North Kansas City Schools 2 nd Grade English Language Arts

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1 Reading Foundational Skills North Kansas City Schools A Description of Students will know and apply grade-level phonics and word analysis skills (distinguish long and short vowel sounds in one-syllable words; decode words with common prefixes and suffixes) in decoding words. Students will also read on-grade level text with purpose, accuracy and understanding. Reading Literature and Informational Text Students will read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. Writing Craft Students will compose a variety of texts (opinion, informative/explanatory, narrative) that supply reasons and/or facts and provide a sense of closure. Students will conduct research projects to build knowledge about a topic. With guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, and editing. Language Students will demonstrate command of the conventions of standard English grammar, usage, and mechanics when writing, speaking, reading, and listening. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have non-literal meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. Listening and Speaking Students will participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Students will also produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Page 1

2 Academic Targets Unit 1 Reading: Launching - Building a Community of Readers I can identify the most common short vowel pattern. I can identify the most common long vowel patterns. I can distinguish between words with short and long vowel patterns. I can identify two-syllable words. Unit 1 Writing: Launching Get Ready to Write! I can write independently about a topic and take a writing piece through a writing process. I can create my own good writing habits and follow classroom routines. I can be actively engaged in group and individual writing activities with purpose and understanding. I can identify and follow agreed upon rules for discussion. I can make connections between the comments of others. I can ask questions when I do not understand. I can use common spelling patterns when writing words. I can identify misspelled words and use a dictionary to assist me in spelling correctly. Unit 2 Reading: Readers Use Text Features and Structures to Make Meaning I can recognize that a story has a beginning, middle, and end. I can describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. I can identify and give examples of text features. I can explain how text features help locate key facts or information. I can locate key facts or information about a topic using text features. Unit 2 Writing: How to Craft Using Predictable Text Structure I can edit my writing by checking for errors in capitalization, punctuation, spelling, etc. I can prepare a new draft with changes that strengthens my writing. I can add drawings or visual displays (e.g., illustrations, graphs, photos) to make my ideas, thoughts, and feelings clear. Unit 3 Reading: Readers Use Text to Demonstrate Their Understanding I can identify who, what, where, when, why, and how to answer questions about a text. I can ask and answer questions before, during, and after reading a text. I can identify who, what, where, when, why, and how to answer questions about a text. I can ask and answer questions before, during, and after reading a text. I can explain how the images in text add meaning to the words. I can use the images and words in a text to help me understand what I am reading. I can ask questions about a presentation when I do not understand or need more information. I can answer questions about a speaker s presentation. Unit 3 Writing: Realistic Fiction I can place story events in the correct order. I can write my own story with events placed in the correct order. I can use words to show changes in time (e.g., before, during, after). I can create an ending for my story. I can recognize that a good piece of writing requires more than one draft. I can revise my writing (e.g., reading aloud, checking for misunderstandings, adding and deleting details) with the help of others. Page 2

3 I can identify and create simple sentences (e.g., Omar walked to school.) and compound sentences (e.g., Omar walked to school, and his dog followed him.). I can expand and rearrange simple and compound sentences. I can identify a contraction (a word formed from two or more words by omitting or combining some sounds) and use an apostrophe to spell contractions correctly. Unit 4 Reading: Readers Read for Information I can identify words and phrases that are specific to the topic/subject of a text (e.g., habitat, vapor, ecosystem). I can use information in a text to determine the meaning of words and phrases about the topic/subject of the text. I can identify purposes for reading (e.g., to inform, to explain, to describe). I can read a text and identify the author s main purpose for writing it. I can identify purposes for reading (e.g., to inform, to explain, to describe). I can read a text and identify the author s main purpose for writing it. I can identify common vowel teams (e.g., ea, oi, oo). I can say the individual sounds a vowel team creates. I can describe key ideas or details from a text or presentation. Unit 4 Writing: All About Books I can select a topic and identify information (e.g., facts and definitions) to share. I can use facts and definitions to share points and ideas about my topic. I can present my information in writing and provide a concluding statement or section. I can define research and explain how it is different from other types of writing. I can research a topic with others. I can work with others to write about a research topic. Unit 5 Reading: Characters Have Different Perspectives Close Reading I can identify characters in a story. I can describe how characters react to events and challenges in a story. I can define point of view (a character s attitude or feelings about events in a story). I can identify a character s point of view in a story. I can show different points of view by changing my voice when I read dialogue for each character. I can use illustrations and words in a story to help me describe the characters, setting, or plot. I can closely read complex grade level texts. I can reread a text to find more information or clarify ideas. I can use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, re-read) to help me understand difficult complex text. I can decode two-syllable words with long vowels. I can identify words with common prefixes and suffixes. I can decode words by breaking them into units of meaning (e.g., un + happy = unhappy). I can identify words with similar patterns that create different sounds (e.g., bead/head, doll/roll, hint/pint). I can recognize irregularly spelled words (rule breakers). I can tell a story or share an experience with facts and relevant (appropriate) descriptive details. I can tell a story or share an experience using complete sentences and speaking in a clear voice (one that my audience can understand). I can make a real-life connection (text-to-self) to words I hear and read. Page 3

4 Unit 5 Writing: Memoirs I can identify collective nouns (a singular noun that refers to a group of people or things) and use them correctly. I can identify irregular plural nouns (nouns that do not add -s to form the plural) and use them correctly. I can identify reflexive pronouns (personal pronouns compounded with -self, or -selves) and use them correctly. I can identify irregular verbs in the past tense (past tense verbs that are not formed by adding -ed) and use them correctly. Unit 6 Reading: Readers Gather Big Ideas I can recount/retell (put into my own words) stories. I can define central message, lesson, and/or moral (overall idea an author is trying to share). I can determine the central message, lesson, and/or moral of the story. I can define topic or main idea (who or what the text is mostly about). I can determine the topic or main idea of a text. I can explain the focus (big idea) of each paragraph in a text. I can identify historical events. I can explain how historical events connect. I can identify scientific ideas or concepts. I can explain how scientific ideas or concepts connect. I can identify the steps in a process. I can explain how the steps in a process connect. I can identify the most important points found in two texts on the same topic. I can compare (find similarities) two or more versions of the same story. I can contrast (find differences) two or more versions of the same story. I can compare (find similarities) the most important points found in two texts on the same topic. I can contrast (find differences) the most important points found in two texts on the same topic. I can closely read complex grade level texts. I can reread a text to find more information or to clarify ideas. I can use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, re-read) to help me understand difficult complex text. I can identify information from a text being read aloud. I can identify information that is presented in different formats (e.g., media, charts, graphs, websites, speeches). I can describe key ideas or details from a text or presentation. I can recognize a complete sentence (a group of words that expresses a complete thought). I can speak using complete sentences when asked to provide details or clarification. I can recognize and define common prefixes (e.g., un-, dis-, re-). I can break down unknown words into units of meaning (prefix, root) to determine definitions. I can recognize compound words (words composed of two or more words) and predict the meaning using the individual words. Unit 6 Writing: Reviews I can identify my opinion on a topic or book. I can support my opinion with reasons. I can link my opinions and reasons with connecting words. I can write an opinion piece with an introduction, supporting reasons, and a concluding statement/ section. I can answer questions using information recalled or gathered. I can recognize and explain how formal English (e.g., written language) differs from informal English (e.g., spoken language). I can use formal and informal English when appropriate. Page 4

5 Unit 7 Reading: The Beauty of Text North Kansas City Schools I can identify words and phrases that create a beat in a poem or song. I can identify words and phrases that create alliteration (repeated beginning consonant sound) in a story, poem, or song. I can identify words and phrases that create rhymes in a story, poem, or song. I can identify words and phrases that are repeated in a story, poem, or song. I can describe how words and phrases create rhythm and add meaning. I can read irregularly spelled words without having to sound them out. I can read second grade text fluently and show comprehension through voice, timing, and expression. I can recognize when a word I have read does not make sense within the text. I can self-correct misread or misunderstood words using context clues. I can reread with corrections when necessary. I can read fluently (easy, smooth, and automatic). I can read aloud stories or poems and use my voice to make them come to life (e.g., adjust the volume of my voice, make exclamations, change the pace). I can speak clearly and at an understandable pace (speed) when creating audio recordings of stories or poems. I can add drawings or visual displays (e.g., illustrations, graphs, photos) to make my ideas, thoughts, and feelings clear. I can determine the meaning of unknown words using context clues (e.g., definitions, examples, restatements) in a sentence. I can determine the meaning of an unknown word by using glossaries and beginning dictionaries. I can discover new words and phrases through reading, listening, and conversation. I can use my new words and phrases when speaking and writing. I can use adjectives and adverbs (descriptive words) when speaking and writing. Unit 7 Writing: Odes I can recognize that a good piece of writing requires more than one draft. I can revise my writing (e.g., reading aloud, checking for misunderstandings, adding and deleting details) with the help of others. I can identify digital tools (e.g., Word, Publisher, PowerPoint) that will help me produce and publish my writing. I can use digital tools to produce and publish my writing. I can use digital tools to collaborate/work with others. I can make a real-life connection (text to self) to words I hear and read. I can recognize verbs and adjectives that have similar meanings and choose the one that best fits the action or description. Page 5

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