Concepts and Skills: What Students Need to Know and Be able to Do ReadingStudents will Understand NonFiction Standards 2.6,2.7,2.8,2.9 Writing Students will Write Different Types of Writing
Students will write to teach. W.2.2
Students will revise and edit their writing. W.2.5
Students will publish their writing. W.2.6
Students will Use Research to Help Their Writing
Students will record what they find when reading. W.2.7
Students will work with a partner to research. W.2.7
Students will remember what they have been taught to answer a question. W.2.8
Students will interview people to answer a question. W.2.8
Speaking/Listening Students will Understand and Talk About What They Hear
Students will follow rules for discussions. SL.2.1
Students will participate in conversations with others. SL.2.1
Students will ask questions during discussions. SL.2.1
Students will tell about the key ideas and details after they listen or read. SL.2.2
Students will ask and answer a question about what a speaker says. SL.2.3
Students will Share What They Know
Students will tell a story aloud. SL.2.4
Students will record what I am reading out loud. SL.2.5
Students will draw to share what they are reading or have done. SL.2.5
Language Students will Use What they Know About Language in Different Situations
Students will write, speak, read and listen by using what they know. L.2.3
Students wil compare formal and informal uses of English. L.2.3
Students will Figure Out What Words Mean and Use Them in Different Situations
Students will use context clues to help them understand new words. L.2.4
Students will use prefixes to help learn new words. L.2.4
Students will use root words to help them learn new words. L.2.4
Students will use small words to help them learn compound words. L.2.4
Students will use dictionaries and glossaries to help them understand new words. L.2.4
Students will tell the difference between similar verbs. L.2.5
Students will use adjectives to describe nouns. L.2.6
Students will use adverbs to describe verbs. L.2.6
Foundational SkillsStudents will Read Fluently
Students will read with expression. RF.2.4
Students will read accurately. RF.2.4
Students will reread to understand what words mean. RF.2.4
Pedagogical Considerations
Learning Progressions
Reading First Grade Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Use the illustrations and details in a text to describe its key ideas. Identify the reasons an author gives to support points in a text. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). With prompting and support, read informational texts appropriately complex for grade 1. During Second Grade Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Describe how reasons support specific points the author makes in a text. Compare and contrast the most important points presented by two texts on the same topic. 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. During Third Grade Distinguish their own point of view from that of the author of a text. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Compare and contrast the most important points and key details presented in two texts on the same topic. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Writing First Grade Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, 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 Second Grade Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, 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. During Third Grade Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Develop the topic with facts, definitions, and details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
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/Listening During First Grade 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 others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. During Second Grade 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.
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. 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. During Third 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.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 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. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Language During First Grade 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 personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
Use frequently occurring adjectives.
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use frequently occurring prepositions (e.g., during, beyond, toward).
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
During Second Grade Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize dates and names of people.
Use end punctuation for sentences.
Use commas in dates and to separate single words in a series.
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
(begins in grade 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the meaning of a word or phrase.
Use frequently occurring affixes as a clue to the meaning of a word.
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
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). Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use adjectives and adverbs, and choose between them depending on what is to be modified.
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).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use an apostrophe to form contractions and frequently occurring possessives.
Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Compare formal and informal uses of English.
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.
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
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). During Third Grade 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 sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-verb and pronoun-antecedent agreement.*
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Choose words and phrases for effect.
Recognize and observe differences between the conventions of spoken and written standard English.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
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 During First Grade 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 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 Third Grade 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.