familiar book from a choice of two that is a different version of the same story.). Range of Reading and Level of Text Complexity. RL.2.10. By the end of the year read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.10. Actively engage in shared reading of stories and poetry for clearly stated puposes. Second Grade English Language Arts Standards: Reading (Informational Text) Alaska Grade-Level Standards Alaska-DLM Essential Elements Instructional Examples Key Ideas and Details. RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate EERI.2.1. Answer who and what questions to demonstrate understanding of details in a familiar text. EERI.2.1. Ask and answer questions using the text for supportive evidence. Ex. Given a daily activity sheet, ask questions about what to do next. Ex. Given a set of directions to complete a task, answer when asked, “What do we do next?” EERI.2.1. Answer who and what questions to demonstrate understanding
Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Ex. Read or listen to a reading selection on an age-appropriate topic. Ex. Turn pages to follow along in a reading selection. Ex. When using a recorded book, turn pages and attend to the recording. EERF.2.4. Respond to reading selection. Ex. Responds to reading activity consistent with the content of the reading (e.g., laughs or smiles at funny reading selection). EERF.2.4. Attend to reading selection. Ex. Maintains visual contact with reader during oral reading. Ex. Maintains attending behavior during oral reading. Second Grade English Language Arts Standards: Writing Alaska Grade-Level Standards Alaska-DLM Essential Elements Instructional Examples Text Types and Purposes. W.2.1. Write opinion pieces in which they EEW.2.1. Select a book and write, draw, or dictate to state an opinion about it. EEW.2.1. Select a book and write to state opinions about it and reasons to support the opinions. Ex. Select a book from the library, use a computer-based word bank to write It’s the best, and then refer to the book to find examples of what
time about the topics and texts under discussion). replies, “No, b!” The peer finds a letter b and says, “This one?” The student replies, “Yeah, b.” Ex. When the snack helper asks, “What do you want?” and holds up the white milk and chocolate milk, look directly at the chocolate milk. The peer acknowledges, “Okay, chocolate.” and the student uses sign language to say, “Thank you.” The peer replies, “You’re welcome.” EESL.2.1.a. Communicate directly with an adult. Ex. Select from an array of pictures to indicate a favorite character in a story. Ex. Look at the carton of chocolate milk when a teacher holds up a carton of white milk and a carton of chocolate milk and asks, “What do you want?” Ex. Hand a teacher a picture of a desired toy to request an object during center time. Build on others’ talk in conversations by linking their comments to the remarks of others. EERF.2.1.b. Build on others’ talk in conversations by linking their comments to the remarks of others. EESL.2.1.b. Engage in multiple-turn exchanges that build on comments or topics initiated by adults or peers. Ex. Offer own opinion about a fable that builds on the opinion of a peer (e.g., Peer says, “I didn’t like it.” The student replies, “Me either.”) and then continue as peer replies (e.g., “It was boring.”) by adding more (e.g., “Yeah, boring.”). Ex. During center time, a peer starts talking about the project he is making (e.g., “I’m gonna make a big one.”) and student adds (e.g., “I want one.”) when the peer replies (e.g., “You can make a big one.”), continue the exchange (e.g., “too hard.”).
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). read to, and during shared reading activities. Ex. After shared reading, use words from the reading to describe people and objects (e.g., After shared reading, the student shares that he or she also has a yellow raincoat.). EEL.2.6. Use adjectives and adverbs from text that has been read. Ex. After shared reading, repeat words from the reading to describe people and objects (e.g., After shared reading, the teacher asks, “What color was the raincoat?” and the student answers “yellow” or points to the color yellow from choices.). EEL.2.6. Repeat words from text that has been read to them. EEL.2.6. Mimic words spoken to them. Ex. Use a single message device with a preprogrammed message to repeat a recurring word in a book