
2.RL.1
2.RL.2
2.RL.3
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Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Strand: Craft and Structure Anchor: Reading Literature
Anchor Standard: RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Knowledge: Identify literal and nonliteral words and phrasesKnowledge: Identify rhyming words
Knowledge: Identify alliteration and other types of figurative language
Knowledge: Recognize regular beats and repeated lines in a story, poem, or song
Knowledge: Recognize rhythm within a story, poem, or song
Reasoning: Describe how words and phrases supply rhythm or impact meaning in a story, poem, or song
Strand: Craft and Structure Anchor: Reading Literature
Anchor Standard: RL.CCR.5: Analyze the structure of texts, including how specific sentences,paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Knowledge: Identify the structure of the storyKnowledge: Describe how the beginning introduces the story
Knowledge: Describe the action that takes place in the middle of the story
Knowledge: Describe how the ending concludes the action
KNOWLEDGE
KNOWLEDGE
REASONING
2.RL.4
2.RL.5
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Strand: Craft and Structure Anchor: Reading Literature
Anchor Standard: RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
Knowledge: Recognize own point of viewKnowledge: Identify the characters
Knowledge: Identify traits of each character
Knowledge: Define point of view
Knowledge: Recognize dialogue to determine who is speaking
Reasoning: Analyze characters to know what type of voice to use when speaking the part
Reasoning: Determine differences in each character’s point of view
Demonstration: Read the dialogue in text using appropriate voices for different characters
KNOWLEDGE
REASONING
DEMONSTRATION
2.RL.6
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Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
(Not applicable to literature)
Strand: Integration of Knowledge and Ideas Anchor: Reading Literature
Anchor Standard: RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Knowledge: Identify plotKnowledge: Recognize digital text
Knowledge: Obtain information from illustrations and words in various types of text
Reasoning: Explain characters based on illustrations and words in print
Reasoning: Explain setting based on illustrations and words in print
Reasoning: Explain plot based on illustrations and words in print
Reasoning: Understand characters from illustrations and words in digital text
Reasoning: Understand setting from illustrations and words in digital text
Reasoning: Understand plot from illustrations and words in digital text
Strand: Integration of Knowledge and Ideas Anchor: Reading Literature
Anchor Standard: RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Knowledge:Knowledge:
Knowledge:
KNOWLEDGE
KNOWLEDGE
REASONING
2.RL.7
2.RL.8
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Strand: Integration of Knowledge and Ideas Anchor: Reading Literature
Anchor Standard: RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Knowledge: Recall details and events from two or more versions of the same story written by different authorsKnowledge: Identify characters of two or more versions of the same story written by different authorsReasoning: Compare/contrast two or more versions of the same story told from different cultures
KNOWLEDGE
REASONING
2.RL.9
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By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Strand: Range of Reading and Level of Text Complexity Anchor: Reading Literature
Anchor Standard: RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
Knowledge: Identify/understand key ideasKnowledge: Identify/understand craft and structureKnowledge: Identify/understand integration of knowledge
Reasoning: Comprehend key ideas and details
Reasoning: Comprehend craft and structure
Reasoning: Comprehend integration of knowledge
KNOWLEDGE
REASONING
2.RL.10
Reading Standards for Informational Text
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Strand: Key Ideas and Details Anchor: Reading Informational Text
Anchor Standard: RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Knowledge: Identify key details in an informational textKnowledge: Describe key details in an informational text using the questions who, what, when, where, why, and howReasoning: Determine the answers to questions about informational text using the questions who, what, when, where, why, and how
KNOWLEDGE
REASONING
2.RI.1
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Strand: Key Ideas and Details Anchor: Reading Informational Text
Anchor Standard: RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Knowledge: Recognize the main topic of a multiparagraph informational textKnowledge: Identify the focus of specific paragraphs that support the main topic of a text KNOWLEDGE
2.RI.2
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Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Strand: Key Ideas and Details Anchor: Reading Informational Text
Anchor Standard: RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Knowledge: Identify the historical events that occurred in a textKnowledge: Identify scientific ideas or concepts that occur in a textKnowledge: Identify the steps in a procedure
Reasoning: Describe the connection between a series of historical events
Reasoning: Describe the connection between a series of scientific ideas or concepts
Reasoning: Describe the connection between a series of steps from a procedure
KNOWLEDGE
REASONING
2.RI.3
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
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.
Strand: Craft and Structure Anchor: Reading Informational Text
Anchor Standard: RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings and analyze how specific word choices shape meaning or tone.
Knowledge: Identify words and phrases in a text relevant to a grade 2 topic or subject areaReasoning: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
Strand: Craft and Structure Anchor: Reading Informational Text
Anchor Standard: RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Knowledge: Determine how readers use different text features
Knowledge: Identify various text features
Knowledge: Use various text features to locate key facts or information in a text
KNOWLEDGE
KNOWLEDGE
REASONING
2.RI.4
2.RI.5
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Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Strand: Craft and Structure Anchor: Reading Informational Text
Anchor Standard: RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
Knowledge: Identify charactersKnowledge: Identify traits of each character
Knowledge: Define point of view
Knowledge: Recognize dialogue to determine who is speaking
Reasoning: Analyze characters to know what type of voice to use when speaking the part
Reasoning: Determine differences in each character’s point of view
Demonstration: Read the dialogue in text using appropriate voices for different characters
KNOWLEDGE
REASONING
DEMONSTRATION
2.RI.6
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Strand: Integration of Knowledge and Ideas Anchor: Reading Informational Text
Anchor Standard: RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Knowledge: Identify images in an informational textKnowledge: Understand the terms explain, contribute, and clarify
Reasoning: Discuss how specific images add to and clarify informational text
KNOWLEDGE
REASONING
2.RI.7
Describe how reasons support specific points the author makes in a text.
Strand: Integration of Knowledge and Ideas Anchor: Reading Informational Text
Anchor Standard: RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Knowledge: Identify the key points in a textKnowledge: Identify details that support key points
Reasoning: Describe how reasons support the author’s specific points
KNOWLEDGE
REASONING
2.RI.8
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By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
No standard for this grade level
Strand: Range of Reading and Level of Text Complexity Anchor: Reading Informational Text
Anchor Standard: RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
Knowledge: Identify and understand key ideas and detailsKnowledge: Identify and understand craft and structureKnowledge: Identify and understand integration of knowledgeReasoning: Comprehend independently in an informational text key ideas and details
Reasoning: Comprehend independently in an informational text craft and structure
Reasoning: Comprehend independently in an informational text integration of knowledge
Strand: Phonics and Word Recognition Anchor: Reading Foundational Skills
Anchor Standard: RF.CCR.1: NA
Knowledge:Knowledge:Knowledge:Reasoning:
Reasoning:
Reasoning:
KNOWLEDGE
KNOWLEDGE
REASONING
REASONING
2.RI.10
2.RF.1
Reading Standards: Foundational Skills
Compare and contrast the most important points presented by two texts on the same topic.
Strand: Integration of Knowledge and Ideas Anchor: Reading Informational Text
Anchor Standard: RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Knowledge: Identify the important points presented in two informational texts on the same topicReasoning: Compare the important points in two informational texts on the same topic
Reasoning: Contrast the important points in two informational texts on the same topic
KNOWLEDGE
REASONING
2.RI.9
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No standard for this grade level
Strand: Phonological Awareness Anchor: Reading Foundational Skills
Anchor Standard: RF.CCR.2: NA
Knowledge:Knowledge:Knowledge:Reasoning:
Reasoning:
Reasoning:
KNOWLEDGE
REASONING
2.RF.2
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
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.e. Identify words with inconsistent but common spelling-sound
correspondences.f. Recognize and read grade-appropriate irregularly spelled words.
2.RF.3
Strand: Phonics and Word Recognition Anchor: Reading Foundational Skills
Anchor Standard: RF.CCR.3: NA
Knowledge: Know and apply grade-level phonics and word analysis skills in decoding wordsKnowledge: Recognize the rules for short and long vowel sounds
Knowledge: Identify long vowel and short vowel sounds in one-syllable words
Knowledge: Identify long and short sounds made by vowel teams
Knowledge: Know the rules for long vowels in two-syllable words
Knowledge: Read two-syllable words with long vowel sounds
Knowledge: Recognize a prefix and a suffix in words
Knowledge: Read common prefixes and suffixes
Knowledge: Read words with common prefixes and suffixes
Knowledge: Recognize that some words have inconsistent spelling-sound correspondence (e.g., cow, row, bow, or pint, mint)
Reasoning: Apply grade-level phonics and word analysis in decoding words
Demonstration: Read grade-appropriate irregularly spelled words
KNOWLEDGE
REASONING
DEMONSTRATION
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Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. b. Read on-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.
2.RF.4
Strand: Fluency Anchor: Reading Foundational Skills
Anchor Standard: RF.CCR.4: NA
Knowledge: Identify and understand foundational reading skillsKnowledge: Identify textual purpose and understandingKnowledge: Identify oral reading with accuracy, appropriate rate, and expression on successive readings
Knowledge: Identify rereading as a strategy when confirming or self-correcting words
Knowledge: Understand how context can help to confirm or self correct word recognition
Knowledge: Understand how to confirm or self correct using context
Reasoning: Determine the purpose for reading on-level text
Reasoning: Apply reading strategies for accuracy, rate, and expression
Reasoning: Confirm or self correct word recognition
Reasoning: Confirm or self correct word understanding
Demonstration: Read on-level text fluently and accurately
Demonstration: Reread with fluency as necessary
Demonstration: Read with accuracy
Demonstration: Read at the appropriate rate
Demonstration: Read with expression
KNOWLEDGE
REASONING
DEMONSTRATION
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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.
2.W.1
Strand: Text Types and Purposes Anchor: Writing
Anchor Standard: W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Knowledge: Identify a topic or title of a book to write about Knowledge: Recognize and define opinions
Knowledge: Recognize and define concluding sections or statements
Knowledge: Recognize and define linking words
Reasoning: Formulate and articulate an opinion about a text or topic
Reasoning: Generate reasons that support stated opinions
Reasoning: Organize writing to introduce, support and conclude
Reasoning: Link ideas with effective words in order to connect opinions and reasons
Product: Write an opinion piece which introduces the topic or book
Product: Write an opinion piece which supplies at least 2 supporting reasons for the opinion
Product: Write an opinion piece which uses effective words to link opinions and reasons
Product: Write an opinion piece which provides a concluding statement or section
KNOWLEDGE
REASONING
PRODUCT
Writing Standards
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Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
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.
2.W.2
2.W.3
Strand: Text Types and Purposes Anchor: Writing
Anchor Standard: W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Knowledge: Recognize an informative textKnowledge: Recognize explanatory text
Knowledge: Identify topic sentences
Knowledge: Identify facts
Knowledge: Identify definitions
Knowledge: Identify concluding statements
Reasoning: Use facts and definitions to develop points
Reasoning: Determine an appropriate concluding statement or section
Product: Write informative/explanatory texts that focus on a specific topic
Product: Write informative/explanatory texts that use facts and definitions to develop the topicProduct: Write informative/explanatory texts that include a concluding statement or section
Strand: Text Types and Purposes Anchor: Writing
Anchor Standard: W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Knowledge: Identify components of narrative including beginning and endingKnowledge: Identify sequence of events
Knowledge: Identify details related to events
Knowledge: Identify temporal words
Reasoning: Choose relevant details that correspond to a chosen event
Reasoning: Reflect on identified event
Reasoning: Apply appropriate temporal words in order to signal change of events in a narrative
Reasoning: Create relevant and elaborated details to support events of a narrative
Product: Write a narrative that recounts a well-elaborated event or short sequence of eventsProduct: Write a narrative that includes supporting details, temporal words, and a sense of closure
KNOWLEDGE
KNOWLEDGE
REASONING
REASONING
PRODUCT
PRODUCT
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(Begins in grade 3)2.W.4
Strand: Production and Distribution of Writing Anchor: Writing
Anchor Standard: W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Knowledge:Knowledge:
Knowledge:
Knowledge:
Reasoning:
Reasoning:
Reasoning:
Reasoning:
KNOWLEDGE
REASONING
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
2.W.5
Strand: Production and Distribution of Writing Anchor: Writing
Anchor Standard: W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Knowledge: Recognize how to focus on a topicKnowledge: Recognize how to revise and edit
Reasoning: Strengthen writing by revising
Reasoning: Strengthen writing by editing
KNOWLEDGE
REASONING
With guidance and support from adults, use a variety of digital tools to produce and publish writing, in collaboration with peers.
2.W.6
Strand: Production and Distribution of Writing Anchor: Writing
Anchor Standard: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Knowledge: Use basic computer skills
Reasoning: Choose digital tools for producing and publishing writing
Demonstration: Use technology to produce and publish writing individually and with peers
KNOWLEDGE
REASONING
DEMONSTRATION
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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).
Recall information from experiences or gather information from provided sources to answer a question.
(Begins in grade 4)
(Begins in grade 3)
2.W.7
2.W.8
2.W.9
2.W.10
Strand: Research to Build and Present Knowledge Anchor: Writing
Anchor Standard: W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Knowledge: Apply sources and tools to conduct shared research on a single topicReasoning: Organize relevant information on a topic
Reasoning: Participate in shared research and writing projects
Strand: Research to Build and Present Knowledge Anchor: Writing
Anchor Standard: W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Knowledge: Recall informationKnowledge: Gather information from sources
Reasoning: Answer a question recalling information from experiences
Reasoning: Answer a question using information from a provided source or multiple sources
Strand: Research to Build and Present Knowledge Anchor: Writing
Anchor Standard: W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Knowledge:Knowledge:
Reasoning:
Strand: Range of Writing Anchor: Writing
Anchor Standard: W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Knowledge:
Reasoning:
KNOWLEDGE
KNOWLEDGE
KNOWLEDGE
KNOWLEDGE
REASONING
REASONING
REASONING
REASONING
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Speaking and Listening Standards
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
2.SL.1
Strand: Comprehension and Collaboration Anchor: Speaking & Listening
Anchor Standard: SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Knowledge: Identify key ideas from second grade topics and textsKnowledge: Identify agreed-upon rules for discussion
Knowledge: Recognize how others listen
Knowledge: Recognize how others ask questions on topics
Knowledge: Recognize how others move conversations along
Reasoning: Formulate comments and questions appropriate to the topic of discussion
Reasoning: Determine if agreed-upon discussion rules are being followed
Demonstration: Participate in conversations about grade 2 topics and texts
Demonstration: Follow agreed-upon rules for discussion
Demonstration: Connect comments to the comments of others
Demonstration: Ask questions to better understand topics and text
KNOWLEDGE
REASONING
DEMONSTRATION
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
2.SL.2
Strand: Comprehension and Collaboration Anchor: Speaking & Listening
Anchor Standard: SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Knowledge: Recount key ideas and/or details from a text read aloudKnowledge: Recount key ideas and/or details from information presented orally
Knowledge: Recount key ideas and/or details through other media
Knowledge: Describe key ideas or details from a text read aloud
Knowledge: Describe key ideas or details from information presented orally
Knowledge: Describe key ideas or details through other media
KNOWLEDGE
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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.
2.SL.3
Strand: Comprehension and Collaboration Anchor: Speaking & Listening
Anchor Standard: SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Knowledge: Identify a speaker’s topic or issueKnowledge: Identify situations where information is needed about what a speaker says
Knowledge: Identify situations where understanding could be deepened
Knowledge: Identify situations where comprehension needs to be clarified
Reasoning: Formulate appropriate questions about a speaker’s statements to clarify comprehensionReasoning: Formulate appropriate questions about a speaker’s statements to gather additional informationReasoning: Formulate appropriate questions about a speaker’s statements to deepen understanding of a topic or issueReasoning: Formulate answers to questions about what a speaker says to clarify comprehensionReasoning: Formulate answers to questions about what a speaker says to provide additional informationReasoning: Formulate answers to questions about what a speaker says to deepen understanding of a topic or issueDemonstration: Ask and answer questions about what a speaker says to clarify comprehensionDemonstration: Ask and answer questions about what a speaker says to gather additional informationDemonstration: Ask and answer questions about what a speaker says to deepen understanding of a topic or issue
KNOWLEDGE
REASONING
DEMONSTRATION
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Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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.
2.SL.4
2.SL.5
Strand: Presentation of Knowledge and Ideas Anchor: Speaking & Listening
Anchor Standard: SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Knowledge: Identify appropriate factsKnowledge: Identify relevant, descriptive details
Knowledge: Identify and recall an experience
Knowledge: Recognize what constitutes a coherent sentence
Knowledge: Recognize what constitutes an adequate audible volume
Reasoning: Determine appropriate facts
Reasoning: Determine relevant, descriptive details
Reasoning: Formulate coherent sentences
Demonstration: Tell a story or recount an experience aloud, with appropriate facts
Demonstration: Tell a story or recount an experience aloud, with relevant, descriptive details
Demonstration: Tell a story while speaking audibly in coherent sentences
Strand: Presentation of Knowledge and Ideas Anchor: Speaking & Listening
Anchor Standard: SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Knowledge: Recognize an audio recordingKnowledge: Recount an experience
Knowledge: Create an audio recording
Reasoning: Determine when it is appropriate to clarify ideas with drawings or visually
Reasoning: Determine when it is appropriate to clarify thoughts with drawings or visually
Reasoning: Determine when it is appropriate to clarify feelings with drawings or visually
Reasoning: Clarify ideas, thoughts, and feelings by adding drawings/visual displays
Demonstration: Create audio recordings of stories or poems
Demonstration: Add drawings/visual displays to stories
Demonstration: Add drawings/visual displays to experiences
KNOWLEDGE
KNOWLEDGE
REASONING
REASONING
DEMONSTRATION
DEMONSTRATION
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Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 73 and 75 for specific expectations.)
2.SL.6
Strand: Presentation of Knowledge and Ideas Anchor: Speaking & Listening
Anchor Standard: SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Knowledge: Recognize complete sentences in writing and when spokenKnowledge: Identify the audience
Knowledge: Recognize task and situation
Reasoning: Differentiate when a situation calls for speaking in complete sentences
Reasoning: Interpret requested detail or clarification
Reasoning: Formulate a response
Demonstration: Speak in complete sentences when appropriate to task and situation
Demonstration: Respond to answer questions or to clarify
KNOWLEDGE
REASONING
DEMONSTRATION
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Language
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).b. Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).c. Use reflexive pronouns (e.g., myself, ourselves).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.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).
2.L.1
Strand: Conventions of Standard English Anchor: Language
Anchor Standard: L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Knowledge: Identify collective nounsKnowledge: Recognize irregular plural nouns
Knowledge: Recognize reflexive pronouns
Knowledge: Know past tense forms of irregular verbs
Knowledge: Identify adjectives and adverbs
Demonstration: Use collective nouns when writing
Demonstration: Form irregular plural nouns when writing
Demonstration: Use reflexive pronouns when writing
Demonstration: Use past tense of irregular verbs when writing
Demonstration: Choose between adjectives and adverbs when writing
Demonstration: Rearrange complete simple and compound sentences when writing
Demonstration: Use collective nouns when speaking
Demonstration: Form and use regular and irregular plural nouns when speaking
Demonstration: Use reflexive pronouns when speaking
Demonstration: Form and use regular and irregular verbs when speaking
Demonstration: When speaking, use adjectives and adverbs, and choose between them depending on what is to be modifiedDemonstration: Produce, expand, and rearrange complete, simple and compound sentences
KNOWLEDGE
REASONING
DEMONSTRATION
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74
©Common Core Institute
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.b. Use commas in greetings and closings of letters.c. Use an apostrophe to form contractions and frequently occurring
possessives.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.
2.L.2
Strand: Conventions of Standard English Anchor: Language
Anchor Standard: L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Reasoning: Apply correct capitalizationReasoning: Apply correct punctuation
Reasoning: Apply correct spelling
Demonstration: Capitalize holidays
Demonstration: Capitalize product names
Demonstration: Capitalize geographic names
Demonstration: Use commas in greetings
Demonstration: Use commas closing of letters
Demonstration: Use an apostrophe to form contractions
Demonstration: Use an apostrophe to form frequently occurring possessives
Demonstration: Use spelling rules and patterns
Demonstration: Use reference materials, including beginning dictionaries, as needed to check and correct spelling
KNOWLEDGE
DEMONSTRATION
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75
©Common Core Institute
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
2.L.3
Strand: Knowledge of Language Anchor: Language
Anchor Standard: L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Knowledge: Recognize language conventions for writingKnowledge: Recognize language conventions for speaking
Knowledge: Recognize language conventions for reading
Knowledge: Recognize language conventions for listening
Knowledge: Identify conventions of language for formal use of English
Knowledge: Identify conventions of language for informal use of English
Reasoning: Apply language knowledge when writing
Reasoning: Apply language knowledge when reading
Reasoning: Apply language knowledge when listening
Reasoning: Apply knowledge of language conventions when writing
Reasoning: Apply knowledge of language conventions when reading
Reasoning: Apply knowledge of language conventions when listening
Reasoning: Compare formal and informal use of English
Demonstration: Use knowledge of language when speaking
Demonstration: Use knowledge of language conventions when speaking
KNOWLEDGE
REASONING
DEMONSTRATION
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76
©Common Core Institute
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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
2.L.4
Strand: Vocabulary Acquisition and Use Anchor: Language
Anchor Standard: L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Knowledge: Identify context clues within sentences and know how to use them to construct meaning of unknown or multiple meaning wordsKnowledge: Identify meaning of common grade appropriate prefixes and new words formed with them (e.g., happy/unhappy, tell/retell)
Knowledge: Identify grade appropriate root words and their meanings
Knowledge: Identify compound words
Knowledge: Identify and define individual words within the compound word
Knowledge: Use print glossaries and beginning dictionaries to determine or clarify meaning of words or phrasesKnowledge: Use digital glossaries and beginning dictionaries to determine or clarify the meaning of words or phrasesKnowledge: Use print and digital glossaries and dictionaries to determine or clarify meanings of key words and phrases
Reasoning: Apply ABC order to appropriate resources
Reasoning: Apply knowledge of common root words to problem solve novel words with same root (e.g., addition, additional)
Reasoning: Predict the meaning of compound words by using meaning of individual parts
Reasoning: Choose to use a glossary or dictionary to determine or clarify meaning of an unknown wordReasoning: Determine or clarify meaning of unknown or multiple-meaning words and phrases
Reasoning: Choose flexibly from an array of vocabulary strategies
KNOWLEDGE
REASONING
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77
©Common Core Institute
Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
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).
2.L.5
2.L.6
Strand: Vocabulary Acquisition and Use Anchor: Language
Anchor Standard: L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Knowledge: Identify verbsKnowledge: Identify adjectives
Knowledge: Identify real life connections between words and their use
Reasoning: Distinguish meaning between closely related verbs
Reasoning: Distinguish meaning between closely related adjectives
Demonstration: Demonstrate understanding of word relationships
Demonstration: Demonstrate understanding of nuances in word meanings
Strand: Vocabulary Acquisition and Use Anchor: Language
Anchor Standard: L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Knowledge: Identify and use adjectivesKnowledge: Identify and use adverbsDemonstration: Use words and phrases, including adjectives and adverbs, acquired through conversationsDemonstration: Use words and phrases, including adjectives and adverbs, acquired through readingDemonstration: Use words and phrases, including adjectives and adverbs, acquired through being read toDemonstration: Use words and phrases, including adjectives and adverbs, acquired through responding to texts
Demonstration: Use words and phrases acquired through conversations
Demonstration: Use words and phrases acquired through reading
Demonstration: Use words and phrases acquired through being read to
Demonstration: Use words and phrases acquired through responding to texts
KNOWLEDGE
KNOWLEDGE
REASONING
DEMONSTRATION