Evidence outcomes in bold are those that are expected to be mastered in trimester 3

• Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2) *

• Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4)

• Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5)

• Use content-specific vocabulary to ask questions and provide information. *

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcomes:

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

Supporting Evidence Outcomes:

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

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

• 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)

• Identify how word choice (for example:sensory details, figurative language) enhances meaning in poetry.

• By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)

• 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) * 

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

• 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)*

• Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)

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

• By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.2.10)

Foundational Skills:

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

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

• Read multisyllabic words accurately and fluently.

• Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) *

• 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)

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c) *

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

• Compare formal and informal uses of English. (CCSS: L.2.3a)

• Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)

• 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. *

• Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)

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

• Distinguish shades of meaning among closely related verbs (for example: toss, throw, hurl) and closely related adjectives (for example: thin, slender, skinny, scrawny). (CCSS: L.2.5b)

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

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcome:

• Write pieces on a topic or book that state opinions and give supporting reasons. (CCSS:W.2.1)

Supporting Evidence Outcomes:

• State an opinion. (CCSS:W.2.1)

• Supply reasons that support the opinion. (CCSS:W.2.1)

• Use linking words (for example: because, and, also) to connect opinion and reasons. (CCSS:W.2.1)

• Provide a concluding statement or section. (CCSS:W.2.1)

Grammar & Conventions:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Produce, expand, and rearrange complete simple and compound sentences (for example: The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

• Spell high-frequency words correctly.

• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Use an apostrophe to form contractions and frequently occurring possessives.

• Generalize learned spelling patterns when writing words (for example: cage → badge; boy → boil).

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

• 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)