Students will be able to independently use their learning to…
Read and comprehend a variety of texts written for different purposes.
Communicate ideas effectively in writing and orally to suit a particular audience and purpose.
Evaluate and synthesize ideas and information.
Students will understand that…
Language is written and printed in an organized manner.
Words and images impact meaning.
Effective readers apply the relationship between letters and sounds, spelling patterns, and morphological analysis to decode language.
A writer’s purpose, audience, and text structure shape the style, development, and organization of reading and writing.
Punctuation and grammar guide readers through the text.
Students will keep considering…
Why do words and images matter?
What do readers do?
How do I understand what I read?
How can I help others understand what I am thinking?
What is a complete thought?
Students will know…
literary text is writing that is derived from imagination, usually in the form of stories, that includes characters who have internal and external traits, as well as setting and plot.
informational text is writing that is used to explain, describe, give information, or inform and includes features and graphics.
Students will be skilled at…
recognizing central ideas and supporting evidence.
retelling and paraphrasing texts in ways that maintain meaning and logical order.
recognizing features and graphics to locate and gain information in a text.
describing characters’ internal and external traits.
developing an idea with specific and relevant details.
Using text evidence to support an appropriate response.
Foundational Standards
2.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
(A) demonstrate phonological awareness by:
(i) producing a series of rhyming words;
(ii) distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
(iii) recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
(iv) manipulating phonemes within base words;
(B) demonstrate and apply phonetic knowledge by:
(i) decoding words with short, long, or variant vowels, trigraphs, and blends;
(iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
(v) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
(vi) decoding words with prefixes, including un-, re-, and -dis, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
(vii) identifying and reading high-frequency words from a research-based list;
(C) demonstrate and apply spelling knowledge by:
(i) spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
(vi) spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est.
(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
2.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
(A) use print or digital resources to determine meaning and pronunciation of unknown words;
(B) use context within and beyond a sentence to determine the meaning of unfamiliar words;
(C) identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion
(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
2.4 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected too:
(A) use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Reading Standards
2.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(A) establish a purpose for reading assigned and self-selected texts;
(B) generate questions about text before, during, and after reading to deepen understanding and gain information;
(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
(D) create mental images to deepen understanding;
(E) make connections to personal experiences, ideas in other texts, and society;
(F) make inferences and use evidence to support understanding;
(H) synthesize information to create new understanding;
(I) monitor comprehension and make adjustments such as rereading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(A) describe personal connections to a variety of sources;
(B) write brief comments on literary or informational texts that demonstrate an understanding of the text;
(C) use text evidence to support an appropriate response;
(D) retell and paraphrase texts in ways that maintain meaning and in logical order;
(E) interact with sources in meaningful ways such as illustrating or writing.
2.8 Multiple genres: listening, speaking, reading, writing and thinking using multiple texts- literary elements.The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
(A) discuss topics and determine theme using text evidence;
(B) describe the main character's (characters') internal and external traits;
(C) describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently;
(D) describe the importance of the setting.
2.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
(B) explain visual patterns and structures in a variety of poems;
(C) discuss elements of drama such as characters, dialogue, and setting;
(D) recognize characteristics and structures of informational text, including:
(i) the central idea and supporting evidence with adult assistance;
(ii) features and graphics to locate and gain information;
(F) recognize characteristics of multimodal and digital text.
2.10 Author’s purpose and craft: listening, speaking, reading, writing using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author’s craft purposefully in order to develop his or her own products and performances. The student is expected to:
(A) discuss the author’s purpose for writing text;
(C) discuss the author’s use of print and graphic features to achieve specific purposes;
(D) discuss the use of descriptive, literal, and figurative language.
Grammar/Editing Standards
2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(D) edit drafts using standard English conventions, including:
(i) complete sentences with subject-verb agreement;
(ii) past, present, and future verb tense;
(iii) singular, plural, common, and proper nouns;
(iv) adjectives, including articles;
(viii) coordinating conjunctions to form compound subjects and predicates;
(x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates;
(xi) correct spelling of words with grade-level appropriate orthographic patterns and rules and high-frequency words.
Composition Standards
2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(A) plan a first draft by generating ideas for writing such as drawing and brainstorming;
(B) develop drafts into a focused piece of writing by:
(i) organizing with structure;
(ii) developing an idea with specific and relevant details;
(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
(E) publish and share writing.
2.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
(A) compose literary texts, including personal narratives and poetry;
(B) compose informational texts, including procedural texts and reports.