|
School City of Hobart |
| Reading Operations |
|
Word Recognition, Fluency, Vocabulary
The learner will be able to understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
|
|
2.1.1
The learner will be able to demonstrate an awareness of the sounds that are made by different letters by · distinguishing beginning, middle, and ending sounds in words. · rhyming words. · clearly pronouncing blends and vowel sounds. .
|
|
2.1.2
The learner will be able to recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading.
|
|
2.1.3
The learner will be able to decode (sound out) regular words with more than one syllable (dinosaur, vacation).
|
|
2.1.4
The learner will be able to recognize common abbreviations (Jan., Fri.).
|
|
2.1.5
The learner will be able to identify and correctly use regular plural words (mountain/mountains) and irregular plural words (child/children, mouse/mice).
|
|
2.1.6
The learner will be able to read aloud fluently and accurately with appropriate changes in voice and expression.
|
| Vocabulary |
|
2.1.7
The learner will be able to understand and explain common synonyms (words with the same meaning) and antonyms (words with opposite meanings).
|
|
2.1.8
The learner will be able to use knowledge of individual words to predict the meaning of unknown compound words (lunchtime, lunchroom, daydream, raindrop).
|
|
2.1.9
The learner will be able to know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful).
|
|
2.1.10
The learner will be able to identify simple multiple-meaning words (change, duck).
|
| Reading Operations |
|
READING: Comprehension
The learner will be able to read and understand grade-level-appropriate material. They use a variety of comprehension strategies, such as asking and responding to essential questions, making predictions, and comparing information from several sources to understand what they read. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, at Grade 2, students read a variety of grade-level-appropriate narrative (story) and expository (informational) texts (such as grade-level-appropriate classic and contemporary literature, poetry, children's magazines and newspapers, dictionaries and other reference materials, and online information).
|
|
2.2.1
The learner will be able to use titles, tables of contents, and chapter headings to locate information in text.
|
|
2.2.2
The learner will be able to state the purpose for reading. Example: Compare similar stories from different cultures, such as Little Red Riding Hood and Lon Po Po (Chinese version). Read an informational text about pets to decide what kind of animal would make the best pet. .
|
|
2.2.3
The learner will be able to use knowledge of the author's purpose(s) to comprehend informational text. Example: Read an informational text that compares different people, animals, or plants, such as Gator or Croc by Allan Fowler. .
|
|
2.2.4
The learner will be able to ask and respond to questions to aid comprehension about important elements of informational texts. Example: After reading a short account about the first man on the moon, ask and answer why, what if, and how questions to understand the lunar landing. .
|
|
2.2.5
The learner will be able to restate facts and details in the text to clarify and organize ideas. Example: Summarize information learned from a text, such as detail about ant colonies stated in Ant Cities by Arthur Dorros or reported about spider webs in Spider Magic by Dorothy Hinshaw Patent. .
|
|
2.2.6
The learner will be able to recognize cause-and-effect relationships in a text. Example: Read an informational book that explains some common scientific causes and effects, such as the growth of a plant from a seed or the effects of different weather patterns, such as too much snow or rain at one time causing flooding. .
|
|
2.2.7
The learner will be able to interpret information from diagrams, charts, and graphs. Example: Use a five-day weather chart or a weather chart on the Internet to determine the weather for the coming weekend. .
|
|
2.2.8
The learner will be able to follow two-step written instructions.
|
|
READING: Literary Response and Analysis
The learner will be able to read and respond to a wide variety of significant works of children's literature. They identify and discuss the characters, theme (the main idea of a story), plot (what happens in a story), and the setting (where a story takes place) of stories that they read. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.
|
|
2.3.1
The learner will be able to compare plots, settings, and characters presented by different authors. Example: Read and compare Strega Nona, an old Italian folktale retold by Tomie DePaola, with Ox-Cart Man by Donald Hall. .
|
|
2.3.2
The learner will be able to create different endings to stories and identify the reason and the impact of the different ending. Example: Read a story, such as Fin M'Coul - The Giant of Knockmany Hill, Tomie DePaola's retelling of an Irish folktale. Then, discuss different possible endings to the story, such as how the story would change if Fin's wife had not helped him or if Fin were not a giant .
|
|
2.3.3
The learner will be able to compare versions of same stories from different cultures. Example: Compare fairy tales and folktales that have been retold by different cultures, such as The Three Little Pigs and the southwestern/Latino version The Three Little Javelinas by Susan Lowell, or Cinderella and the African version, Mufaro's Beautiful Daughters by John Steptoe. .
|
|
2.3.4
The learner will be able to identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry. Example: Listen to or read the rhymes for each letter of the alphabet in A, My Name Is Alice by Jane Bayer. Tell what effects the writer uses to make the poems fun to hear. .
|
| Writing |
|
WRITING: Process
The learner will be able to write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
|
|
2.4.1
The learner will be able to create a list of ideas for writing.
|
|
2.4.2
The learner will be able to organize related ideas together to maintain a consistent focus.
|
|
2.4.3
The learner will be able to find ideas for writing stories and descriptions in pictures or books.
|
|
2.4.4
The learner will be able to understand the purposes of various reference materials (such as a dictionary, a thesaurus, and an atlas).
|
|
2.4.5
The learner will be able to use a computer to draft, revise, and publish writing.
|
|
2.4.6
The learner will be able to review, evaluate, and revise writing for meaning and clarity.
|
|
2.4.7
The learner will be able to proofread one's own writing, as well as that of others, using an editing checklist or list of rules.
|
|
2.4.8
The learner will be able to revise original drafts to improve sequence (the order of events) or to provide more descriptive detail.
|
|
WRITING: Applications
The learner will be able to at Grade 2, students are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Students continue to write simple rhymes and poems. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
|
|
2.5.1
The learner will be able to write brief narratives (stories) based on their experiences that: · move through a logical sequence of events. · describe the setting, characters, objects, and events in detail. Example: Write a story about an experience that took place during a certain season in the year: spring, summer, fall, or winter. Tell the story in the order that it happened and describe it in enough detail so that the reader can picture clearly the place, people, and events.y .
|
|
2.5.2
The learner will be able to write a brief description of a familiar object, person, place, or event that: · develops a main idea. · uses details to support the main idea. Example: Write a descriptive piece on a topic, such as Houses Come in Different Shapes and Sizes. .
|
|
2.5.3
The learner will be able to write a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature. Example: Write a letter to the police department in your town asking if someone can come to your classroom to talk about bicycle safety. .
|
|
2.5.4
The learner will be able to write rhymes and simple poems.
|
|
2.5.5
The learner will be able to use descriptive words when writing.
|
|
2.5.6
The learner will be able to write for different purposes and to a specific audience or person. Example: Write a description of your favorite book to recommend the book to a friend. .
|
|
2.6.1
The learner will be able to form letters correctly and space words and sentences properly so that writing can be read easily by another person.
|
| Language Expressions |
|
WRITING: English Language Conventions
The learner will be able to write using Standard English conventions appropriate to this grade level.
|
|
2.6.2
The learner will be able to distinguish between complete (When Tom hit the ball, he was proud.) and incomplete sentences (When Tom hit the ball).
|
|
2.6.3
The learner will be able to use the correct word order in written sentences.
|
|
2.6.4
The learner will be able to identify and correctly write various parts of speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement). Example: Identify the noun and verb in a sentence, such as Maria (noun) and a friend (noun) played (verb) for a long time. .
|
| Language Mechanics |
|
2.6.5
The learner will be able to use commas in the greeting (Dear Sam,) and closure of a letter (Love, or Your friend,) and with dates (March 22, 2000) and items in a series (Tony, Steve, and Bill).
|
|
2.6.6
The learner will be able to use quotation marks correctly to show that someone is speaking. · Correct: "You may go home now," she said. · Incorrect: "You may go home now she said." .
|
|
2.6.7
The learner will be able to capitalize all proper nouns (names of specific people or things, such as Mike, Indiana, Jeep), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials of people.
|
| Spelling |
|
2.6.8
The learner will be able to spell correctly words like was, were, says, said, who, what, and why, which are used frequently but do not fit common spelling patterns.
|
|
2.6.9
The learner will be able to spell correctly words with short and long vowel sounds (a, e, i, o, u), r-controlled vowels (ar, er, ir, or, ur), and consonant-blend patterns (bl, dr, st). · short vowels: actor, effort, ink, chop, unless · long vowels: ace, equal, bind, hoe, use · r-controlled: park, supper, bird, corn, further · consonant blends: blue, crash, desk, speak, coast .
|
| Listening |
|
Listening and Speaking
The learner will be able to listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.
|
|
2.7.1
The learner will be able to determine the purpose or purposes of listening (such as to obtain information, to solve problems, or to enjoy).
|
|
2.7.2
The learner will be able to ask for clarification and explanation of stories and ideas.
|
|
2.7.3
The learner will be able to paraphrase (restate in own words) information that has been shared orally by others.
|
|
2.7.4
The learner will be able to give and follow three- and four-step oral directions.
|
|
Listening and Speaking
The learner will be able to listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.
|
| Speaking |
|
2.7.5
The learner will be able to organize presentations to maintain a clear focus.
|
|
2.7.6
The learner will be able to speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to class).
|
|
2.7.7
The learner will be able to tell experiences in a logical order.
|
|
2.7.8
The learner will be able to retell stories, including characters, setting, and plot.
|
|
2.7.9
The learner will be able to report on a topic with supportive facts and details.
|
|
2.7.10
The learner will be able to recount experiences or present stories that: · move through a logical sequence of events. · describe story elements, including characters, plot, and setting. .
|
|
2.7.11
The learner will be able to report on a topic with facts and details, drawing from several sources of information.
|