Government Standards
Common Core
Language Arts - Grade 2
Assessment Exam - Common Core Language Arts - Grade 2| Reading: Literature | eTAP Lesson |
|---|---|
| Key Ideas and Details | |
| Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.1 |
Questioning |
| Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-Literacy.RL.2.2 |
Retelling/Recall Facts |
| Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.3 |
Character Traits |
| Craft and Structure | |
| Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
CCSS.ELA-Literacy.RL.2.4 |
Rhyming Words |
| Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.5 |
Structural Features of Text |
| Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RL.2.6 |
Literary Devices |
| Integration of Knowledge and Ideas | |
| Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-Literacy.RL.2.7 |
Plot |
| Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
CCSS.ELA-Literacy.RL.2.9 |
Compare and Contrast |
| Range of Reading and Level of Text Complexity | |
| By the end of the year, read and 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.
CCSS.ELA-Literacy.RL.2.10 |
Types of Literature |
| Reading: Informational Text | eTAP Lesson |
| Key Ideas and Details | |
| Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.2.1 |
Discussing Ideas |
| Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-Literacy.RI.2.2 |
Paragraphs |
| Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-Literacy.RI.2.3 |
Sequencing |
| Craft and Structure | |
| Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-Literacy.RI.2.4 |
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| 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.
CCSS.ELA-Literacy.RI.2.5 |
Gathering Research Report Information |
| Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-Literacy.RI.2.6 |
Main Idea and Supporting Details |
| Integration of Knowledge and Ideas | |
| Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-Literacy.RI.2.7 |
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| Describe how reasons support specific points the author makes in a text.
CCSS.ELA-Literacy.RI.2.8 |
Cause-effect Relationships |
| Compare and contrast the most important points presented by two texts on the same topic.
CCSS.ELA-Literacy.RI.2.9 |
Compare and Contrast Text Structure |
| Range of Reading and Level of Text Complexity | |
| 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.
CCSS.ELA-Literacy.RI.2.10 |
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| Reading: Foundational Skills | eTAP Lesson |
| Phonics and Word Recognition | |
| Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.2.3.a |
Short Vowels |
| Know spelling-sound correspondences for additional common vowel teams.
CCSS.ELA-Literacy.RF.2.3.b |
Vowel Sounds |
| Decode regularly spelled two-syllable words with long vowels.
CCSS.ELA-Literacy.RF.2.3.c |
Syllables |
| Phonological Awareness | |
| Decode words with common prefixes and suffixes.
CCSS.ELA-Literacy.RF.2.3.d |
Prefixes & Suffixes Gr 4 |
| Phonics and Word Recognition | |
| Identify words with inconsistent but common spelling-sound correspondences.
CCSS.ELA-Literacy.RF.2.3.e |
Summary & Spelling |
| Recognize and read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.2.3.f |
|
| Fluency | |
| Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.2.4.a |
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| Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.2.4.b |
Oral Presentations |
| Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.RF.2.4.c |
Figurative Language |
| Writing | eTAP Lesson |
| Text Types and Purposes | |
| 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.
CCSS.ELA-Literacy.W.2.1 |
Organization and Focus |
| Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.2 |
Paragraphs |
| 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.
CCSS.ELA-Literacy.W.2.3 |
Brief Narratives |
| Production and Distribution of Writing | |
| With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-Literacy.W.2.5 |
Letters |
| With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-Literacy.W.2.6 |
Production and Distribution of Writing |
| Research to Build and Present Knowledge | |
| Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.2.7 |
Research Reports and Research Plans |
| Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.W.2.8 |
Retelling/Recall Facts |
| Speaking and Listening | eTAP Lesson |
| Comprehension and Collaboration | |
| 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 and texts under discussion).
CCSS.ELA-Literacy.SL.2.1.a |
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| Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-Literacy.SL.2.1.b |
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| Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-Literacy.SL.2.1.c |
Questioning |
| Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELA-Literacy.SL.2.2 |
Oral Directions |
| 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.
CCSS.ELA-Literacy.SL.2.3 |
Questioning |
| Presentation of Knowledge and Ideas | |
| Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CCSS.ELA-Literacy.SL.2.4 |
Descriptive Words |
| 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.
CCSS.ELA-Literacy.SL.2.5 |
Poetry |
| Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
CCSS.ELA-Literacy.SL.2.6 |
Oral Presentations |
| Language | eTAP Lesson |
| Conventions of Standard English | |
| Use collective nouns (e.g., group).
CCSS.ELA-Literacy.L.2.1.a |
|
| Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
CCSS.ELA-Literacy.L.2.1.b |
Plurals |
| Use reflexive pronouns (e.g., myself, ourselves).
CCSS.ELA-Literacy.L.2.1.c |
Pronouns, Verbs, and Adjectives |
| Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
CCSS.ELA-Literacy.L.2.1.d |
|
| Use adjectives and adverbs, and choose between them depending on what is to be modified.
CCSS.ELA-Literacy.L.2.1.e |
Modifiers |
| 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).
CCSS.ELA-Literacy.L.2.1.f |
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| Capitalize holidays, product names, and geographic names.
CCSS.ELA-Literacy.L.2.2.a |
Capitalization |
| Use commas in greetings and closings of letters.
CCSS.ELA-Literacy.L.2.2.b |
Commas |
| Use an apostrophe to form contractions and frequently occurring possessives.
CCSS.ELA-Literacy.L.2.2.c |
Apostrophes |
| Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
CCSS.ELA-Literacy.L.2.2.d |
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| Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
CCSS.ELA-Literacy.L.2.2.e |
Dictionary |
| Knowledge of Language | |
| Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare formal and informal uses of English
CCSS.ELA-Literacy.L.2.3.a |
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| Vocabulary Acquisition and Use | |
| Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.2.4.a |
Unknown and Multiple-Meaning Words |
| Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
CCSS.ELA-Literacy.L.2.4.b |
Prefixes & Suffixes |
| Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
CCSS.ELA-Literacy.L.2.4.c |
Determine Meanings of Words |
| Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
CCSS.ELA-Literacy.L.2.4.d |
Compound Words |
| Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
CCSS.ELA-Literacy.L.2.4.e |
Word-Processing |
| Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
CCSS.ELA-Literacy.L.2.5.a |
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| Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
CCSS.ELA-Literacy.L.2.5.b |
Pronouns, Verbs, and Adjectives |
| 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).
CCSS.ELA-Literacy.L.2.6 |
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