Common Core Institute Reading Standards for Literature...56 Common Core Institute Ask and answer...

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56 ©Common Core Institute 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 text Knowledge: Describe key details of the text using who, what, where, when, why and how Reasoning: 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 cultures Knowledge: 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 character Knowledge: 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 REASONING REASONING Reading Standards for Literature 2.RL.1 2.RL.2 2.RL.3

Transcript of Common Core Institute Reading Standards for Literature...56 Common Core Institute Ask and answer...

  • 56

    ©Common Core Institute

    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

    REASONING

    REASONING

    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

  • 72

    ©Common Core Institute

    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

  • 73

    ©Common Core Institute

    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

  • 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

  • 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

  • 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

  • 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