Embedded Files
L.2.1 -
L.2.1 -
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum.
L.2.2 -
L.2.2 -
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum.
Mastery: Teachers recognize and assess student mastery of the skills in the L.1 Continuum through student writing and speaking. Students’ writing and speaking are assessed by the student, peers, and the teacher.
Students will be able to:
Students will be able to:
Mastery: Teachers recognize and assess student mastery of the skills in the L.2 Continuum through student writing and speaking. Students’ writing and speaking are assessed by the student, peers, and the teacher.
Mastery: Teachers recognize and assess student mastery of the skills in the L.2 Continuum through student writing and speaking. Students’ writing and speaking are assessed by the student, peers, and the teacher.
Students will be able to:
Students will be able to:
Resources:
Resources:
L.2-3.1 - Adjective and Adverbs.docxL.2-3.1 - Conjunctions.docxL.2-3.1 - Collective Nouns.docxResources:
Resources:
L.2-3.2 - Capitalize Geographic Names.docxL.2-3.2 - Capitalize product names.docxL.2.3 -
L.2.3 -
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.4 -
L.2.4 -
Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies: context clues, word parts, word relationships, and reference materials.
Students will be able to:
Students will be able to:
❏ Use knowledge of language
❏ Use language conventions when: ❏ Writing ❏ Speaking ❏ Reading ❏ Listening
❏ Recognize formal uses of English
❏ Recognize informal uses of English
❏ Compare formal and informal uses of English
❏ Consistently demonstrates grade-level proficiency
❏ Demonstrates grade-level proficiency with increasingly complex texts, topics, and/or tasks
❏ Choose words for effect
❏ Choose phrases for effect
❏ Recognize differences between the conventions of spoken and written standard English
❏ Observe differences between the conventions of spoken and written standard English
Students will be able to:
Students will be able to:
❏ Determine the meaning of unknown words and phrases based on grade-level reading and content
❏ Clarify the meaning of multiple meaning words and phrases based on grade-level reading and content
❏ Choose flexibly from a range of strategies to determine and/or clarify the meaning of words and phrases: ❏ Context clues ❏ Word parts ❏ Word relationships ❏ Reference materials
❏ Consistently demonstrate proficiency of L.2.4 with grade level texts
❏ Demonstrates grade-level proficiency with increasingly complex texts
What it looks like in the classroom...
What it looks like in the classroom...
Students use what they know about language and its
grammar and usage to make effective choices in their
writing or speaking or to aid their comprehension when
reading or listening.
• Students recognize the differences between formal
language and informal language in reading, writing,
speaking, and listening situations.
In the Classroom
Teachers provide opportunities for students to read and
analyze a wide variety of texts for differences in style.
While reading, students use sticky notes to indicate where
authors use formal or informal language effectively.
Students write two different letters on the same topic:
one informal letter to a family member and one formal
letter to a newspaper. Students highlight differences
in their word usage and discuss how the tone of each
letter differs.
What it looks like in the classroom...
What it looks like in the classroom...
In the Classroom:
During shared reading or read aloud, the teacher models
using sentence level context clues to determine the
meaning of the unknown word by identifying clue words
or phrases to understand the word. (e.g. In the sentence,
“She penned a letter.”, penned is a verb or action word
and has to do with the action of creating a letter, so
penned means writing).
Students use graphic organizers to analyze the meanings
of unknown words by adding root words or word parts
within the unknown word, and information about how
the prefix or affix changed the meaning of the root word.
Resources:
Resources:
Resources:
Resources:
L.2.4 - Using Context Clues.docxL.2.5 -
L.2.5 -
Demonstrate understanding of nuances in word meanings.
L.2.6 -
L.2.6 -
Use words and phrases learned through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
Students will be able to:
Students will be able to:
❏ Interpret the meaning of verbs in context
❏ Interpret the meaning of adjectives in context
❏ Distinguish shades of meaning among closely related verbs
❏ Distinguish shades of meaning among closely related adjectives
❏ Demonstrate understanding of nuances in word meanings
❏ Consistently demonstrate proficiency of L.2.5 with grade-level texts
❏ Demonstrates grade-level proficiency with increasingly complex texts
❏ Distinguish the literal and nonliteral meanings of words in context
❏ Distinguish the literal and nonliteral meanings of phrases in context
❏ Distinguish shades of meaning among related words that describe states of mind or degrees of certainty
Students will be able to:
Students will be able to:
❏ Use words and phrases learned through conversations, reading and being read to, and responding to texts
❏ Understand adjectives learned through conversations, reading and being read to, and responding to texts
❏ Understand adverbs learned through conversations, reading and being read to, and responding to texts
❏ Acquire adjectives learned through conversations, reading and being read to, and responding to texts
❏ Acquire adverbs learned through conversations, reading and being read to, and responding to texts
❏ Use adjectives to describe, as learned through conversations, reading and being read to, and responding to texts
❏ Use adverbs to describe, as learned through conversations, reading and being read to, and responding to texts
❏ Consistently demonstrate proficiency of L.2.6 with grade level texts
❏ Demonstrates grade-level proficiency with increasingly complex texts and/or tasks
❏ Acquire grade-appropriate conversational, general academic, and domain-specific words and phrases
❏ Use accurately grade appropriate conversational, general academic, and domain specific words and phrases
❏ Acquire grade-appropriate conversational, general academic, and domain-specific words and phrases that signal spatial relationships
❏ Acquire grade-appropriate conversational, general academic, and domain-specific words and phrases that signal temporal relationships
❏ Use accurately grade appropriate conversational, general academic, and domain specific words and phrases that signal spatial relationships
❏ Use accurately grade appropriate conversational, general academic, and domain specific words and phrases that signal temporal relationships
What it looks like in the classroom...
What it looks like in the classroom...
In the Classroom:
The teacher provides a group of closely related verbs or
adjectives. Students discuss the meanings of the words
and how they are different. Students represent the words
either by writing definition, drawing pictures, or acting
them out.
Students work with partners to come up with a group of
five words that have similar meanings. Students discuss
the meanings of the words and sort them in order from
less descriptive to more descriptive words, using a
semantic gradient such as a paint chip sample by relating
the slight change in color to the slight change in meaning.
Students share and explain their rankings of words
with classmates.
What it looks like in the classroom...
What it looks like in the classroom...
In the Classroom:
Teachers provide students with mentor texts rich in
adjectives and adverbs. Students identify how adjectives
and adverbs are used by the authors to describe events,
characters, settings, etc. In partners, students write
sentences using rich adjectives and adverbs, as modeled
by the mentor text. The teacher creates a class word wall using these words. As students use these words in their speaking and/or writing, they put stickers on that word’s card.
Students read texts and use sticky notes identifying
interesting words/phrases the authors use. Students look
up the meanings or discuss these words to deepen their
understanding of the words. They practice using them in
conversations and in writing.
Resources:
Resources:
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Resources:
Resources:
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