Foundational Reading, Writing, Language and Speaking and Listening
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently
Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot;
Read and understand decodable text or appropriate complexity for grades 2–3 that incorporates the specific code knowledge taught;
Describe the connection between a series of historical events in a nonfiction/informational text read independently;
Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/;
Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, consonant –LE syllables;
Read and write words with the following inflectional endings and suffixes: –ed, –ing;
Read the following tricky words: I, you, your, street, my, by, have, all, who, no, go, so, are, were, some, they, their;
Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding;
Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers;
Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing;
Use adjectives appropriately orally and in own writing;
Use and expand complete simple and compound sentences orally and in own writing;
Capitalize holidays, product names, and geographic names;
Use and apostrophe to form contractions and frequently occurring possessives;
Spell and write one-syllable words using the letter-sound correspondences taught in grade 2, using the Individual Code Chart as needed; and
Consult the Individual Code Chart and simple dictionaries to check spelling.
Reading Before Second Grade: In first grade, students retell stories, including key details, and demonstrate understanding of their central message or lesson. During Second Grade: In second grade, students will recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. After Second Grade: In third grade students will recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Writing Before Second Grade: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure During Second Grade: 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. After Second Grade: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
Speaking/Listening Before Second Grade: Participate in collaborative conversations with diverse partners about grade 1topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
DuringSecond Grade: Presentation:Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
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).
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Presentation: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. AfterSecond Grade: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
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).
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.
Presentation: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Language Before: Vocabulary Acquisition: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships(e.g., because). During: Vocabulary Acquisition: 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). After: Vocabulary Acquisition: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Foundational Skills Before Second Grade:: Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
During Second Grade: Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Know spelling-sound correspondences for additional common vowel teams.
Decode regularly spelled two-syllable words with long vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
After Second Grade:Know and apply grade-level phonics and word analysis skills in decoding words.
Identify and know the meaning of the most common prefixes and derivational suffixes.
Decode words with common Latin suffixes.
Decode multi syllable words.
Read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.