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:

• Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)

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

• 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)

• 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)

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

• Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3)

• Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (CCSS: RI.2.4)

• Know and use various text features (for example: captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS: RI.2.5) *

• Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6) *

• Explain how specific images (for example: a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7)*

• Compare and contrast the most important points presented by two texts on the same topic .(CCSS: RI.2.9)*

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 informative/explanatory texts organized around main ideas which are supported by relevant details, facts, and definitions. (CCSS:CCSS:W.2.2)

Supporting Evidence Outcomes:

• Introduce a topic (CCSS:W.2.2)

• Use facts and definitions to develop points, including relevant details when writing to questions about texts. (adapted from CCSS: W.2.2)

• Provide a concluding statement or section. (CCSS:W.2.2)

• Organize informational texts using main ideas and specific supporting details.

• Apply appropriate transition words to writing.

• Writers use technology to support the writing process.

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.

• Participate in shared research and writing projects. For example: read a number of books on a single topic to produce a report; record science observations. (CCSS: W.2.7)

• Identify a variety of resources and the information they might contain (for example: dictionary, trade book, library databases, internet web page).

• Identify a specific question and gather information for purposeful investigation and inquiry.

• Use text features to locate and interpret information. For example: table of contents, illustrations, diagrams, headings and bold type.