FCSU ELA CURRICULUM – GRADE 2

Second Grade

Reading: Literature Standard

Marzano Learning Target The student will:

RL.2.1

Ask and answer such questions as who, what, where, when, Recognize or recall specific vocabulary, such as: why, and how to demonstrate understanding of key details in • answer, ask, detail, question, text Perform basic processes, such as: a text. • answer teacher-provided questions such as Who?, What?, Where?, When?, Why?, and How? to demonstrate understanding of key details in a levelappropriate text

RL.2.2

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

RL.2.3

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

RL.2.4

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

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Recognize or recall specific vocabulary, such as: • central idea, culture, diverse, fable, focus, folktale, lesson, message, moral, paragraph, story, text Perform basic processes, such as: • recount level-appropriate stories, including fables and folktales from diverse cultures Recognize or recall specific vocabulary, such as: • challenge, character, event, respond, story Perform basic processes, such as: • recognize or recall how characters in a level-appropriate story respond to major events and challenges Recognize or recall specific vocabulary, such as: • alliteration, beat, meaning, poem, rhyme, rhythm, song, story, verb • adjective, distinguish, meaning, related, shade of meaning, verb Perform basic processes, such as: • identify examples of regular beats, alliteration, rhymes, and repeated lines in level-appropriate stories, poems, or songs 01,• use teacher-provided tools to determine the meanings of words and phrases in a level-appropriate text

FCSU ELA CURRICULUM – GRADE 2

Reading: Literature Standard

RL.2.5

RL.2.6

Marzano Learning Target The student will:

Describe the overall structure of a story, including describing Recognize or recall specific vocabulary, such as: • action, beginning, bold print, caption, conclude, electronic menu, ending, how the beginning introduces the story and the ending fact, glossary, icon, index, information, introduce, story, structure, subheading, concludes the action. text, text feature Perform basic processes, such as: • identify level-appropriate examples of text structures (e.g., beginning, ending) Acknowledge differences in the points of view of characters, Recognize or recall specific vocabulary, such as: including by speaking in a different voice for each character • answer, character, dialogue, point of view, purpose, question, text, topic Perform basic processes, such as: when reading dialogue aloud. • identify what various characters are saying in a level-appropriate story • recognize the author’s purpose in writing a level-appropriate text when provided with options

RL.2.7

Use information gained from the illustrations and words in a Recognize or recall specific vocabulary, such as: • character, clarify, contribute, diagram, digital, illustration, image, print or digital text to demonstrate understanding of its information, plot, print, setting, text characters, setting, or plot. Perform basic processes, such as: • describe the information provided by specific images in a level-appropriate text

RL.2.9

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

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Recognize or recall specific vocabulary, such as: • author, compare, contrast, culture, story, version Perform basic processes, such as: • recognize or recall differences between two or more versions of the same level-appropriate story

FCSU ELA CURRICULUM – GRADE 2

Reading: Literature Standard

RL.2.10

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Marzano Learning Target The student will:

By the end of the year, read and comprehend literature, Recognize or recall specific vocabulary, such as: including stories and poetry, in the grades 2-3 text complexity • accuracy, expression, informational, literature, orally, purpose, rate, text band proficiently, with scaffolding as needed at the high end Perform basic processes, such as: of the range. • read below-level text with purpose and understanding • read below-level text orally with accuracy, appropriate rate, and expression on successive readings • read level-appropriate literature and informational text using teacherdirected comprehension strategies (modeling, predicting, questioning, graphic organizers/scaffolding, reciprocal reading)

FCSU ELA CURRICULUM – GRADE 2

Reading: Informational Text

Standard

RI.2.1

Ask and answer such questions as who, what, where, when, Recognize or recall specific vocabulary, such as: why, and how to demonstrate understanding of key details in • answer, ask, detail, question, text Perform basic processes, such as: a text. • answer teacher-provided questions such as Who?, What?, Where?, When?, Why?, and How? to demonstrate understanding of key details in a levelappropriate text

RI.2.2

Identify the main topic of a multiparagraph text as well as the Recognize or recall specific vocabulary, such as: • central idea, culture, diverse, fable, focus, folktale, lesson, message, focus of specific paragraphs within the text. moral, paragraph, story, text Perform basic processes, such as: • identify the central idea of a multiparagraph grade-appropriate text • recognize or recall the central message, lesson, or moral of gradeappropriate stories, including fables and folktales

RI.2.3

RI.2.4

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Marzano Learning Target The student will:

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

Recognize or recall specific vocabulary, such as: • concept, connection, event, idea, procedure, series, text Perform basic processes, such as: • map out the connections between a series of events, ideas, or steps in a levelappropriate text using a teacher-provided template or graphic organizer

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

Recognize or recall specific vocabulary, such as: • meaning, text • adjective, adverb, conversation, respond, text Perform basic processes, such as: • recognize or recall the meaning of grade-appropriate general academic and domain-specific words and phrases

FCSU ELA CURRICULUM – GRADE 2

Reading: Informational Text

Standard

RI.2.5

Know and use various text features (e.g., captions, bold print, Recognize or recall specific vocabulary, such as: subheadings, glossaries, indexes, electronic menus, icons) to • action, beginning, bold print, caption, conclude, electronic menu, ending, fact, glossary, icon, index, information, introduce, story, structure, locate key facts or information in a text efficiently. subheading, text, text feature Perform basic processes, such as: • identify level-appropriate examples of text structures (e.g., beginning, ending) • identify text features of level-appropriate informational texts (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons)

RI.2.6

Identify the main purpose of a text, including what the author Recognize or recall specific vocabulary, such as: • answer, character, dialogue, point of view, purpose, question, text, topic wants to answer, explain, or describe. Perform basic processes, such as: • identify what various characters are saying in a level-appropriate story • recognize the author’s purpose in writing a level-appropriate text when provided with options

RI.2.7

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

Recognize or recall specific vocabulary, such as: • character, clarify, contribute, diagram, digital, illustration, image, information, plot, print, setting, text Perform basic processes, such as: • describe the information provided by specific images in a level-appropriate text

RI.2.8

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

Recognize or recall specific vocabulary, such as: • author, point, reason, support, text Perform basic processes, such as: • identify the reasons the author gives to support specific points in a levelappropriate text

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Marzano Learning Target The student will:

FCSU ELA CURRICULUM – GRADE 2

Reading: Informational Text

Standard

RI.2.9

Compare and contrast the most important points presented Recognize or recall specific vocabulary, such as: • compare, contrast, point, text, topic by two texts on the same topic. Perform basic processes, such as: • identify the most important points in two level-appropriate texts on the same topic

RI.2.10

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.

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Marzano Learning Target The student will:

Recognize or recall specific vocabulary, such as: • accuracy, expression, informational, literature, orally, purpose, rate, text Perform basic processes, such as: • read below-level text with purpose and understanding • read below-level text orally with accuracy, appropriate rate, and expression on successive readings • read level-appropriate literature and informational text using teacherdirected comprehension strategies (modeling, predicting, questioning, graphic organizers/scaffolding, reciprocal reading)

FCSU ELA CURRICULUM – GRADE 2

Reading: Foundational Text

Standard

RF.2.3

Know and apply grade-level phonics and word analysis skills Recognize or recall specific vocabulary, such as: • correspondence, irregular, long vowel, regular, sound, syllable, word in decoding words. Perform basic processes, such as: Distinguish long and short vowels when reading regularly • distinguish long and short vowels when reading regularly spelled one-syllable spelled one-syllable words. words • recognize spelling-sound correspondences for additional common vowel Know spelling-sound correspondences for additional teams common vowel teams. • recognize grade-appropriate irregularly spelled words

RF.2.3.A

RF.2.3.B

RF.2.3.C

RF.2.3.D RF.2.3.E

RF.2.3.F

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Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words.

Marzano Learning Target The student will:

FCSU ELA CURRICULUM – GRADE 2

Reading: Foundational Text

Standard

RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

RF.2.4.A

Read grade-level text with purpose and understanding.

RF.2.4.B

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

RF.2.4.C

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

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Marzano Learning Target The student will:

FCSU ELA CURRICULUM – GRADE 2

Writing

Standard

Marzano Learning Target The student will:

W.2.1

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.

Recognize or recall specific vocabulary, such as: • concluding statement, connect, introduce, linking, opinion, reason, support, topic Perform basic processes, such as: • complete a teacher-provided template to represent opinions

W.2.2

Write informative/explanatory texts in which they introduce Recognize or recall specific vocabulary, such as: a topic, use facts and definitions to develop points, and • concluding statement, definition, fact, point, topic Perform basic processes, such as: provide a concluding statement or section. • write informative/explanatory pieces using a teacher-provided template or graphic organizer Write narratives in which they recount a well-elaborated Recognize or recall specific vocabulary, such as: event or short sequence of events, include details to describe • action, closure, detail, elaborate, event, sequence, time order actions, thoughts, and feelings, use temporal words to signal Perform basic processes, such as: event order, and provide a sense of closure. • write narrative pieces using a teacher-provided template or graphic organizer

W.2.3

W.2.5

With guidance and support from adults and peers, focus on a Recognize or recall specific vocabulary, such as: topic and strengthen writing as needed by revising and • edit, plan, revise Perform basic processes, such as: editing. • plan writing using a teacher-provided planning template or graphic organizer • revise and edit writing based on teacher and peer feedback

W.2.6

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

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Recognize or recall specific vocabulary, such as: • digital, independently, publish, technology, tool Perform basic processes, such as: • demonstrate the features of various grade-appropriate technologies (e.g., word processor)

FCSU ELA CURRICULUM – GRADE 2

Writing

Standard

Marzano Learning Target The student will:

W.2.7

Participate in shared research and writing projects (e.g., read Recognize or recall specific vocabulary, such as: a number of books on a single topic to produce a report; • observation, record, report, research, topic Perform basic processes, such as: record science observations). • write grade-appropriate research pieces using a teacher-provided template or graphic organizer

W.2.8

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

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Recognize or recall specific vocabulary, such as: • answer, experience, information, question, recall, source Perform basic processes, such as: • recall information from experiences or gather information from teacherprovided grade-appropriate sources to answer a self-generated question

FCSU ELA CURRICULUM – GRADE 2

Speaking and Listening Speaking and Listending

Speaking and Listening

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Standard

Marzano Learning Target The student will:

Standard

Marzano Learning Target The student will:

Standard

Marzano Learning Target The student will:

FCSU ELA CURRICULUM – GRADE 2

SL.2.1

SL.2.1.A

Participate in collaborative conversations with diverse Recognize or recall specific vocabulary, such as: partners about grade 2 topics and texts with peers and adults • clarification, conversation, discussion, explanation, link, text, topic Perform basic processes, such as: in small and larger groups. • follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics Follow agreed-upon rules for discussions (e.g., gaining the and texts under discussion) floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.2.1.B SL.2.1.C

Build on others' talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion.

SL.2.2

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

Recognize or recall specific vocabulary, such as: • summarize, key ideas • answer, ask, comprehension, issue, topic Perform basic processes, such as: • identify key ideas or details in a level-appropriate text read aloud or an oral presentation • answer teacher-provided questions about a grade-appropriate text read aloud or an oral presentation • answer teacher or speaker provided questions about a speaker's presentation • clarify speaker's topic

Speaking and Listening

Standard

Marzano Learning Target The student will:

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FCSU ELA CURRICULUM – GRADE 2

SL.2.3

SL.2.4

SL.2.5

Speaking and Listening

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Ask and answer questions about what a speaker says in order Recognize or recall specific vocabulary, such as: to clarify comprehension, gather additional information, or • summarize, key ideas • answer, ask, comprehension, issue, topic deepen understanding of a topic or issue. Perform basic processes, such as: • identify key ideas or details in a level-appropriate text read aloud or an oral presentation • answer teacher-provided questions about a grade-appropriate text read aloud or an oral presentation • answer teacher or speaker provided questions about a speaker's presentation • clarify speaker's topic Tell a story or recount an experience with appropriate facts Recognize or recall specific vocabulary, such as: and relevant, descriptive details, speaking audibly in coherent • descriptive, detail, experience, fact, oral, recount, relevant, story Perform basic processes, such as: sentences. • write a level-appropriate speech using a teacher-provided graphic organizer or template Create audio recordings of stories or poems; add drawings or Recognize or recall specific vocabulary, such as: other visual displays to stories or recounts of experiences • stories, experiences, thoughts • clarification, complete sentence, detail, task when appropriate to clarify ideas, thoughts, and feelings. • audio, poem, story Perform basic processes, such as: • add drawings or other visual displays to express basic understanding of stories • speak audibly in coherent sentences 03.01• create audio recordings

Standard

Marzano Learning Target The student will:

FCSU ELA CURRICULUM – GRADE 2

SL.2.6

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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 here for specific expectations.)

Recognize or recall specific vocabulary, such as: • stories, experiences, thoughts • clarification, complete sentence, detail, task • audio, poem, story Perform basic processes, such as: • add drawings or other visual displays to express basic understanding of stories • speak audibly in coherent sentences • create audio recordings

FCSU ELA CURRICULUM – GRADE 2

Language

Standard

L.2.1

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

L.2.1.A

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

L.2.1.B

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

L.2.1.C

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

L.2.1.D

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

L.2.1.E

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

L.2.1.F

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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).

Marzano Learning Target The student will: Recognize or recall specific vocabulary, such as: • adjective, adverb, collective, irregular, modify, noun, past tense, plural, reflexive pronoun, verb • complete sentence, compound sentence, expand, produce, rearrange, simple sentence Perform basic processes, such as: • use level-appropriate grammar in isolation • produce, expand, and rearrange complete simple and compound gradeappropriate sentences in isolation

FCSU ELA CURRICULUM – GRADE 2

Language

Standard

L.2.2

Demonstrate command of the conventions of standard Recognize or recall specific vocabulary, such as: English capitalization, punctuation, and spelling when writing. • apostrophe, capitalize, closing, comma, contraction, greeting, possessive • dictionary, generalize, pattern, reference, word Capitalize holidays, product names, and geographic names. Perform basic processes, such as: • demonstrate the use of grade-appropriate conventions in isolation Use commas in greetings and closings of letters. • spell grade-appropriate words correctly in isolation

L.2.2.A

L.2.2.B Use an apostrophe to form contractions and frequently occurring possessives. L.2.2.C

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

L.2.2.D Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.2.E

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Marzano Learning Target The student will:

FCSU ELA CURRICULUM – GRADE 2

Language

Standard

L.2.3

Use knowledge of language and its conventions when writing, Recognize or recall specific vocabulary, such as: • compare, formal, informal speaking, reading, or listening. Perform basic processes, such as: Compare formal and informal uses of English • identify examples of formal versus informal uses of English

L.2.3.A L.2.4

L.2.4.A

L.2.4.B

L.2.4.C

L.2.4.D

L.2.4.E

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Marzano Learning Target The student will:

Determine or clarify the meaning of unknown and multiple- Recognize or recall specific vocabulary, such as: meaning words and phrases based on grade 2 reading and • clue, confirm, context, meaning, phrase, self-correct, sentence-level, word content, choosing flexibly from an array of strategies. • clue, compound word, meaning, predict, prefix, root, suffix, word • clarify, dictionary, digital, glossary, meaning, phrase, print, word Use sentence-level context as a clue to the meaning of a Perform basic processes, such as: word or phrase. • identify words that help to determine the meaning from context Determine the meaning of the new word formed when a • recognize or recall the meanings of grade-appropriate affixes and roots known prefix is added to a known word (e.g., • demonstrate the use of grade-appropriate glossaries or beginning happy/unhappy, tell/retell). dictionaries in isolation 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). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

FCSU ELA CURRICULUM – GRADE 2

Language

Standard

Marzano Learning Target The student will:

L.2.5

Demonstrate understanding of word relationships and nuances in word meanings.

Recognize or recall specific vocabulary, such as: • connection, real-life, use, word Perform basic processes, such as: • identify examples of real-life connections between grade-appropriate words and their use (e.g., identify foods that are spicy or juicy)

L.2.5.A

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

L.2.5.B

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

L.2.6

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).

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