Language Arts- Reading Understands key ideas and details. Trimester 1 2 3 4 ALL Student is unable or rarely able to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Student is unable or rarely able to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Student is unable or rarely able to describe how characters in a story respond to major events and challenges. Student is sometimes able to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Student is sometimes able to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Student can sometimes describe how characters in a story respond to major events and challenges. Student can consistently ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.- RL 2.1 Student can consistently recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL. 2.2 Student can consistently describe how characters in a story respond to major events and challenges. – RL 2.3 Student can consistently ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text and apply it to their independent reading. Student can consistently recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral in their independent reading. In independent reading, student can communicate how the character in a story responds to major events and challenges.
Student is unable or rarely able to identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Student is unable or rarely able to describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Student can sometimes identify the main topic of a text as well as the focus of specific paragraphs within the text. Student can sometimes describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Student can consistently identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. – RI 2.2 Student can consistently describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. – RI 2.3 Student can determine the main idea of a multi-paragraph text; recount the key details and explain how they support the main idea. (3rd grade standard) Student can describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3rd grade standard)
Student is unable to or rarely able to acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Student is unable to or rarely able to determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Student is unable or rarely able to know and use various text features (e.g., captions, bold Student can sometimes acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Student can sometimes determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. – RI 2.4 Student sometimes knows and use various Student can consistently acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL 2.6 Student can consistently determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. – RI 2.4 Student consistently knows and use various text features (e.g., the ending concludes the action and describe how each successive part builds on earlier sections. Student can consistently acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud AND identify how their own point of view may be different from the characters’ or narrator. Student can consistently determine the meaning of words and phrases in a text relevant to a grade 3 topic or subject
3) Integrates information acquired from various sources. Trimester 1 2 3 4 ALL Student is unable to or rarely able to use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Student is unable to or rarely able to compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Student is unable or rarely able to explain how specific images (e.g., a diagram showing how a machine works) Student can sometimes use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Student can sometimes compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Student can sometimes explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Student can consistently use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL 2.7 Student can consistently compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. – RL 2.9 Student can consistently explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. – RI – 2.7 Student can 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) (3rd grade standard) Student can compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) (3rd grade standard) Student can use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
contribute to and clarify a text. Student is unable or rarely able to describe how reasons support specific points the author makes in a text. Student is unable or rarely able to compare and contrast the most important points presented by two texts on the same topic. Student can sometimes describe how reasons support specific points the author makes in a text. Student can sometimes compare and contrast the most important points presented by two texts on the same topic. Student can consistently describe how reasons support specific points the author makes in a text. RI 2.8 Student can consistently compare and contrast the most important points presented by two texts on the same topic. – RI 2.9 understanding of the text (e.g., where, when, why, and how key events occur). (3rd grade standard) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Student can compare and contrast the most important points and key details presented in two texts on the same topic. (3rd grade standard) L 4) Engages in various reading activities with purpose and understanding.
words with common prefixes and suffixes Student is unable or rarely able to recognize and reads grade-appropriate irregularly spelled words. Student is unable or rarely able to recognize and read irregularly spelled words Student sometimes recognizes and reads grade-appropriate irregularly spelled words. Student can sometimes recognize and read grade-appropriate irregularly spelled words – suffixes. = RF 2.3 D Student consistently recognizes and reads grade-appropriate irregularly spelled words. – RF 2.3- E Student can consistently recognize and read grade-appropriate irregularly spelled words. RF 2.3 - F 7.) Reads with accuracy and fluency to support comprehension. Trimester 1 2 3 4 ALL Student is unable to or rarely able to read grade-level text with purpose and understanding. Student is sometimes able to read grade-level text with purpose and understanding. appropriate Student consistently reads grade-level text with purpose and understanding. – RF – 2.4A Student consistently reads above grade level text with purpose and understanding
Student is unable to or rarely able to read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Student is unable to or rarely able to use context to confirm or self-correct word recognition and understanding, rereading as necessary. Student sometimes reads grade-level text orally with accuracy, rate, and expression on successive readings. Student is sometimes uses context to confirm or self-correct word recognition and understanding, rereading as necessary. Student consistently reads grade-level text orally with accuracy, appropriate rate, and expression on successive readings. – RF 2.4B Student consistently uses context to confirm or self-correct word recognition and understanding, rereading as necessary. – RF 2.4C Student consistently reads above grade-level text, including poetry, orally with accuracy, appropriate rate, and expression on successive readings. Student consistently uses context to confirm or self-correct word recognition and understanding. rereading as necessary, when reading above grade –level text.
Language Arts- Writing 8) Writes for a variety of purposes. 1 2 3 4 ALL Student is unable to or rarely able to 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, to connect opinion and reasons, and provide a concluding Student can sometimes 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, to connect opinion and reasons, and provide a concluding Student can consistently 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, to connect opinion and reasons, and provide a concluding Student can consistently write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, using an organized structure, and use linking words (e.g., because, and, also, therefore and since) to connect opinion and reasons, and provide a concluding statement or section. Student can consistently write informative/explanatory texts in
statement or section. Student is unable to or rarely able to write texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Students is unable to or rarely able to write narratives in which they recount a 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. statement or section. Student can sometimes write texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Students can sometimes write narratives in which they recount a event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a statement or section. W – 2.1 Student can consistently write texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. – W- 2.2 Students can consistently write narratives in which they recount a 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. – W which they introduce a topic, use facts and definitions to develop points and group related information together, sometimes including illustrations when appropriate, use linking words and phrases (e.g., also, another, and, more, to connect ideas within categories of information. and provide a concluding statement or section Students can consistently write narratives in which they recount a well-elaborated event or short sequence of events, establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally include details to describe actions, thoughts, and feelings, uses dialogue, uses temporal words to signal event order, and provide a sense of closure.
sense of closure. 2.3 9) Produces organized writing appropriate to task, purpose, and audience. Trimester 1 2 3 4 ALL Student, with guidance and support from adults and peers, is unable to or rarely able to focus on a topic and strengthen writing as needed by revising and Student, with guidance and support from adults and peers, can sometimes focus on a topic and strengthen writing as needed by revising and editing. Students, with guidance and support from adults and peers, can focus on a topic and strengthen writing as needed by revising and editing. – W 2.5 Student can independently focus on a topic and strengthen writing as needed by revising and editing.
editing Student with guidance and support from adults, is unable to or rarely able to, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Student with guidance and support from adults, can sometimes use a variety of digital tools to produce and publish writing, including in collaboration with peers. Student can, with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. – W 2.6 Student can independently use a variety of digital tools to produce and publish writing, including in collaboration with peers. 10) Conducts research to build and present knowledge. Trimester 1 2 3 4 ALL Student is unable to or rarely able to 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). Student is unable to or rarely able to recall information from Student is sometimes able to 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). Student can sometimes recall information from experiences or gather Student is consistently able to 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). W – 2.7 Student can consistently recall information from Student is consistently able to conduct short research projects that build knowledge about a topic independently. Student can consistently recall information from experiences or gather information from print
or issue. information, or deepen understanding of a topic or issue. 12) Effectively communicates knowledge and ideas. Trimester 1 2 3 4 ALL Student is unable to or rarely able to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences Student is unable to or rarely able to 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. Student can sometimes tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences Student can sometimes 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. Student can sometimes produce complete Student can consistently tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. – SL 2.4 Student can consistently 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. – SL 2.5 Student can consistently produce complete Student can consistently report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and clearly at an understandable pace. Student can consistently 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.
Student is unable to or rarely able to 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 for specific expectations.) sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) – SL 2.6 Language Arts- Language 13) Demonstrates command of conventions when writing or speaking. Trimester 1 2 3 4 ALL Student is unable to or rarely able to use collective nouns (e.g., group). Student is unable to or rarely able to form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Student can sometimes use collective nouns (e.g., group). Student can sometimes form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Student can consistently use collective nouns (e.g., group). – L. 2.1.A Student can consistently form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). – L.2.1.B Student can consistently explain the function of nouns, in general and their functions in particular sentences. Student can consistently form and use most regular and irregular plural nouns.
Student is unable to or rarely able to use reflexive pronouns (e.g., myself, ourselves). Student is unable to or rarely able to form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Student is unable to or rarely able to use adjectives and adverbs, and choose between them depending on what is to be modified Student is unable to or rarely able to produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched Student can sometimes use reflexive pronouns (e.g., myself, ourselves). Student can sometimes form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Student can use adjectives and adverbs, and choose between them depending on what is to be modified Student can sometimes 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 Student can consistently use reflexive pronouns (e.g., myself, ourselves). L.2.1.C Student can consistently form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). – L.2.1.D Student can consistently use adjectives and adverbs, and choose between them depending on what is to be modified- L.2.1.E. Student can consistently 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 Student can consistently form and use the past tense of regular and irregular verbs. Student can explain the function of adjectives, and adverbs in general and their functions in particular sentences. Student can consistently produce, expand and rearrange simple, compound, and complex sentences.
the movie; The little boy watched the movie; The action movie was watched by the little boy). .Student is unable to or rarely able to capitalize holidays, product names, and geographic names Student is unable to or rarely able to use commas in greetings and closings of letters. Student is unable to or rarely able t use an apostrophe to form contractions and frequently occurring possessives. Student is unable to or rarely able to generalize learned spelling boy). Student is sometimes able to capitalize holidays, product names, and geographic names Student can sometimes use commas in greetings and closings of letters. Student can sometimes use an apostrophe to form contractions and frequently occurring possessives. Student can sometimes generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). was watched by the little boy). – L.2.1.F Student is consistently able to capitalize holidays, product names, and geographic names L.2.2.A Student can consistently use commas in greetings and closings of letters. L.2.2.B Student can consistently use an apostrophe to form contractions and frequently occurring possessives. L.2.2.C Student can consistently generalize learned spelling patterns when writing words (e.g., cage Student is consistently able to capitalize holidays, product names, and geographic names as well as words in titles. Student can consistently use commas in greetings and closings of letters as well as in addresses. Student can consistently use an apostrophe to form contractions and all possessives. Student can consistently use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
patterns when writing words (e.g., cage → badge; boy → boil). Student is unable or rarely able to consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Student can sometimes consult reference materials, including beginning dictionaries, as needed to check and correct spellings. → badge; boy → boil). L.2.2.D Student can consistently consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.2.E parts) in writing words. 14) Acquires and accurately applies grade level words and phrases. Trimester 1 2 3 4 ALL Student can consistently determine or clarify the Student can consistently determine or clarify the Student can consistently determine or clarify the Determine or clarify the meaning of unknown
meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Student is unable to or rarely able to use sentence-level context as a clue to the meaning of a word or phrase. Student is unable or rarely able to use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Student can sometimes use sentence-level context as a clue to the meaning of a word or phrase. Student sometimes use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Student can sometimes use knowledge of the meaning of individual meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Student can consistently use sentence-level context as a clue to the meaning of a word or phrase. Student can consistently use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Student can consistently use knowledge of the and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Student is unable to or rarely able t use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Student is unable to or rarely able to use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Student is unable or rarely able to consistently demonstrate understanding of word relationships and nuances in word meanings. words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Student can sometimes use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Student is sometimes able to demonstrate understanding of word relationships and nuances in word meanings. meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Student can consistently use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Student is consistently able to consistently demonstrate understanding of word relationships and nuances in word meanings. Student can consistently demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Student is unable or rarely able to consistently identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Student is unable to or rarely able to identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Student is unable or rarely able to use words and phrases acquired through conversations, Student is sometimes able to consistently identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Student is sometimes able to identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Student is sometimes able 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 Student is consistently able to consistently identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) Student is able to consistently distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Student is able to consistently 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 Student is consistently able to distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Student is able to distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Student is able to acquire and use accurately
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). makes me happy). makes me happy). conversational, general academic, and words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).