Evidence outcomes in bold are those that are expected to be mastered in trimester 2

• Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (CCSS: SL.2.1)

• Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b)

• 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: SL.2.3)

• Maintain focus on the topic.

• Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.2.)

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcomes:

• 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) *

• 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)

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)

• 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)

• 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)

• 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) *

• Read text to perform a specific task such as follow a recipe or play a game. *

• Adjust reading rate according to type of text and purpose for reading.

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)

• Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (for example: When other kids are happy that makes me happy). (CCSS: L.2.6)

• 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)

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

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 reflexive pronouns (for example: myself, ourselves).

• Use adjectives and adverbs, and choose between them depending on what is to be modified.

• Apply accurate subject-verb agreement while writing.

• Vary sentence beginnings.

• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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

• With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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

• 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 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.

• Use a variety of multimedia sources to answer questions of interest.

• Ask primary questions of depth and breadth.

• Recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.2.8)