For the North Dakota Department of Public Instruction Comparison of the Common Core State Standards for the English Language Arts to the North Dakota English Language Arts Content Standards, Grade 2

June 2010

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  Document Overview

This document is a tool for understanding the relationship between the Common Core State Standards for English Language Arts and the North Dakota English Language Arts Content and Achievement Standards. It is organized by the Common Core standards and presents an analysis, done from the perspective of the Common Core, of how content in the Common Core standards is represented in the North Dakota standards. A paired document is available that is organized by the North Dakota standards, and the analysis in that document is presented from the North Dakota perspective. Educators and others can use this document as a map from each Common Core standard to the specific benchmarks in North Dakota that address the same or similar content, allowing users to track where particular student knowledge and skills in the Common Core are addressed in the North Dakota standards. The analysis used two categories of criteria to compare the Common Core and North Dakota: content alignment and rigor. Content alignment characterizes the nature of the content match between the Common Core and North Dakota standards. A Strong match indicates the North Dakota benchmark fully addresses the content of the Common Core standard. A Partial match is assigned when the North Dakota content either does not offer the same level of Specificity as the Common Core standard, does not cover the complete Scope of the Common Core standard, differs importantly in its Emphasis and Phrasing, or provides only an Implied coverage of the content. If more than one of the issues just described characterizes the coverage of the Common Core content by North Dakota, the alignment is identified as Weak. Finally, if content in the Common Core is not be aligned to in North Dakota benchmarks, it is marked as Not Addressed. The standards were also compared to identify relative Rigor. A benchmark was counted more rigorous over the other when higher demands are made of students, either because mastery of content is expected at an earlier grade, or the expectations regarding the content are significantly more challenging, or both. Cases where content is required at an earlier grade but is less difficult, are not counted as a rigor issue in the grade-level graphs; however, such cases are noted in the comments so that users may review them and consider the discrepancy. The grade level graphs provide a quick overview of how commonly the different types of alignments were found and how the documents differed in level of rigor (for an example, see the graph for kindergarten on the next page). This comparison is the product of a careful review of both documents by content experts. As with any such work, individuals may differ in their interpretation of content and some disagreement concerning specific matches and ratings are inevitable. The content description ratings and rigor designations are provided as a tool to help users understand general trends in the relationship between the two documents; they are not designed as a final critique or absolute evaluation of either document. As a tool, this comparison provides specific information that will help inform discussions about the Common Core as it relates to current expectations in North Dakota schools.

Grade 2

PAGE 3

Grade  2,  Common  Core  Compared  to  North  Dakota How well the Common Core English language arts content is addressed in the North Dakota standards at this grade is summarized in two categories, content alignment and rigor. The findings are depicted in the graphs below. Content alignment characterizes the nature of the content match between the Common Core and North Dakota standards. A Strong match indicates North Dakota fully addresses the content of the Common Core benchmark. A Partial match is assigned when the North Dakota benchmark either does not offer the same level of Specificity as the Common Core content, does not cover the complete Scope of the Common Core, differs importantly in its Emphasis and Phrasing, or provides only an Implied coverage of the content. If more than one of the issues just described characterizes the coverage of Common Core content by North Dakota, the alignment is identified as Weak. Finally, if content in the Common Core could not be aligned to North Dakota benchmarks, it is marked as Not Addressed. The standards were also compared to identify relative Rigor. A benchmark was counted more rigorous over the other when higher demands are made of students, either because mastery of content is expected at an earlier grade, or the expectations regarding the content are significantly more challenging, or both.

Content  alignments  across  all  standards*   Weak   9%  

Strong   32%  

ND  is  more   rigorous   14%  

Equivalent   or  not   applicable     57%  

Specificity   30%  

Par@al   59%  

Rigor  

Emphasis  and   phrasing   25%   Scope   4%   Implied   0%  

*2%  of  standards  at  this  grade  were  not  addressed  in  the  North  Dakota  benchmarks   A summary of how well North Dakota addressed content found in the Common Core standards. See above for a discussion about the alignment categories.

Grade 2

Content in the documents was compared for the relative demands placed on students. The graph displays the percentage of benchmarks that were more rigorous, by document. A significant percentage of the content was either equivalent in rigor between the two standards, or could not be rated for rigor (e.g., when content was not addressed by both documents). See discussion above for more information.

PAGE 4

Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards

Partial (specificity)

CC is more specific about questioning.

2.2.10.

Use strategies to improve comprehension e.g., summarize, fact and opinion, compare and contrast, inferences, drawing conclusions, questioning, clarify

Partial (emphasis and phrasing)

Content is similar, with some difference in emphasis and phrasing.

2.2.11.

Locate the main idea and identify supporting details of a text

Content is similar, with some difference in phrasing. CC content is in grade 2. ND content is in grade 1.

1.2.1.

Read a variety of genres i.e., fiction, folk tales, poetry, and nonfiction-informational

Content is similar, with some difference in emphasis and phrasing.

2.2.7.

Recall/retell details/events in sequence

ND

Content is similar, but there is a significant difference in emphasis and phrasing. CC content is in grade 2. ND content is in grade 1.

1.2.13.

Locate the main idea and identify supporting details of a text

CC

Content is similar, but there is a significant difference in emphasis and phrasing. CC content is in grade 2. ND content is in grade 5.

5.2.4.

Compare and contrast characteristics of a variety of fiction genres i.e., mysteries, poetry, legends, novels, historical fiction, science fiction, myths, plays, and fables

CC is more specific about the

2.2.2.

Describe the elements of a fiction text i.e., setting, characters, events,

Grade 2 Reading Standards for Literature (RL)

Key Ideas and Details 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2.RL.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Partial (emphasis and phrasing)

Weak

2.RL.3

Describe how characters in a story respond to major events and

Partial

ND

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 5

Common Core Standards challenges.

Craft and Structure 2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Content Alignment (specificity)

More Rigor*

Comments

North Dakota Content Standards

relationship of characters to events.

problem, and resolution/solution

Weak

Content is similar, but there are significant differences in emphasis.

2.2.6.

Make and confirm/disconfirm predictions about what will happen in longer stories with increasingly complex plots

Partial (emphasis and phrasing)

Content is similar, with some difference in emphasis and phrasing. CC content is in grade 2. ND content is in grade 3. ND is more difficult by requiring students to use literary devices.

3.6.7.

Use and interpret similes, metaphors, onomatopoeia and alliteration in oral and written messages

CC

Content is similar, with some difference in emphasis. CC content is in grade 2. ND content is in grade 7.

7.2.9.

Identify sound devices in literary texts i.e., alliteration, onomatopoeia, rhyme, repetition, and rhythm

ND

Content is similar, with some difference in emphasis. CC content is in grade 2. ND content is in grade 1.

1.2.2.

Explain elements of a story i.e., characters, events, setting, and ending

2.RL.5

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

Partial (emphasis and phrasing)

2.RL.6

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Weak

Content is similar, but there are significant difference in emphasis. CC includes understanding differences in character's point of view.

2.2.14.

Demonstrate fluency, reading in meaningful phrases: clear, at an appropriate rate, with expression and accuracy

Partial (emphasis and phrasing)

Content is similar, with some differences in emphasis.

2.2.2.

Describe the elements of a fiction text i.e., setting, characters, events, problem, and resolution/solution

Integration of Knowledge and Ideas 2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 6

Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards

CC specifies comparing versions of the same story. CC is in grade 2. ND is in grade 4.

4.2.3.

Compare and contrast texts i.e., fiction to fiction, fiction to nonfiction, and nonfiction to nonfiction

CC content includes a means for determining text complexity beyond genre types.

2.2.1.

Read a variety of genres i.e., fiction including realistic, fantasy, folktales, and nonfiction including informational, biographies, and autobiographies

setting, or plot. 2.RL.8

(Not applicable to literature)

2.RL.9

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

Partial (specificity)

Range of Reading and Level of Text Complexity 2.RL.10 By the end of the year, read and Partial (scope) 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.

CC

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

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Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards

Reading Standards for Informational Text (RI)

Key Ideas and Details 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Strong CC is more specific about questioning.

2.2.10.

Use strategies to improve comprehension e.g., summarize, fact and opinion, compare and contrast, inferences, drawing conclusions, questioning, clarify

CC includes identifying the main idea of each paragraph.

2.2.11.

Locate the main idea and identify supporting details of a text

CC specifies history, science, and technical topics. CC content is in grade 2. ND content is in grade 5.

5.1.1.

Generate connections between issues, texts, and topics of interest

Strong

2.2.13.

Read a variety of vocabulary embedded in authentic text

Strong

2.2.3.

Describe the features of a nonfiction text i.e., table of contents, index, topic headings, bold-faced words, and glossary

3.2.4.

Use glossaries, table of contents, and indexes to locate information

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Partial (scope)

2.RI.3

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

Partial (scope)

2.RI.5

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.

Locate the main idea and identify supporting details of a text

Partial (specificity)

2.RI.2

Craft and Structure 2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

2.2.11.

CC

CC

CC content is in grade 2. ND content is in grade 3.

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 8

Common Core Standards

Content Alignment Partial (emphasis and phrasing)

Weak

2.RI.6

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

Integration of Knowledge and Ideas 2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

More Rigor*

CC

Partial (emphasis and phrasing)

Comments

North Dakota Content Standards

Content is similar, with some difference in emphasis and phrasing. CC content is in grade 2. ND content is in grade 5. ND content is more difficult.

5.2.3.

Analyze characteristics of nonfiction text i.e., headings, subheadings, captions, graphics, tables, and conventions of print

Content is similar, but there are significant differences in emphasis. CC content is in grade 2. ND content is in grade 3.

3.5.2.

Recognize characteristics of common types of media e.g., books, magazines, newspapers, cartoons, radio, television, films, electronic sources

Content is similar, with some difference in emphasis and phrasing.

2.2.11.

Locate the main idea and identify supporting details of a text

Strong

CC

CC is in grade 2. ND is in grade 3. CC is more difficult because students must understand the use of an image or graphic

3.2.2.

Identify characteristics of expository text i.e., headings, subheadings, captions, graphics, tables, and conventions of print

CC

CC is more difficult because students must describe how details support the main idea.

2.2.11.

Locate the main idea and identify supporting details of a text

CC is more specific about comparison.

2.2.10.

Use strategies to improve comprehension e.g., summarize, fact and opinion, compare and contrast, inferences, drawing conclusions, questioning, clarify

CC content includes a means for determining text complexity.

2.2.1.

Read a variety of genres i.e., fiction including realistic, fantasy, folktales, and nonfiction including

2.RI.8

Describe how reasons support specific points the author makes in a text.

Strong

2.RI.9

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

Partial (specificity)

Range of Reading and Level of Text Complexity 2.RI.10 By the end of year, read and Partial (scope) comprehend informational texts, including history/social studies,

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 9

Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards

science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

informational, biographies, and autobiographies

Reading Standards: Foundational Skills (RF)

Print Concepts 2.RF.1 (Ends in grade 1) Phonological Awareness 2.RF.2 (Ends in grade 1) Phonics and Word Recognition 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Strong

2.2.12.

Use meaning, syntax, and phonics clues to decode new words when reading

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Strong

2.2.4.

Apply knowledge of letter/sound relationships when reading, including consonant blend and long and short vowel patterns

b. Know spelling-sound correspondences for additional common vowel teams.

Strong

2.2.4.

Apply knowledge of letter/sound relationships when reading, including consonant blend and long and short vowel patterns

c. Decode regularly spelled twosyllable words with long vowels.

Partial (specificity)

CC is more specific.

2.2.5.

Use knowledge of phonics to decode words with a variety of spelling patterns

d. Decode words with common prefixes and suffixes.

Strong

CC content is in grade 2. ND content is in grade 3.

3.2.5.

Use word recognition strategies to determine the meaning of unfamiliar words and make sense

CC

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 10

Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards of text i.e., synonyms/antonyms, prefixes/suffixes, words with multiple meanings, and context clues

e. Identify words with inconsistent but common spelling-sound correspondences.

Partial (specificity)

CC is more specific.

2.2.5.

Use knowledge of phonics to decode words with a variety of spelling patterns

f. Recognize and read gradeappropriate irregularly spelled words.

Partial (emphasis and phrasing)

Content is similar, with some difference in emphasis and phrasing.

2.2.13.

Read a variety of vocabulary embedded in authentic text

2.2.15.

Use reading to be informed, persuaded, and entertained

Fluency 2.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding.

Strong

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 11

Common Core Standards b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

Content Alignment Strong

More Rigor*

Comments

North Dakota Content Standards 2.2.14.

Demonstrate fluency, reading in meaningful phrases: clear, at an appropriate rate, with expression and accuracy

Partial (emphasis and phrasing)

CC

Content is similar, with some differences in emphasis and phrasing. CC content is in grade 2. ND content is in grade 3.

3.2.5.

Use word recognition strategies to determine the meaning of unfamiliar words and make sense of text i.e., synonyms/antonyms, prefixes/suffixes, words with multiple meanings, and context clues

Partial (specificity)

ND

CC is more specific. CC content is in grade 2. ND content is in grade 1.

1.3.6.

Produce an organized piece with a beginning, middle, and end

CC

CC is more specific. CC content is in grade 2. ND content is in grade 3.

3.3.1.

Select ideas and information to persuade, entertain, or inform using a specific genre of writing i.e., narrative, personal persuasive, traditional tale, poetry

CC

Content is similar, but there are significant differences in emphasis and phrasing. CC content is in grade 2. ND content is in grade 3.

3.6.1.

Use parts of speech i.e., noun, verb, pronoun, adjective, adverb, prepositions, conjunctions

Writing Standards (W)

Text Types and Purposes 2.W.1 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.

Weak

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 12

Common Core Standards 2.W.2

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

Content Alignment Strong

Partial (specificity)

Partial (emphasis and phrasing)

2.W.3

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.

More Rigor*

ND

Comments

2.3.4.

Use a specific genre to match the purpose i.e., personal, expository, narrative, informational, journal writing

CC is more specific.

2.3.8.

Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing

Content is similar, with some differences in emphasis and phrasing. CC content is in grade 2. ND content is in grade 1.

1.3.6.

Produce an organized piece with a beginning, middle, and end

2.3.4.

Use a specific genre to match the purpose i.e., personal, expository, narrative, informational, journal writing

CC is more specific. CC content is in grade 2. ND content is in grade 1.

1.3.6.

Produce an organized piece with a beginning, middle, and end

CC is more specific.

2.3.8.

Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing

Strong

Partial (specificity) Partial (specificity)

ND

North Dakota Content Standards

Production and Distribution of Writing 2.W.4 (Begins in grade 3)

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 13

Common Core Standards 2.W.5

2.W.6

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

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

Content Alignment Strong

Strong

More Rigor* ND

Comments

North Dakota Content Standards

CC content is in grade 1. ND content is in grade 2.

1.3.13.

Reread written work to check for spelling of known words and punctuation e.g., periods, question marks, exclamation points

2.3.9.

Check written work for meaning and syntax

2.3.10.

Analyze written work for ideas, word choice, and organization

2.3.11.

Use proofreading marks to edit written work for conventions i.e., punctuation, spelling, capitalization

CC

CC content is in grade 2. ND content is in grade 3.

3.3.9.

Use reference tools to edit writing i.e., dictionary, thesaurus, word wall, classroom library, word processor

CC

CC content is in grade 2. ND content is in grade 8.

8.3.13.

Use computer technology to present written work

Partial (specificity)

CC specifies digital tools.

2.3.12.

Select grade appropriate tools for writing i.e., dictionary, thesaurus, word wall, classroom/library texts

Weak

CC includes collaboration. Content is similar, with some difference in emphasis and phrasing.

2.3.15.

Share final copy with peers, teachers, and/or family members

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 14

Common Core Standards

Content Alignment Research to Build and Present Knowledge 2.W.7 Participate in shared research and Strong writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Partial (emphasis and phrasing)

2.W.8

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

2.W.9

(Begins in grade 4)

Partial (emphasis and phrasing)

More Rigor*

Comments

North Dakota Content Standards

ND

ND content is more difficult because it is not shared research.

2.1.1.

Choose a research topic

ND

ND content is more difficult because it is not shared research.

2.1.2.

List questions related to a topic of study

ND

Content is similar, with some difference in emphasis and phrasing. ND content is more difficult because it is not shared research.

2.1.4.

Report on a topic orally or in written format

Content is similar, with some differences in emphasis.

2.3.2.

Gather and organize ideas drawn from a variety of sources e.g., prior knowledge, classroom/library references

2.4.2.

Actively listen to the speaker

Range of Writing 2.W.10 (Begins in grade 3) Speaking and Listening Standards (SL)

Comprehension and Collaboration 2.SL.1 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

Strong

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 15

Common Core Standards

Content Alignment

More Rigor*

Comments

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).

2.SL.2

2.SL.3

North Dakota Content Standards

2.4.5.

Stay on topic while speaking

Partial (specificity)

CC specifies gaining the floor respectfully.

2.4.4.

Take turns speaking in conversation

Partial (emphasis and phrasing)

Content is similar, with some differences in phrasing.

2.4.6.

Participate as an active listener and speaker in any group discussion

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

Partial (specificity)

CC specifies linking their comments to the remarks of others.

2.4.4.

Take turns speaking in conversation

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

Partial (specificity)

CC specifies the purpose for questioning as clarification. CC content is in grade 2. ND content is in grade 1.

1.4.6.

Formulate and respond appropriately to questions

Recount or describe key ideas or details from a text read aloud or information presented orally or through media.

Strong

2.5.4.

Analyze the main idea and supporting details of a media message such as an advertisement

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.

Partial (specificity)

ND

CC

CC content is in grade 2. ND content is in grade 6.

6.4.4.

Summarize key ideas of a speaker

ND

CC specifies purpose for questioning. CC content is in grade 2. ND content is in grade 1.

1.4.6.

Formulate and respond appropriately to questions

Presentation of Knowledge and Ideas *  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 16

Common Core Standards 2.SL.4

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

Content Alignment Strong

More Rigor*

Comments

North Dakota Content Standards

CC content is in grade 2. ND content is in grade 3. ND is more difficult because it requires students use appropriate pitch and tone.

3.4.3.

Use pitch, volume, and tone appropriate to the speaking situation

Weak

CC

Content is similar, but there are significant differences in emphasis and phrasing. CC content is in grade 2. ND content is in grade 3.

3.4.1.

Organize oral presentations to inform, demonstrate, entertain, or persuade from an organized plan i.e., factual and personal persuasive, informational, poetry

ND

Content is similar, with some difference in emphasis and phrasing. CC content is in grade 2. ND content is in Kindergarten.

K.3.9.

Communicate meaning through drawing e.g., setting, characters

CC is more specific.

2.6.1.

Use sentences to convey a message

2.SL.5

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.

Partial (emphasis and phrasing)

2.SL.6

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.)

Partial (specificity)

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 17

Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards

CC specifies collective nouns.

2.6.2.

Use parts of speech i.e., proper and common nouns, pronouns, verbs, adjectives, adverbs

CC specifies frequently occurring irregular plural nouns. CC content is in grade 2. ND content is in grade 1.

1.6.2.

Use developmentally-appropriate parts of speech i.e., proper and common nouns, singular and plural nouns, pronouns, and verbs

CC specifies reflexive pronouns.

2.6.2.

Use parts of speech i.e., proper and common nouns, pronouns, verbs, adjectives, adverbs

Language Standards (L)

Conventions of Standard English 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group).

Partial (specificity)

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

Partial (specificity)

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

Partial (specificity)

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

Partial (specificity)

CC

CC specifies frequently occurring irregular verbs. CC content is in grade 2. ND content is in grade 3.

3.6.3.

Use verb tenses i.e., past, present, future

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

Partial (emphasis and phrasing)

CC

Content is similar, with some difference in emphasis and phrasing. CC content is in grade 2. ND content is in grade 3. CC is more difficult.

3.6.1.

Use parts of speech i.e., noun, verb, pronoun, adjective, adverb, prepositions, conjunctions

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

Partial (emphasis and phrasing)

CC

Content is similar, with some difference in emphasis and phrasing. CC content is in grade 2. ND content is in grade 3. CC is more difficult.

3.6.2.

Use subjects and predicates in simple and compound sentences

ND

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 18

Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards

CC specifies types of proper nouns.

2.6.4.

Use capitalization i.e., proper nouns, beginning of sentences, titles

2.6.5.

Use conventions of punctuation i.e., period, question mark, exclamation marks, commas, quotation marks

watched by the little boy). 2.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names.

Partial (specificity)

b. Use commas in greetings and closings of letters.

Strong

c. Use an apostrophe to form contractions and frequently occurring possessives.

Strong

Strong

CC

CC content is in grade 2. ND content is in grade 3.

3.6.5.

Use conventions of punctuation i.e., ending punctuation, commasin a series, with a conjunction, dates, city and state, greeting and closing of a letter, direct quotations, titles of books

CC

CC content is in grade 2. ND content is in grade 3.

3.6.6.

Use principles of spelling e.g., double final consonant following short vowel, contractions, homophones

CC content is in grade 2. ND content is in grade 4. ND is more difficult because it is not limited to frequently occurring possessives.

4.6.5.

Use conventions of punctuation i.e., ending punctuation, commas – with a conjunction and contractions, apostrophes in the possessive, underlining, quotation marks, italics for titles of documents, parentheses

CC content is in grade 2. ND content is in grade 5.ND is more difficult

5.6.5.

Use conventions of punctuation i.e., ending punctuation,

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

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Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards

because it is not limited to frequently occurring possessives.

Partial (specificity)

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

Partial (specificity)

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

Partial (emphasis and phrasing)

apostrophes in the possessive case, colon to introduce a list, use of semicolons to connect independent clauses

CC

CC content is in grade 2. ND content is in grade 6.

6.6.3.

Use grade-appropriate mechanics and usage i.e., Capitalization: I, Proper Nouns, Proper Adjectives, and in sentences; Punctuation; end marks, quotation marks in dialogue, comma in a compound sentence, items in series, apostrophe, Usage: homonyms, spelling strategies for grade appropriate conventions of spelling

CC

CC is more specific. CC content is in grade 2. ND content is in grade 7.

7.6.1.

Use grade-appropriate conventions of grammar i.e., capitalization: dialogue, title of people and things; punctuation: commas, quotation marks, apostrophes, colons/business letters and in time, underlining/italicizing; usage: double negatives

CC is more specific.

2.6.6.

Use principles of spelling

Content is similar, with some difference in emphasis. CC content is in grade 2. ND content is in Kindergarten.

K.1.2.

Use developmentally appropriate reference tools to gather information e.g., picture dictionary, ABC chart, nonfiction books

Content is similar, with some difference in emphasis.

2.1.3.

Use a variety of reference tools to access information i.e., tables of

ND

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 20

Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards contents, dictionaries, and Internet

Knowledge of Language 2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English.

Partial (emphasis and phrasing)

CC

Content is similar, with some difference in emphasis. CC content is in grade 2. ND content is in grade 8.

8.6.4.

Identify social differences in language e.g., the use of slang, cliché, formal and informal styles

Content is similar, with some difference in emphasis and phrasing.

2.2.12.

Use meaning, syntax, and phonics clues to decode new words when reading

CC

Content is similar, with some difference in emphasis and phrasing. CC content is in grade 2. ND content is in grade 3.

3.2.5.

Use word recognition strategies to determine the meaning of unfamiliar words and make sense of text i.e., synonyms/antonyms, prefixes/suffixes, words with multiple meanings, and context clues

CC

CC is more specific. CC content is in grade 2. ND content is in grade 3.

3.2.5.

Use word recognition strategies to determine the meaning of unfamiliar words and make sense of text i.e., synonyms/antonyms, prefixes/suffixes, words with multiple meanings, and context

Vocabulary Acquisition and Use 2.L.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.

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

Partial (emphasis and phrasing)

Partial (specificity)

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 21

Common Core Standards

Content Alignment

More Rigor*

Comments

North Dakota Content Standards clues

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

2.L.5

Partial (emphasis and phrasing)

CC

Content is similar, with some difference in emphasis and phrasing. CC content is in grade 2. ND content is in grade 5.

5.2.7.

Use word reference resources to determine word meaning i.e., dictionary, thesaurus, and Greek/Latin root histories

Weak

CC

Content is similar, but there is a significant difference in emphasis. CC content is in grade 2. ND content is in grade 4.

4.6.6.

Use principles of spelling e.g., double final consonant following short vowel, roots, suffixes, prefixes

CC specifies digital resources as well as print.

2.3.12.

Select grade appropriate tools for writing i.e., dictionary, thesaurus, word wall, classroom/library texts

CC specifies digital resources as well as print. CC content is in grade 2. ND content is in grade 3.

3.2.6.

Use word reference aids to determine word meaning; e.g., dictionary, thesaurus, and glossary

Weak

CC specifies digital resources as well as print. The CC content emphasizes the skill, while the ND content emphasizes the concept.

2.2.3.

Describe the features of a nonfiction text i.e., table of contents, index, topic headings, bold-faced words, and glossary

Partial (emphasis

Content is similar, with some

2.2.8.

Relate text-to-self, text-to-text, and

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

Not addressed

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

Partial (specificity) CC

Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g.,

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 22

Common Core Standards describe foods that are spicy or juicy).

2.L.6

Content Alignment and phrasing)

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

Partial (specificity)

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).

Partial (specificity)

Partial (emphasis and phrasing)

More Rigor*

Comments

North Dakota Content Standards

differences in emphasis and phrasing. CC

text-to-world connections

CC is more specific about synonyms. CC content is in grade 2. ND content is in grade 3.

3.2.5.

Use word recognition strategies to determine the meaning of unfamiliar words and make sense of text i.e., synonyms/antonyms, prefixes/suffixes, words with multiple meanings, and context clues

CC is more specific.

2.3.6.

Incorporate vocabulary into writing

CC is more specific.

2.4.1.

Use grade-appropriate speaking vocabulary

Content is similar, with some difference in emphasis and phrasing.

2.6.2.

Use parts of speech i.e., proper and common nouns, pronouns, verbs, adjectives, adverbs

*  Rigor: CC: Common Core standards are more rigorous; ND: North Dakota standards are more rigorous. Grade 2

PAGE 23