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.2.6)

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

Prioritized Evidence Outcomes:

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

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)

• Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2) 

• 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) *

• 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)

• Compare and contrast two or more versions of the same story (for example: Cinderella stories) by different authors or from different cultures. (CCSS: RL.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)

• 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 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.

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

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.