Key Concepts to Be Developed
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Reading
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Literary
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Writing
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Opinion
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Speaking and Listening
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Language
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Foundational Reading
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Learning Progressions
Before/During/After Second Grade
Reading
Before
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Use illustrations and details in a story to describe its characters, setting, or events.
During
Recount stories from diverse cultures, and determine their central message, lesson, or moral.
Describe how characters in a story respond to major events and challenges.
Determine the meaning of vocabulary.
Describe how a story is written, including the important parts of a beginning and an ending.
Use information from a text to demonstrate understanding of the characters, setting, or plot.
After
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.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Writing
Before
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
During
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.
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 in collaboration with peers.
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.
After
Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Conduct short research projects that build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Speaking/ListeningBefore
Participate in collaborative conversations with diverse partners about grade 1 topics 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 othersthrough multiple exchanges.
- Ask questions to clear up any confusion about the topics and texts under discussion.
During
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.
After
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 3topics 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.
Language
Before
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Print all upper- and lowercase letters.
- Use common, proper, and possessive nouns.
- Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
- Use frequently occurring adjectives.
- Use sentence-level context as a clue to the meaning of a word or phrase.
- Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
- Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
During
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Use collective nouns(e.g., group).
- Form and use frequently occurring irregular plural nouns(e.g., feet, children, teeth, mice, fish).
- Use reflexive pronouns(e.g., myself, ourselves).
- 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).
- Use sentence-level context as a clue to the meaning of a word or phrase.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
- Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentencesForm and use regular and irregular plural nouns.
- Use abstract nouns (e.g., childhood).
- Ensure subject-verb and pronoun-antecedent agreement.*
- Use sentence-level context as a clue to the meaning of a word or phrase.
- Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
- Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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
Know and apply grade-level phonics and word analysis skills in decoding words.
- Know the spelling-sound correspondences for common consonant digraphs.
- Read words with inflectional endings.
- Read on-level text with purpose and understanding.
- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- 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.
- Identify and know the meaning of the most common prefixes andderivational suffixes.
- Decode words with common Latin suffixes.
- Decode multisyllable words.
- Read grade-appropriate irregularly spelled words.
After
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.
Pedagogical Considerations: Dications
Article from Reading Rockets
http://www.readingrockets.org/strategies/dictation
Dictation is the process of writing down what someone else has said. With young children, dictation offers a way for a parent or a teacher to record a child's thoughts or ideas when the writing demands surpass writing skills. Dictation provides a chance for an adult to model many writing behaviors including handwriting, matching sounds-to-letters to spell words, and sentence formation.
Share your examples!
Why use dictation?
How to use:IndividuallyWith small groupsWhole class setting
ExamplesLanguage ArtsAsk students to draw a picture of something of their choice; their family, a house, their pet, or another concept that the child is familiar with. Then ask the child to say a sentence or two about the picture, for example "Our dog is brown." Write the child's words on the bottom of her picture and read them back to her. As you write, model a clear sound to letter match. "We read a book about the moon. I'm going to write the word mmmmmmoon. What sound is at the beginning of moon? What letter makes that sound?" Encourage the child to read the sentence too.
Have students tell a group story. Sometimes called Language Experience Charts, group stories benefit from a shared class experience like a field trip or school assembly. Start by brainstorming a title. Write down the children's ideas. If necessary, prompt a sequence "What happened first? Then what did we do?" and so on. Record the sentences as the children dictate them. As you write, model a clear sound to letter match. "We read a book about the moon. I'm going to write the word mmmmmmoon. What sound is at the beginning of moon? What letter makes that sound?" When the story is finished, read the story aloud with the children. Read it several times, then ask if anyone would like to read it by himself. Give everyone a chance to read. Later, copy the story on chart paper and display it in the classroom.
Children's books to use with this strategy
A Chair for My Mother
by Vera Williams (Greenwillow)
Rosa and her family work together to save enough for a new comfortable chair after a fire destroys their home. This warm family story may inspire other family stories. Also available in Spanish.
Kitten's First Full Moon
by Kevin Henkes (Greenwillow)
This straightforward story about the kitten who mistakes the moon's reflection for a bowl of milk may inspire children to tell their own experiences of things misunderstood and what happened.
The Relatives Came
by Cynthia Rylant (Atheneum)
A motley family gathers for an extended and exuberant visit. Children may consider what they might do if they were visiting relatives or friends — or if friends or relatives came to visit their home.
ScienceChildren learn to describe and care for plants and animals, recording their findings in science journals through pictures, dictation, or kindergarten-style writing.
Children's books to use with this strategyDiary of a Worm
by Doreen Cronin (HarperCollins)
Through the diary of baseball-cap-wearing worm, a day in one annelid's life may be used to creatively spark a comparison between actual habits and imagined ones.
Leaf Man
by Lois Ehlert (Harcourt)
Observing changing leaves and tree life cycles are appropriate in fall. Also try Snowballs, Waiting for Wings, Growing Vegetable Soup, and Planting A Rainbow by Lois Ehlert for other seasonal science-related activities.
Social StudiesTeachers can follow up with a read aloud by asking students to summarize a read aloud on a social studies topic. Teachers can write the student dictations on chart paper. Summaries can be read by the whole class.
Children's books to use with this strategyDuck for President
by Doreen Cronin (Simon & Schuster)
Duck decides to run for and is elected US President, an office he holds until he decides to return to a quiet farm life. Elections and public offices are introduced in this humorous book. (Duck was the "negotiator" in Click Clack Moo also by Cronin.)
Mama, Do You Love Me?
by Barbara Joose (Chronicle)
A child questions the strength of her mother's love asking what behavior might end it. The Alaskan setting highlights specifics of another culture (worth exploring) while focusing on a universal theme.
The Other Side
by Jacqueline Woodson (Putnam)
Two girls, separated by a fence, overcome and ultimately develop a friendship. In this gentle story set in an earlier time, the fence becomes a metaphor for the period's history.
Differentiated instructionFor Second Language Learners, students of varying reading skill, and for younger learners
MacArthur, C. A., & Graham, S. (1987). Learning disabled students' composing under three methods of text production. The Journal of Special Education, 21(3), 22-42.
Stahl, S. A., Miller, P. D. (1989). Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis. Review of Educational Research, 59, 87-116.
Stauffer, Russell G. (1970). The language experience approach to the teaching of reading. New York: Harper & Row.
http://www.readingrockets.org/strategies/dictation
Dictation is the process of writing down what someone else has said. With young children, dictation offers a way for a parent or a teacher to record a child's thoughts or ideas when the writing demands surpass writing skills. Dictation provides a chance for an adult to model many writing behaviors including handwriting, matching sounds-to-letters to spell words, and sentence formation.
Share your examples!
Why use dictation?
- It allows students to watch as an adult writes using many conventions of writing, such as letter formation, punctuation, spacing between words, and more.
- Teachers can model listening to a sound and writing the associated letter.
- It allows us to model that speech can be written down and read back.
How to use:IndividuallyWith small groupsWhole class setting
ExamplesLanguage ArtsAsk students to draw a picture of something of their choice; their family, a house, their pet, or another concept that the child is familiar with. Then ask the child to say a sentence or two about the picture, for example "Our dog is brown." Write the child's words on the bottom of her picture and read them back to her. As you write, model a clear sound to letter match. "We read a book about the moon. I'm going to write the word mmmmmmoon. What sound is at the beginning of moon? What letter makes that sound?" Encourage the child to read the sentence too.
Have students tell a group story. Sometimes called Language Experience Charts, group stories benefit from a shared class experience like a field trip or school assembly. Start by brainstorming a title. Write down the children's ideas. If necessary, prompt a sequence "What happened first? Then what did we do?" and so on. Record the sentences as the children dictate them. As you write, model a clear sound to letter match. "We read a book about the moon. I'm going to write the word mmmmmmoon. What sound is at the beginning of moon? What letter makes that sound?" When the story is finished, read the story aloud with the children. Read it several times, then ask if anyone would like to read it by himself. Give everyone a chance to read. Later, copy the story on chart paper and display it in the classroom.
Children's books to use with this strategy
A Chair for My Mother
by Vera Williams (Greenwillow)
Rosa and her family work together to save enough for a new comfortable chair after a fire destroys their home. This warm family story may inspire other family stories. Also available in Spanish.
Kitten's First Full Moon
by Kevin Henkes (Greenwillow)
This straightforward story about the kitten who mistakes the moon's reflection for a bowl of milk may inspire children to tell their own experiences of things misunderstood and what happened.
The Relatives Came
by Cynthia Rylant (Atheneum)
A motley family gathers for an extended and exuberant visit. Children may consider what they might do if they were visiting relatives or friends — or if friends or relatives came to visit their home.
ScienceChildren learn to describe and care for plants and animals, recording their findings in science journals through pictures, dictation, or kindergarten-style writing.
Children's books to use with this strategyDiary of a Worm
by Doreen Cronin (HarperCollins)
Through the diary of baseball-cap-wearing worm, a day in one annelid's life may be used to creatively spark a comparison between actual habits and imagined ones.
Leaf Man
by Lois Ehlert (Harcourt)
Observing changing leaves and tree life cycles are appropriate in fall. Also try Snowballs, Waiting for Wings, Growing Vegetable Soup, and Planting A Rainbow by Lois Ehlert for other seasonal science-related activities.
Social StudiesTeachers can follow up with a read aloud by asking students to summarize a read aloud on a social studies topic. Teachers can write the student dictations on chart paper. Summaries can be read by the whole class.
Children's books to use with this strategyDuck for President
by Doreen Cronin (Simon & Schuster)
Duck decides to run for and is elected US President, an office he holds until he decides to return to a quiet farm life. Elections and public offices are introduced in this humorous book. (Duck was the "negotiator" in Click Clack Moo also by Cronin.)
Mama, Do You Love Me?
by Barbara Joose (Chronicle)
A child questions the strength of her mother's love asking what behavior might end it. The Alaskan setting highlights specifics of another culture (worth exploring) while focusing on a universal theme.
The Other Side
by Jacqueline Woodson (Putnam)
Two girls, separated by a fence, overcome and ultimately develop a friendship. In this gentle story set in an earlier time, the fence becomes a metaphor for the period's history.
Differentiated instructionFor Second Language Learners, students of varying reading skill, and for younger learners
- Teachers should vary their expectations for the length of dictation based on a child's language and/or age.
- Strategies such as this enable children from other cultures to bring their different experiences into the classroom to share. Sharing dictations through whatever means will enrich the other students' experience.
- Dictations with the whole group in the form of a class story may serve to familiarize students with the strategy.
MacArthur, C. A., & Graham, S. (1987). Learning disabled students' composing under three methods of text production. The Journal of Special Education, 21(3), 22-42.
Stahl, S. A., Miller, P. D. (1989). Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis. Review of Educational Research, 59, 87-116.
Stauffer, Russell G. (1970). The language experience approach to the teaching of reading. New York: Harper & Row.
