Language Arts Literacy

 

Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their lives.

Standard 3.1 Reading

All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.

 

Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.

3.1 A. Concepts About Print

Essential Questions

Enduring Understandings

- How does understanding a text’s structure help me better understand its meaning?

 - Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.  

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.         Use titles, tables of contents, and chapter headings to locate information.  
2.         Recognize the purpose of a paragraph.  

3.1 B. Phonological Awareness
By the end of Grade 2:  
1.         Add, delete, or change middle sounds to change words (e.g., pat to put).  
2.         Use knowledge of letter-sound correspondences to sound out unknown words  

3.1 C. Decoding and Word Recognition

Essential Questions

Enduring Understandings

 - How do I figure out a word I do not know?

- Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.  

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.         Look for known chunks or small words to attempt to decode an unknown word.  
2.         Reread inserting the beginning sound of the unknown word.  
3.         Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).  
4.         Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.  

3.1 D. Fluency

Essential Questions Enduring Understandings

 - How does fluency affect comprehension?

- Fluent readers group words quickly to help them gain meaning from what they read
Cumulative Progress Indicators Comments and Examples
By the end of Grade 2:  
1.         Pause at appropriate end points (e.g., comma, period)  
2.         Use appropriate pace; "not choppy" or word-by-word.  
3.         Use appropriate inflection (e.g., dialogue, exclamations, questions).  
4.         Read silently without finger or lip movement.  
5.         Self-monitor when text does not make sense.  
6.         Employ learned strategies to determine if text makes sense without being prompted.  
3.1 E. Reading Strategies (before, during, and after reading)
Essential Questions Enduring Understandings
-What do readers do when they do not understand everything in a text? - Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.
Cumulative Progress Indicators Comments and Examples
By the end of Grade 2:  
1.         Skip over difficult words in an effort to read on and determine meaning.  
2.         Return to the beginning of a sentence and try again.  

3.1 F. Vocabulary and Concept Development
Essential Questions Enduring Understandings
-What do readers do when they do not understand everything in a text? - Words powerfully affect meaning
Cumulative Progress Indicators Comments and Examples
By the end of Grade 2:  
1.         Develop a vocabulary of 500-800 regular and irregular sight words.  
2.         Know and relate meanings of simple prefixes and suffixes.  
3.         Demonstrate evidence of expanding language repertory.  
4.         Understand concept of antonyms and synonyms.  
5.         Begin to use a grade-appropriate dictionary with assistance from teacher.  

3.1 G. Comprehension Skills and Response to Text
Essential Questions Enduring Understandings
- How do readers construct meaning from text? - Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful.
Cumulative Progress Indicators Comments and Examples
By the end of Grade 2:  
1.      Demonstrate ability to recall facts and details of text.  
2.      Recognize cause and effect in texts.  
3.      Make inferences and support them with textual information.  
4.      Continue to identify story elements in texts.  
5.      Respond to text by using how, why, and what-if questions.  

H.  Inquiry and Research
Essential Questions Enduring Understandings
- Why conduct research? - Researchers gather and critique information from different sources for specific purposes.
Cumulative Progress Indicators Comments and Examples
By the end of Grade 2:  
1.         Locate information using alphabetical order.  
2.         Read a variety of nonfiction and fiction books and produce evidence of reading.  

Standard 3.2 Writing


All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

3.2 A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

Essential Questions

Enduring Understandings

- How do good writers express themselves? How does process shape the writer’s product?

 - Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.  

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.       Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing.  
2.       Observe the modeling of writing  
3.       Begin to develop an awareness of simple story structures and author’s voice.  
4.        Use sentences to convey ideas in writing.  
5.       Maintain the use of a basic writing process to develop writing.  
6.       Use graphic organizers to assist with planning writing.  
7.       Compose readable first drafts  
8.       Use everyday words in appropriate written context.  
9.        Reread drafts for meaning, to add details, and to improve correctness.  
10.    Focus on elaboration as a strategy for improving writing.  
11.    Participate with peers to comment on and react to each other’s writing.  
12.    Use a simple checklist to improve elements of own writing.  
13.    Use computer writing applications during some parts of the writing process.  

3.2 B. Writing as a Product (resulting in a formal product or publication)

Essential Questions

Enduring Understandings

- How do writers develop a well written product?

 - Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.        Produce finished writings to share with classmates and/or for publication.  
2.        Produce stories from personal experiences.  
3.        Produce a narrative with a beginning, middle, and end.  
4.       Write nonfiction pieces, such as letters, procedures, biographies, or simple reports.  
5.       Organize favorite work samples in a writing folder or portfolio.  
3.2 C. Mechanics, Spelling, and Handwriting

Essential Questions

Enduring Understandings

- How do rules of language affect communication?

 - Rules, conventions of language, help readers understand what is being communicated.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.        Use correct end point punctuation.  
2.        Apply basic rules of capitalization.  
3.        Use correct spelling of some high frequency words.  
4.        Apply sound/symbol relationships to writing words.  
5.        Recognize and apply basic spelling patterns.  

6.        Write legibly to meet district standards.

  

3.2 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

Essential Questions

Enduring Understandings

- Why does a writer choose a particular form of writing?

 - A writer selects a form based on audience and purpose.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.        Create written texts for others to read.  
2.        Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas.  
3.        Use writing as a tool for learning self-discovery and reflection.  
4.        Use reading and technology to support writing.  
5.        Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.  

Standard 3.3 Speaking

All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.

Big Idea:  Oral language is a tool for communicating, thinking, and learning.

3.3 A. Discussion

Essential Questions

Enduring Understandings

- How can discussion increase our knowledge and understanding of an idea(s)? - Oral discussion helps to build connections to others and create opportunities for learning.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.      Elaborate on experiences and ideas.  
2.      Begin to stay focused on a topic of discussion.  
3.      Offer personal opinion related to topics of discussion.  
4.      Wait their turn to speak.  

3.3 B. Questioning (Inquiry) and Contributing

Essential Questions

Enduring Understandings

- When is it appropriate to ask questions?
- How do speakers express their thoughts and feelings?		 - Questioning and contributing help speakers convey their message, explore issues and clarify their thinking.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.   Listen and follow a discussion in order to contribute appropriately.  
2.   Stay focused on topic.  
3.      Take turns  
4.      Support an opinion with details.  

3.3 C. Word Choice

Essential Questions

Enduring Understandings

- How does the choice of words affect the message? - A speaker’s choice of words and style set a tone and define the message.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 2:  
1.   Use new vocabulary learned from literature and classroom experiences.