Grade 2 ELA OLS Standards

Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. 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).

Know and apply formal American English grammar, usage, and mechanics when writing or speaking.

Use collective nouns (e.g., group).

Select and/or use nouns, verbs and adjectives to create simple sentences during communication opportunities (both speaking and writing)

Use collective nouns (e.g., group).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Select and/or use expanded nouns (pronouns, plural nouns) during communication opportunities (both speaking and writing)

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Use reflexive pronouns (e.g., myself, ourselves).

Select and/or use nouns during communication opportunities (both speaking and writing)

Use reflexive pronouns (e.g., myself, ourselves).

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

identify objects as nouns

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Use adjectives and adverbs, and choose between them depending on what is to be modified.

identify nouns as people, places or things

Use adjectives and adverbs.

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 names of people as use of nouns

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).

group nouns by type - people, places, things

orally use plural nouns

orally practice changing a noun from singular to plural

orally use pronouns

use adjectives in oral and written communication

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Recognize and apply the conventions of formal American English capitalization, punctuation, and spelling.

Capitalize holidays, product names, and geographic names.

Generate a simple sentence containing:

Capitalize holidays, product names, and geographic names.

Beginning capitalization;

Ending punctuation; and

Simple words, spelled phonetically.

Use commas in greetings and closings of letters.

Identify capitalization and ending punctuation within a written sentence.

Use commas to separate items in a series and to format dates, addresses, greetings, and closings of letters.

Use an apostrophe to form contractions and frequently occurring possessives.

Identify capital letters at the beginning of familiar names (e.g., own, classmates’ or family members’).

Generalize learned spelling patterns when writing words.

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

identify a sentence as beginning with a capital letter and ending with punctuation

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

select types of punctuation

match punctuation mark with sentence type

identify one or more reasons we capitalize words

capitalize own name

identify letters as sounds in speech and writing

say or identify each of the short vowel sounds

say or identify each of the consonant sounds (most commonly used)

match sounds in simple words to placeholders for letters (Elkonin boxes with chips)

match letter sounds in simple words to letter tiles or letter shapes

Actively engage during phonics / spelling and writing activities.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Recognize formal and informal uses of English. b. Compare formal and informal uses of English.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Recognize formal and informal uses of English.

Compare formal and informal communications.

Recognize formal and informal uses of English.

Compare formal and informal uses of English.

Select appropriate communication from a set of choices to match situation. (text message, writing a letter, talking to a friend, presenting to the class, etc.)

Compare formal and informal uses of English.

Identify when to use formal communications.

Identify when it is acceptable to use informal communications.

Identify formal English when given an example and non-example.

Identify informal language when given an example and non-example.

Communicate with others using both formal and informal communications.

Engage with others to communicate.

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.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases a. based on grade 2 reading and content, choosing flexibly from an array of strategies. b. Use sentence-level context as a clue to the meaning of a word or phrase. c. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/ unhappy, tell/retell). d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). e. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). f. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Use word analysis skills to break down and build grade-appropriate words to understand their meaning.

Use sentence-level context as a clue to the meaning of a word or phrase.

Use sentence-level context as a clue to determine the meaning of unknown and multiple-meaning words within grade-level/ age- appropriate text.

Utilize context within and beyond a sentence to determine or clarify the meaning of unknown and multiplemeaning words and phrases.

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Identify parts of common word by breaking the word into syllables orally and attach part to its meaning. (football = ball you play with your foot; reader - read + person = a person who reads; thirsty - thirst = need a drink)

Determine the meaning of a new word when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Identify familiar objects or pictures that represent new 2nd grade words.

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Actively participate in word meaning (vocabulary syntax and semantics) activities.

Recognize common base words (e.g., look) and inflectional endings used to form and understand new words (e.g., looks, looked, looking).

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

with modeling and support break words into syllables orally

Use knowledge of the meaning of base words to understand the meaning of compound words (e.g., birdhouse, lighthouse, bookshelf, notebook).

with modeling and support break words into syllables visually

identify that many word parts have meaning

there are different types of words (compound, past tense, plural, contractions, etc.)

identify a root word as a whole word inside a larger word

pair words with meaning and concrete examples from everyday life

identify dictionaries or glossaries as tools to define words, hear pronunciation or words, learn part of speech and see the syllable breaks

practice dividing compound words during shared reading or everyday events to gain meaning

Actively engage in word meaning activities

Demonstrate understanding of word relationships and nuances in word meanings.

Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Demonstrate understanding of 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).

Select a verb with the most appropriate intensity for the situation. (e.g. if shown the blur of a high-speed car in a race the most appropriate verb might be zoom or speed rather than cruise or coast)

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).

Use words to describe everyday people, places or events.

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Select words that describe a familiar event or place. (e.g. grocery store = cart, isle, deli, meats, fruits, vegetables, dairy, frozen, cooler, express lane, checkout, etc.)

learn that more than one word can be used to convey similar meaning

word choice can add detail and intensity to what we speak and write

words from categories can be used to write on specific topics

adjectives, verbs and nouns can be used to describe other words - attributes

words can be used to describe everyday people and places

words help us understand what others are trying to tell us

words can be used to help others understand us

every word has meaning

words can be combined into phrases, sentences, paragraphs and books to tell more and more about a topic

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).

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).

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).

Use adjectives heard in prior experiences to describe something in a present conversation or activity.

Actively participate during activities by interjecting adjectives that have been used during the text or conversation.

Identify adjectives used during modeled oral language experiences.

Identify adjectives as words that describe nouns.

This one could be used at the c level of complexity or replace the b level of complexity if the extension there is too similar to a.

listen to the words and phrases used by peers, adults and in texts

select words and phrases that apply to everyday events

mimic the speech of others in the context of everyday events

chorally respond by saying repeat lines in text

listen to language for meaning and word types

analyze words used in oral language experiences

Actively engage during oral language experiences

Research to Build and Present Knowledge

Presentation of Knowledge and Ideas

Phonics and Word Recognition

Research to Build and Present Knowledge

Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity

Speaking and Listening Standards

Range of Writing

Key Ideas and Details

Vocabulary Acquisition and Use

Integration of Knowledge and Ideas

Production and Distribution of Writing

Text Types and Purposes

Fluency

Comprehension and Collaboration

Craft and Structure

Speaking and Listening Standards

Vocabulary Acquisition and Use

Reading Standards: Foundational Skills

Craft and Structure

Key Ideas and Details

Conventions of Standard English

Integration of Knowledge and Ideas

Comprehension and Collaboration

Craft and Structure

Language Standards

Writing Standards

Knowledge of Language

Key Ideas and Details

Phonics and Word Recognition

Language Standards

Range of Writing

Reading Standards for Literature

Knowledge of Language

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Reading Standards for Foundational Skills

Fluency

Writing Standards

Craft and Structure

Reading Standards and Literature

Conventions of Standard English

Reading Standards for Informational Text

Reading Standards for Informational Text

Text Types and Purposes

Presentation of Knowledge and Ideas

Key Ideas and Details

Reading Foundations

Know and apply grade-level phonics and word analysis skills in decoding words.

Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

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.

Identify letter-sound association at the beginning of words

Decode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as:

Initial and final 2- to 3 consonant blends

Silent letter combinations

Common prefixes (e.g., distract, input)

Common inflectional suffixes (e.g., wishes, wished, wishing)

Common derivational suffixes (e.g., neighborhood, teacher)

Most common vowel teams with long-vowel sounds

Hard and soft c and g

Vowel-r combinations

Compound words

Multisyllabic words with closed syllables, open syllables, VCe, Vowel-r, and vowel teams

Words containing the -ild, -ost, - old, -olt, -ind pattern

Digraphs

Trigraphs

Know spelling-sound correspondences for additional common vowel teams.

Match speech sounds to printed consonant letters.

Read common high-frequency words with automaticity, aligned with the adopted HQIM, such as:

Note: Referencing “Speech to Print” research by Louisa Moats

Phonetically regular words

Partially regular words

Irregular words

Decode regularly spelled two-syllable words with long vowels.

Apply letter-sound knowledge (e.g., recognize sound of first letter of own name, recognize own name).

Decode words with common prefixes and suffixes.

Decode two-syllable words following basic patterns by breaking the words into syllables.

Identify words with inconsistent but common spelling-sound correspondences.

Associate the long and short sounds with common spellings for the five major vowels.

Recognize and read grade-appropriate irregularly spelled words.

Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Read with sufficient accuracy and fluency to support comprehension.

Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Read connected texts with sufficient fluency to support comprehension:

Read grade-level text with purpose and understanding.

Read grade-level text with fluency to support understanding.

Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from text.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Read grade-level text orally with increased accuracy and fluency on successive readings.

Orally read grade-level text with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from text, targeting 100 words correct per minute (wcpm) by the end of second grade.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Decode specific common vowel teams represent long vowel sounds (e.g., ai, oa, ee).

Self-monitor word recognition and understanding, rereading as necessary.

Decode words with common endings (e.g., -s, -ed, -ing).

Identify irregularly spelled words that are not spelled as they sound (e.g., above, country, again).

Demonstrate the spelling-sound correspondences during decoding

Break words into syllables to support decoding multi-syllable words.

Identify syllables within a printed word

Orally break up a given word into syllables

A word has as many syllables as it has vowel sounds.

Use context to confirm or self-correct word recognition, rereading as necessary.

Use decoding skills to self-correct, rereading word as necessary

Decode CVC words with automaticity and fluency

Decode predictable short vowels with automaticity and fluency

Decode words by saying all sounds in the word represented by letter symbols with increasing automaticity until fluent (within 1 second)

Stretch spoken words by individual sounds then state or select the whole word.

Represent sound for each letter in alphabet with automaticity

Demonstrate letter-sound knowledge with increasing automaticity

Articulate all letter sounds accurately with increasing automaticity until fluent (each sound symbol correspondence within 1 second)

Demonstrate foundational knowledge in phonological/phonemic awareness

Actively participate in supported grade-level/age-appropriate, adapted texts.

Actively engage with letters, sounds, and words.

Engage during phonics lessons

Engage during letter/sound decoding activities

Engage with letters representing first sounds in words

Note: see RL.2.10 and RI.2.10 and all RF standards for additional skills in this sequence.

Reading Informational

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details and clarify meaning in an informational text (e.g., historical, scientific, or technical texts).

Ask and answer who, what, where, when, why and how questions to demonstrate understanding of informational text.

Ask and answer who, what, where and when questions to demonstrate understanding of informational text.

Answer who or what questions to demonstrate understanding of informational text.

associate who questions with people

associate where questions with geographic location

associate when questions with time

associate what questions with topic and details

take note of details as the text is shared - note with objects, pictures, words, symbols, etc.

Actively engage with shared informational text.

Actively engage with someone who is asking a question.

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.

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. By the end of year, listen to or read, and comprehend 2nd grade-level, age-appropriate, informational texts, across all subject areas using scaffolding and adaptations as needed.

With scaffolding provided as needed, read and comprehend grade level informational text.

Read & Comprehend

Answer wh- questions related to grade-level/age appropriate informational texts, including history/social studies, science, and technical texts.

Decode and read simple informational text..

Engage with informational texts, including history/social

studies, science, and technical texts.

Decoding

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.

With prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by decoding 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by decoding CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Decode words with digraphs.

Identify words with digraphs.

Combine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)

Decode words with consonant blends.

Identify words with consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by decoding 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds while decoding.

Actively participate in comprehension activities using 2nd grade-level, age-appropriate, informational texts, across all subject areas using scaffolding and adaptations as needed.

Actively engage in activities using orally presented and text-based 2nd grade-level, age-appropriate, informational texts, across all subject areas using scaffolding and adaptations as needed.

Actively engage with sounds, letters, words, phrases, sentences, within grade-level literature.

Engage with informational text written at the second grade level.

Analyze informational text development.

Analyze informational text development. a. Identify the main topic of a multi-paragraph text. b. Identify the focus of specific paragraphs within the text.

Identify the main topic of an informational text and explain how specific details support that topic.

Identify the main topic of a multi-paragraph text.

Identify the main topic and the focus of two or more paragraphs.

Identify the focus of specific paragraphs within the text.

Identify the who or what (subject/topic) in a given paragraph.

Identify the who or what (subject/topic) in a given sentence.

identify an informational text vs. literature

identify a paragraph

identify a sentence

identify a word

identify nouns/subjects within a sentence

Actively engage during the sharing of a sentence or a paragraph from an informational text.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures within an informational text.

Describe the connections between events, ideas, individuals or steps in procedures in a text.

Describe two events, ideas, individuals or steps in procedures from a text.

Identify two events, ideas, individuals or steps in procedures from a text.

Learn that relationship refers to the way in which two items are connected.

Learn that a cause/effect relationship refers to one that notes the reasons for and/or the consequences of an action, event, or decision.

Sequence the order or arrangement of objects or events, one coming after the other.

Order events according to language that pertains to time (e.g. before, after, then, first) is used to describe a point in time.

Look for or identify language that pertains to cause/effect (e.g., what happened, why, because, as a result of) is used to describe a relationship.

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Determine the meaning of words and phrases in an informational text using strategies such as context clues, word parts, and text features.

Use a word study strategy to describe the meaning of words in a text.

Identify the meaning of words based on how they are used in a text.

Ask questions about unknown word to determine its meaning.

practice the use of word strategies (break word into onset and rime, break word into syllables, morphemes, break word into phonemes, word origin, part of speech, context, use a dictionary ask questions, etc.) to determine meaning

identify that a word is more than its name by sight - it has meaning

use word study strategies from all brain processors (phonology, orthography, phonics, semantics and syntax) to develop word meaning (break word into onset and rime, break word into syllables, morphemes, break word into phonemes, word origin, part of speech, etc.)

Actively engage during Q & A about informational text vocabulary.

Actively engage with objects, tactile graphics or other sensory experiences related to better understand the meaning of words in a text.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Know and use various text features (such as captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons) to efficiently locate key facts and details in an informational text.

Use text features (e.g., heading, table of contents, glossaries) to locate specific information in a text.

Identify a glossary as a place to find definitions and possibly page numbers for keywords in a text.

Identify a table of contents as a map or outline of the text - a place to find page numbers for specific information.

hold the book upright

hold the book front facing

turn pages in a book moving from front to back

indicate the cover of the book

indicate the pages in a book

identify the pictures in a book

identify the pictures in a book

indicate the title of the book

indicate the author of a book

identify page numbers in a text

identify large or bold text as important text features (possibly headings, key terms, titles, etc.)

match the glossary with the front of the book

match the table of contents with the back of the book

Actively engage in the handling of a book

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Identify the author’s purpose in an informational text and explain how the text supports that purpose.

Identify the main purpose of an informational text.

Review the pictures or other illustrations in a text to identify meaning or additional information about the author’s chosen topic.

Identify the topic(s) the author has chosen to write about from the title, table of contents or chapter content.

Name the author of a text.

Define the author’s role in presenting the ideas or information in a text.

Name the illustrator of a text.

Define the illustrator’s role in presenting the ideas or information in a text.

distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Actively engage in shared informational text.

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Explain how illustrations, diagrams, or other visuals contribute to understanding key ideas in an informational text.

Describe the relationship between illustrations and the story in which they appear.

Identify a detail(s) found in images/diagrams that is/are not present in the text.

Match ideas found in illustrations to those found in text.

Communicate thoughts about a text

listen during shared informational text

indicate when text matches visual supports in text

Listen for, and indicate when, information that matches a given illustration from a text.

Point out matching keywords in both text and illustrations.

Distinguish between print and illustrations in informational text.

Actively engage in shared informational text that contains illustrations.

Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.

Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.

Describe how the author uses evidence to support key ideas in an informational text.

Locate a reason/detail that supports the author’s point in a text.

Identify key points in a text.

Identify the topic of a text.

Identify refers to recognizing and/or naming.

Reasons refers to causes or explanations.

Author refers to a person who presents ideas or information in written form.

Points refers to ideas, opinions, or claims.

Indicate the author’s name or picture on/in a given text.

Indicate the author who wrote a given text.

Identify one or more topics the author writes about in a text.

Match one of the author’s topics to one or more supporting detail from the text.

identify the difference between fact and fiction

identify that facts are proven points of information

Identify that authors of informational texts write using facts.

Identify that authors of informational texts use proven facts to support their own words.

Identify one or more reasons/facts an author gives to support their own words in written text.

Actively engage in shared informational text that contains a topic of interest.

Compare and contrast the most important points presented by two texts on the same topic.

Compare and contrast the most important points presented by two texts on the same topic.

Compare and/or contrast key ideas and supporting details in two informational texts on the same topic.

Given the most important points from two passages on the same topic, contrast to find the differences.

Given the most important points from two passages on the same topic, compare to find the similarities.

Identify basic differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Topic refers to a subject or focus of a text.

Illustrations refers to the pictures, drawings, or visual aids that provide a visual representation of some part of the text.

Descriptions refers to an account that includes all the relevant features or characteristics.

Procedures refers to a series of steps that build on one another and lead to an outcome.

Identify similarities as being the same or alike, but not identical.

Identify differences as not alike.

Identify two texts that have similar topics.

Identify the similarities in two texts that address the same topic.

Actively engages during the sharing of two informational texts on the same topic.

Reading Literature

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details and clarify the meaning of a literary text (e.g., story, drama, poem).

Ask and answer who, what, where, when or how questions to demonstrate understanding of literature

Ask and answer who, what, where or when questions to demonstrate understanding of literature.

Answer who or what questions to demonstrate understanding of literature.

associate who questions with characters

associate where questions with setting or location

associate when questions with time or plot sequence - order

associate what questions with actions/plot

take note of details as the text is shared - note with objects, pictures, words, symbols, etc

Actively engage with shared literature.

Actively engage with someone who is asking a question.

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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Read and comprehend grade-level literary text, with scaffolding as needed. Utilize prior knowledge and draw on previous experiences to support understanding and make meaningful comparisons across texts.

Read & Comprehend

Actively engage with sounds letters, words, phrase, sentences, within grade-level literature.

Answer wh- questions related to grade-level/age appropriate poems and stories.

Decode and read simple poems and stories.

Engage with text types including poetry and stories.

Decoding

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.

With prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)

Decode words with consonant blends.

Build words with consonant blends.

Identify words with consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations in 3 letter words (CVC words)

Identify words with common phonemic VC word patterns (word families)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds

Actively engage with sounds, letters, words, phrases, sentences, within grade-level literature.

Analyze literary text development.

Analyze literary text development. a. Determine the lesson or moral. b. Retell stories, including fables and folktales from diverse cultures.

Retell stories, including fables and folktales from diverse cultures, and explain the central message, lesson, or moral using key details.

Determine the lesson or moral.

Select the moral of a well-known folktale or fable from an array. (pictures with text)

Retell stories, including fables and folktales from diverse cultures.

Retell or sequence events from a familiar folktale or fable to demonstrate recall.

Select two objects or pictures that represent two events from a familiar folktale or fable. explore how texts can teach lessons/ morals

define moral

identify characteristics of folktales and fables (once upon a time…, talking animals, long ago, magic, good vs. evil, etc.)

align morals with social situations, safety, life skills

explore diverse cultures

explore the culture of origin for folktales and fables

explore common threads between morals and rules

define retell

retell events from personal experience

retell events told by others

retell events from text

Actively engage in shared folktales or fables.

Describe how characters in a story respond to major events and challenges.

Describe how characters in a story respond to major events and challenges.

Describe how characters in a literary text respond to major events or challenges, using key details.

Describe characters and how they change in a story (e.g., sad to happy, short to tall).

Match character with an event or challenge from the story.

Select characters, in a given story.

Actively engage during the sharing of any story.

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Describe how specific words and phrases contribute to rhythm, mood, or meaning in a literary text.

Identify words that repeat, rhyme or support the rhythm in a story, poem or song

Select words that rhyme from stories, songs or poems

Select words from stories, songs or poems that have the same number of syllables.

Identify a sound that is repeated in an alliteration poem, song or story.

Break words from stories, songs or poems into syllables or beats

sing songs with regular beats, alliteration, rhymes, and repeated lines

pair kinesthetic movements with regular beats, alliteration, rhymes, and repeated lines

stretch or repeat letter sounds (mmmmmm) (sssssss) (ttttttttt) (bbbbbb)

name words that begin or end with the same sound

identify words with the same number of syllables or beats

Actively engage with music, poems, and stories with regular beats, alliterations, rhymes, and repeated lines.

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Describe the structure of a literary text, including how the beginning introduces the story, how events unfold, and how the ending concludes the action.

Describe what happens at the end of the story.

Identify words or phrases commonly used at the beginning or end of a story

Show the beginning and ending of a story.

define beginning and end using many contextual examples

model the beginning of a conversation with introduction

model the ending of a conversation with a conclusion

identify introductory words or phrases

identify concluding words or phrases

Actively engage in stories told with a distinctive beginning and end.

Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.

Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.

Distinguish between the narrator’s point of view and the characters’ perspectives in a literary text, recognizing when the narrator is also a character in the story.

Identify the point of view or attitude of various characters

Identify the point of view or attitude of main character.

Match pictures or objects to identify who is telling a story.

define narrator

distinguish between narrator and characters

define point of view

identify quotation marks in text

recognize that point of view can be shared through speech, thoughts, opinions, feelings and writing

Actively engage with the person telling the story.

Actively engage with one or more character voices.

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Use illustrations and textual details in print or digital literary texts to describe characters, settings, and plot elements.

Use illustrations and text to describe the characters, setting or events/plot from a story.

Use illustrations, concrete objects or text to identify details, characters, setting or events/plot from a story.

Use illustrations or concrete objects that relate to a story’s characters or setting.

identify illustrations as pictures from a story

identify characters as people or animals in a text

identify setting as the place(s)/locations in a text

describe what is happening in a given illustration

indicate elements of character, setting or plot in a picture from a text

Actively engage with illustrations or words in a print or digital text.

Not applicable to literature

Not applicable to literature

(Not applicable to literature)

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Compare and/or contrast two or more versions of the same story by different authors from different cultures, focusing on characters, settings, and central messages.

Describe similarities/compare or differences/contrast in two or more versions of a story.

Match similarities of characters or events in two versions of a story.

Identify two books that have similar characters or themes

define compare

define contrast

define cultures

identify the author of a story

participate in the use of a Venn diagram

sort stories by common elements

define characters

define events in a story

Actively engage during the sharing of two versions of the same story.

Speaking and Listening

Participate in collaborative conversations about grade 2 topics and texts with diverse partners in small and larger groups.

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. 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). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Participate in discussions about second grade topics and texts in pairs, small groups, or whole-class settings:

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).

Participate in group discussions about 2nd grade appropriate topics and text.

Follow agreed-upon rules for discussions, such as taking turns respectfully, listening carefully, and 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.

Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking

Engage in conversation by responding to others’ comments across multiple exchanges and contributing ideas that further develop the discussion.

Ask for clarification and further explanation as needed about the topics and texts under discussion.

Ask questions for clarification.

Ask for clarification and further explanation as needed.

Actively participate in supported conversations about 2nd grade appropriate topics and text.

Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking

Continue a conversation through multiple exchanges.

Actively participate in conversation about 2nd grade appropriate topics or text.

Actively listen to others.

Respond to a question.

Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).

Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).

Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).

Describe two or more key ideas or details from text read aloud or information presented in other media formats

Note: Many learners have a high interest in videos and other media. Expanding this beyond oral presentation not only captures interest but also expands access for learners who might need closed captions or alternate formats.

Recall topic or idea from information presented in text or media.

Communicate appropriately to express feelings or ideas.

Identify a variety of sources used to gain information. (books, magazines, news, videos, online, etc.)

identify where we can look for information

identify when would we need to find information

discuss how we can remember information that we find

brainstorm how can we share information with others

Answer the question: Is all information accurate or important?

Sort information by accurate/inaccurate, key details/extra information

Actively engage with information presented in a variety of formats, including text.

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.

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.

Ask questions about what a speaker says to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Ask or answer questions to clarify understanding or gain information about a topic

Repeat communication attempt (possibly using different modes) until understood by others or until question is answered.

Actively engage with others to get their attention in order to share an idea, thought or question.

Establish a mode of communication that is understood by others

Establish a mode of communication that flexibly includes age-appropriate topics and skills

Seek opportunities for purposeful interactions with others

Repeat communication attempt until understood

Communicate with others

Ask for assistance

Answer questions

Identify the speaker

Engage with the speaker.

Actively engage with others to get attention.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Communicate using one or more sentences to recount an experience.

Communicate clearly about a personal experience including relevant details

Communicate in an understandable mode with the intent of being understood by others.

participate in interest inventories/surveys about preferences

create a circles graph referencing people who are personal friends or family members and others who are acquaintances or strangers

share personal experiences in a journal or share time

share about familiar things during show and tell

participate in autobiography (All About Me) activities

Actively participate in selection of familiar people, things, events places with which to interact.

Actively engage with familiar people in familiar places, with familiar things, during familiar events.

Express feelings about a familiar topic (person, place, thing, or event).

Select a familiar topic (person place, thing, or event) for discussion.

Actively engage when a personal experience is presented.

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.

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.

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.

Add visuals or audio to enhance a presentation and clarify details.

Add visuals or audio to enhance a story or description of a personal experience.

Choose visuals or audio related to a story or experience.

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Use complete sentences, when appropriate to the task or situation, to provide requested details or clarification.

Communicate to add details or clarify.

Communicate in complete sentences in a manner appropriate to a task or situation.

Communicate using multi-word responses.

Communicate thoughts, feelings and ideas.

Communicate using single words, symbols, gestures, facial expressions, sign language, voice output, etc.

Communicate using tools needed for communication.

Communicate using any mode of communication.

Engage to communicate.

Writing

Write opinion pieces that introduce the topic or book being written about, express 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.

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.

Write opinion pieces that include a clear topic, a stated opinion, reasons supported by evidence or examples, and a conclusion, using linking words and grade-level phonicsbased spelling.

Include a concluding statement in writing.

Use linking words such as and, also to add additional reasons to support an opinion in writing.

Generate written text stating a basic opinion on a topic, and provide a reason musing the linking word “because”.

Generate written text stating a basic opinion on a topic.

Communicate a personal opinion about a topic or book.

Communication opinions to others.

Engage in conversations where opinions are shared.

Begins in grade 3

(Begins in grade 3)

(Begins in Grade 3)

(Begins in grade 3)

Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Write informative pieces that introduce a topic, use facts and definitions to explain ideas, and include a conclusion, using linking words and grade-level phonics-based spelling.

Communicate/select/write to fill in a template that includes a topic sentence, closing statement and one or more supporting facts. (e.g. The important thing about _(Topic)_is _________.

(Topic) is ____.

(Topic) is ____.

(Topic) is ____ but the important thing about _(topic)_ is _____.)

Generate written text about a topic, and provide one fact about the topic.

Generate at least one fact about a topic.

Identify a topic for writing.

Engage in communication that could be captured for writing.

Write narratives to 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.

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.

Write narratives that recount sequenced events with descriptive details, temporal words, and a clear conclusion, using linking words and grade-level phonics-based spelling.

Include words in writing that signal closure.

Include temporal words within text to suggest order of events.

Generate text to communicate a sequence of events that tell a story.

Arrange pictures or text to communicate a sequence of events that tell a story.

Identify actions, thoughts and feelings about a topic.

Identify details about the event.

Select an event to describe.

Engage in events that could be described in writing.

Production and Distribution of Writing

Begins in grade 3

(Begins in grade 3)

(Begins in Grade 3)

(Begins in grade 3)

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 and peers, focus on a topic and strengthen writing as needed by revising and editing.

With adult support, revise and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.

With guidance and support, revise writing to maintain focus on a topic.

With guidance and support, add one or more details to strengthen writing.

With guidance and support, select details to strengthen writing.

Engage in collaborative writing task.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With adult support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support, select and use digital tools to produce and publish writing.

Further develop (organize and add details), a communicated idea for the purpose of writing and publishing.

Use digital tools to capture communicated ideas, thoughts and feelings.

Engage in using digital tools, including assistive technologies

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).

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).

With adult support, recall information from personal experiences or gather information from provided sources to answer a specific question in writing.

Record one or more details from shared research into shared writing.

Participate in shared research and add details to shared writing experiences.

Identify two or more details about a topic that were learned during shared research.

Select two or more books on the same topic to use during shared research.

Participate in a shared experience to contribute to group writing.

Engage in group writing activity.

Recall information from experiences or gather information from provided sources to answer a question.

Recall information from experiences or gather information from provided sources to answer a question.

With adult support, engage in shared and independent research projects by reading multiple texts on a topic, recording observations, and composing short reports using grade-level vocabulary and sentence structure.

Use information from personal experiences or other sources (i.e. Provided sources: text, digital media, social interactions) to answer questions.

Identify information to answer a question in a provided source (printed passage, sentence, paragraph, movie clip, book, etc.).

Identify a question in print.

Engage in question and answer exchanges.

Begins in grade 4

(Begins in grade 4)

(Begins in Grade 4)

Writing Foundations

Write legibly in manuscript and/or cursive:

Write all letters independently, in manuscript and/or cursive, with accuracy and fluency across words and sentences.

Maintain consistent letter size, spacing, alignment, and automaticity of strokes.

Encode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as:

Encode words aligned with scope and sequence of adopted HQIM, such as:

Grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel consonant-e, vowel teams, vowel-r, and consonant-le.

Grade-appropriate high frequency words that are spelled using predictable, decodable phonemegrapheme correspondences, including those that contain only one irregularity.

Encode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as:

Two- and three-consonant blends, including those containing digraphs

Common inflectional suffixes (wishes, wished, wishing)

Common derivational suffixes (e.g., neighborhood, teacher)

Consonant digraphs, trigraphs, and silent-letter combinations

Y as a consonant and a vowel

Common vowel teams, including diphthongs

Hard and soft c and g

Contractions with am, is, has, not, have, would, and will, using apostrophes appropriately

Compound words

Words containing the -ild, -ost, - old, -olt, -ind patterns

Common prefixes (e.g., distract, input)

Write complete sentences demonstrating knowledge of punctuation conventions.

Utilize commas with words in a series in a sentence.

Use apostrophes to form contractions and possessives (e.g., contractions with am, is, has, not (I’m, she’s, don’t).

Use punctuation to set off interjections.

Expand sentences using frequently occurring conjunctions (e.g., because, so, but).

An English learner with significant cognitive disabilities can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

With prompting and support, use an increasing range of strategies to:

With prompting and support, use an emerging set of strategies to:

With prompting and support, use a very limited set of strategies to:

An English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade appropriate speech and writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can speak and write about grade-appropriate complex literary and informational texts and topics.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can conduct research and evaluate and communicate findings to answer questions or solve problems.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can create clear and coherent gradeappropriate speech and text.

With prompting and support:

With prompting and support:

With prompting and support:

listen to and participate in short conversations.

adjectives, adverbs and conjunctions.

answer questions about key details.

communicate simple information about an event or familiar topic.

respond to simple yes or no and whquestions.

use some temporal words and common linking words with increasing control.

compose written text about familiar texts, topics, experiences or events.

express a preference.

sort information from provided sources into categories.

sequence information from read-alouds, simple written texts and oral presentations.

record key information from provided sources.

retell a short sequence of events.

use some learned words, sounds, expressions, and gestures, appropriate for social and academic contexts. (e.g., playground, classroom) showing developing control.

answer simple questions to help determine the meaning of some frequently occurring words and phrases in simple oral discourse, read-alouds and simple written texts about familiar topics, experiences or events.

produce simple sentences on a familiar topic.

participate in shared research projects.

respond to simple yes or no questions about familiar topics.

topics, experiences or events.

recall information from experience.

recognize and use a small number of frequently occurring nouns, verbs,

recognize and use a small number of frequently occurring nouns and verbs.

about a familiar topic or story.

retell parts of a story from read-alouds, simple written texts and oral presentations.

recognize the meaning of a few frequently occurring words in simple oral discourse, read-alouds and simple written texts about familiar topics, experiences or events.

participate in shared research projects.

phrases, some content-specific words, and some idiomatic expressions in simple oral discourse, read-alouds and simple written texts about familiar

respond to simple questions (e.g., yes or no, wh- questions).

determine the meaning of some lessfrequently occurring words and

analyze and critique the arguments of others orally and in writing

use a narrow range of frequently occurring vocabulary and simple sentences with limited control.

recognize the meaning of some words learned through conversations, reading and being read to.

communicate simple information about an event or familiar topic.

provide one reason for the preference about a familiar topic or story.

express a preference about a familiar topic.

label information from provided sources.

recall information from experience.

identify a reason an author or a speaker gives to support the main point of a familiar topic.

provide more than one reason for the preference

tell how one or two reasons support the specific points an author or a speaker makes on a familiar topic.

retell two events in sequence.

express a preference.

identify the main topic or characters.

communicate simple information.

follow simple rules for discussion about familiar topics.

participate in short conversations.

follow some rules for discussion about familiar topics.

communicate simple information about familiar texts, topics, experiences or events.

ask and answer simple questions to exchange ideas or information, or to clarify for understanding.

communicate a few pieces of information about a familiar topic.

listen with occasional participation in short conversations.

produce simple and compound sentences (and at Grade 3, some complex sentences) on familiar topics.

use some frequently occurring linking words with emerging control.

deliver short presentations or information.

compose simple written text about familiar texts, topics, experiences or events.

use an increasing number of learned words, sounds, expressions and gestures appropriate for social and academic contexts. (e.g., playground, classroom) showing increasing control.

participate in shared research projects.

recognize and use an increasing number of nouns, verbs, adjectives, adverbs and conjunctions.

identify a few key words and phrases from read-alouds, simple written texts and oral presentations.

An English Language Learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

An English Language Learner can use a very limited set of strategies to: • identify a few key words and phrases from read-alouds, simple written texts, and oral presentations.

An English Language Learner can use an emerging set of strategies to: • identify some key words and phrases, identify the main topic or message/lesson from read-alouds, simple written texts, and oral presentations.

An English Language Learner can use a developing set of strategies to: identify the main topic or message, answer questions, retell some key details from read-alouds, simple written texts, and oral presentations.

An English Language Learner can use an increasing range of strategies to: • determine the main idea or message, identify or answer questions about some key details that support the main idea/message, retell a variety of stories from read-alouds, written texts, and oral presentations.

An English Language Learner can use a wide range of strategies to: • determine the main idea or message, tell how key details support the main idea, retell a variety of stories from read-alouds, written texts, and oral communications.

An English Language Learner can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing.

An English Language Learner can with support (including context and visual aids), • understand and use a small number of frequently occurring nouns and verbs • respond to simple questions.

An English Language Learner can with support (including visual aids and modeled sentences), • recognize and use some frequently occurring collective nouns (e.g. group) • recognize and use some frequently occurring verbs, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts.

An English Language Learner can with support (including modeled sentences), • use some collective nouns • use the past tense of some frequently occurring irregular verbs • use some frequently occurring adjectives, adverbs, and conjunctions • produce and expand simple and some compound sentences.

An English Language Learner can use collective nouns • use the past tense of frequently occurring irregular verbs • use an increasing number of adjectives, adverbs, and conjunctions • produce and expand simple, compound, and (at Grade 3) a few complex sentences.

An English Language Learner can • use collective and commonly occurring abstract nouns (e.g. childhood) • use the past tense of frequently occurring irregular verbs • use coordinating and commonly used subordinating conjunctions, adjectives, and adverbs • produce and expand simple, compound, and (at Grade 3) some complex sentences.

An English Language Learner can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

An English Language Learner can listen to and occasionally participate in short conversations and respond to simple yes/no and some wh- questions about familiar topics.

An English Language Learner can participate in short conversations, discussions, and written exchanges, take turns, respond to simple yes/no and wh- questions about familiar topics.

An English Language Learner can participate in short discussions and written exchanges, follow the rules for discussion, ask questions to gain information or clarify understanding, respond to the comments of others, contribute his or her own comments about familiar topics and texts.

An English Language Learner can participate in discussions, conversations, and written exchanges, follow the rules for discussion, ask and answer questions, build on the ideas of others, contribute his or her own ideas about a variety of topics and texts.

An English Language Learner can participate in extended discussions, conversations, and written exchanges, follow the rules for discussion, ask and answer questions, build on the ideas of others, express his or her own ideas about a variety of topics and texts.

An English Language Learner can speak and write about grade-appropriate complex literary and informational texts and topics.

An English Language Learner can communicate simple information about familiar texts, topics, experiences, or events.

An English Language Learner can deliver simple oral presentations, compose written text about familiar texts, topics, experiences, or events.

An English Language Learner can deliver short oral presentation, compose written narratives, compose informational texts about familiar texts, topics, experiences, or events.

An English Language Learner can deliver short oral presentations, compose written narratives, compose informational texts about a variety of texts, topics, experiences, or events

An English Language Learner can with some details, deliver oral presentations, compose written narratives, compose informational text about a variety of texts, topics, experiences, or events.

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

An English Language Learner can express an opinion about a familiar topic.

An English Language Learner can express an opinion about a familiar topic or story.

An English Language Learner can express an opinion, give one or more reasons for the opinion about a familiar topic or story

An English Language Learner can introduce a topic, express opinions, give several reasons for the opinions about a variety of topics.

An English Language Learner can introduce a topic, express opinions give several reasons for opinions, and provide a concluding statement about a variety of topics.

An English Language Learner can conduct research and evaluate and communicate findings to answer questions or solve problems.

An English Language Learner can with prompting and support, carry out short individual or shared research projects, gather information from provided sources and label information.

An English Language Learner can with prompting and support, carry out short individual or shared research projects, gather information from provided sources and record some information/ observations in simple notes.

An English Language Learner can with prompting and support, carry out short individual or shared research projects, gather information from provided sources and record some information/ observations in orderly notes.

An English Language Learner can with prompting and support, carry out short individual or shared research projects, recall information from experience, gather information from multiple sources and sort evidence into provided categories.

An English Language Learner can carry out short individual or shared research projects, recall information from experience, gather information from multiple sources and sort evidence into provided categories

An English Language Learner can analyze and critique the arguments of others orally and in writing.

An English Language Learner can with prompting and support, use a few frequently occurring words and phrases to identify a point an author or a speaker makes.

An English Language Learner can with prompting and support, identify areas on an author or a speaker gives to support the main point.

An English Language Learner can  tell how one or two reasons support the main point an author or a speaker makes

An English Language Learner can tell how one or two reasons support the specific points an author or a speaker makes.

An English Language Learner can describe how reasons support the specific points an author or a speaker makes.

An English Language Learner can .adapt language choices to purpose, task, and audience when speaking and writing.

An English Language Learner can  recognize the meaning of some words learned through conversations, reading, and being read to.

An English Language Learner can show increasing awareness of differences between informal “playground speech” and language appropriate to the classroom, use some words learned through conversations, reading, and being read to.

An English Language Learner can compare examples of the formal and informal use of English, (atGrade3),use an increasing number of general academic and content-specific words in conversations and discussions.

An English Language Learner can adapt language choices, as appropriate, to formal and informal contexts (at Grade 3), use a wider range of general academic and content- specific words in conversations and discussions.

An English Language Learner can adapt language choices, as appropriate, to formal and informal contexts • (at Grade 3),use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts.

An English Language Learner can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.

An English Language Learner can relying heavily on visual aids, context, and knowledge of morphology in his or her native language, • recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

An English Language Learner can using context, visual aids, and knowledge of morphology in his or her native language, • ask and answer questions about the meaning of frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

An English Language Learner can using context, some visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of less-frequently occurring words and phrases, content-specific words, and some idiomatic expressions in oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

An English Language Learner can using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes),  determine the meaning of less-frequently occurring words and phrases and some idiomatic expressions,(at Grade 3 )some general academic and content specific vocabulary in oral discourse, read-alouds, and written texts about a variety of topics, experiences, or events.

An English Language Learner can using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as -ed, -ing, and some common prefixes), determine the meaning of less-frequently occurring words, phrases, some idiomatic expressions, (at Grade 3) some general academic and content specific vocabulary in oral presentations and written texts about a variety of topics, experiences, or events.

An English Language Learner can create clear and coherent grade-appropriate speech and text.

An English Language Learner can with support (including context and visual aids), and using non-verbal communication, • communicate simple information about an event or topic, use a narrow range of vocabulary and syntactically simple sentences with limited control.

An English Language Learner can with support (including visual aids and modeled sentences), Communicate simple information about a topic, recount two events in sequence, use frequently occurring linking words (e.g., and, then) with emerging control.

An English Language Learner can with support (including modeled sentences), • present a few pieces of information about a topic  recount a short sequence of events, use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control.

An English Language Learner can with increasingly independent control, • introduce an informational topic • present facts about the topic • recount a sequence of events, using temporal words (before, after, soon) • use linking words(e.g., because, and, also) to connect ideas or events.

An English Language Learner can with independent control, • introduce an informational topic • present facts about the topic • use temporal words to recount a coherent sequence of events, • use linking words (e.g., because, and, also) to connect ideas and events • provide a concluding statement about the topic.