Evidence outcomes in bold are those that are expected to be mastered in trimester 1

• Follow agreed-upon rules for discussions (for example: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.2.1a)

• Ask for clarification and further explanation as needed about the topic and texts under discussion. (CCSS: SL.2.1c)

• Contribute knowledge to a small group or class discussion to develop a topic.

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcomes:

• Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6)

Supporting Evidence Outcomes:

• Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RL.2.1)

• Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)*

• Describe how words and phrases (for example: regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4)

• Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5) *

• Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting or plot. (CCSS: RL.2.7)

• Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.

Foundational Skills:

• Distinguish long and short vowels when reading regularly spelled one- syllable words. (CCSS: RF.2.3a) *

• Identify real-life connections between words and their use (for example: describe foods that are spicy or juicy). (CCSS: L.2.5a)

• Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b) *

• Read multisyllabic words accurately and fluently.*

• Decode words with common prefixes and suffixes. (CCSS: RF.2.3d) *

• Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e) *

• Read grade-appropriate irregularly spelled words. (adapted from CCSS: RF.2.3f) *

• Read grade-level text with purpose and understanding. (CCSS: RF.2.4a)

• Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)

• Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation. *

• Determine the meaning of the new word formed when a known prefix is added to a known word (for example: happy/unhappy, tell/retell). (CCSS: L.2.4b) *

• Use a known root word as a clue to the meaning of an unknown word with the same root (for example: addition, additional). (CCSS: L.2.4c) *

• Use knowledge of the meaning of individual words to predict the meaning of compound words (for example: birdhouse, lighthouse,housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d) *

• Create new words by combining base words with affixes to connect known words to new words. *

• Determine which strategies should be used to decode multisyllabic words.

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcome:

• Write real or imagined narratives that describe events in sequence and provide a sense of closure (CCSS:W.2.3)

Supporting Evidence Outcomes:

• Include details to describe actions, thoughts, and feelings (CCSS:W.2.3)

• Use temporal words to signal event order. (CCSS:W.2.3)

• Provide a sense of closure. (CCSS:W.2.3)

• Write simple, descriptive poems.

• Write with precise nouns, active verbs, and descriptive adjectives.

• Apply knowledge about structure and craft gained from mentor text to narrative writing.

• Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing)

Grammar & Conventions:

• Use collective nouns (for example: group).

• Form and use the past tense of frequently occurring irregular verbs (for example:sat, hid, told).

• Capitalize holidays, product names, and geographic names.

• Use commas in greetings and closings of letters.

• With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.