Second Grade Language
Arts |
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| Objective | Student & Parent | ILS Benchmark | Teacher Clarifications | Cycle |
| 201 | I can figure out new words when I read. | 1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. | ~Understand the concept of sound/letter relationships. Recognize and use letter/word patterns. ~Attempt unfamiliar words in context using sound/letter relationships, letter clusters, the redundancy of spelling patterns and/or other word analysis skills. ~Attempt unfamiliar words using context clues and what they already know. | f |
| 202 | I can predict and explain my predictions using information from what I read. | 1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. 1.C.1a Use information to form questions and verify predictions. | Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. Use information from the reading to verify predictions and to form questions. | f |
| 203 | I can identify different types of literature. | 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms. 2.A.1b Classify literary works as fiction or nonfiction. 2.A.1c Describe differences between prose and poetry. 1.C.1e Identify how autors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). | Distinguish among types of literature and identify how authors and illustrators express their ideas in text and graphics. (fiction, nonfiction, prose and poetry) | s |
| 204 | I check to be sure I understand what I read. | 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions). 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. | Use context, what they already know, and other resources to check their understanding of words and phrases. | f |
| 205 | I can accurately read second grade books aloud with fluency and expression. | 1.B.1d Read age-appropriate material aloud with fluency and accuracy. | Read Grade Two material aloud with fluency and accuracy. (End of Year Grade Two material are longer texts which require readers to have an extensive sight vocabulary as well as strong visual analysis skills to read the many new words that will be encountered. There is an increased amount of literary language and often story ideas are open to different interpretations.) | f |
| 206 | I can find the main idea in a story. | 1.C.1b Identify important themes and topics. | Identify the main idea of a story. | w |
| 207 | I can tell how stories are the same and how they are different. | 1.C.1c Make comparisons across reading selections. 1.C.1e Identify how autors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). | Identify how reading selections are alike and different. | w |
| 208 | I can tell what a story is about in order. | 1.C.1d Summarize content of reading material using text organization (e.g., story, sequence). 1.C.1e Identify how autors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others. | Summarize the content and identify how authors express their ideas in a reading selection read by the student and apply it to real life experiences. | w |
| 209 | I can tell about the characters in a story. | 2.A.1a Identify the literary elements of theme, setting, plot and character within literary works. 2.B.1c Relate character, setting and plot to real-life situations. 1.C.1e Identify how autors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others. | Relate how the author and illustrator express the character, setting and plot to real life experiences. | w |
| 210 | I can tell where a story took place. | 2.A.1a Identify the literary elements of theme, setting, plot and character within literary works. 2.B.1c Relate character, setting and plot to real-life situations. 1.C.1e Identify how autors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others. | Relate how the author and illustrator express the character, setting and plot to real life experiences. | w |
| 211 | I can identify common main ideas from different stories. | 2.B.1b Identify common themes in literature from a variety of eras. | Identify common themes in literature from a variety of eras. | s |
| 212 | I can use capitalization, punctuation and correct spelling of second grade words in my writing. | 3.A.1a Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech. | Construct sentences that demonstrate subject/verb agreement, appropriate capitalization and punctuation, and correct spelling of Grade Two words. | f |
| 213 | I can edit my writing with guidance. | 3.A.1a Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech. | Construct sentences that demonstrate subject/verb agreement, appropriate capitalization and punctuation, and correct spelling of Grade Two words. | f |
| 214 | I plan what I am going to write about. | 3.B.1a Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events). | Generate and organize ideas before writing. (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events). | f |
| 215 | I can write about a topic adding details. | 3.B.1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports). | Organize, stay on topic and provide details. | f |
| 216 | I can write a story. | 3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration. | Compose grade level appropriate narratives. | f |
| 217 | I can write to inform. | 3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration. | Compose grade level appropriate expository writings. | w |
| 218 | I can write to persuade. | 3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration. | Compose grade level appropriate persuasive writings. | s |
| 219 | I use different ways to share my ideas. | 3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes. | Use a variety of media and technologies to express ideas, experiences and emotions. | f |