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END OF GRADE 2 Reading Expectations Word Identification (WID) |
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R:WID:2.1:
Applies word identification and decoding strategies by
… |
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R:WID:2:1.1
Identifying regularly spelled multi-syllabic words, by using knowledge of
sounds, syllable types, or word patterns (including most common spellings
for consonants and vowels, e.g., knot, catch, float,
fight; or common suffixes ) (State) |
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R:WID:2:1.2
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R:WID:2:1.3
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R:WID:2:1.4
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VOCABULARY
STRATEGIES |
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R:V:1
Students identify the meaning of unfamiliar vocabulary by… |
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R:V:2:1.1
Using strategies to unlock meaning (e.g., knowledge of word structure,
including common base words and suffixes, such as “thick-est,”
“hope-ful;” or context clues, including illustrations and diagrams; or
prior knowledge) (State) |
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BREADTH
of VOC |
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R:V2:2.
Shows breadth of vocabulary knowledge, demonstrating understanding of word
meanings or relationships BY |
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R:V2:2.1
Identifying synonyms or antonyms; or categorizing words (State) |
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R:V2:2.2
Selecting appropriate words to use in context, including words specific
to the content of the text (State) |
INITIAL
UNDERSTANDING of LITERARY TEXTS
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R:IT:2:1:
Demonstrate initial understanding of elements of literary texts by… |
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R:IT:2:1.1
Identifying or describing character(s), setting, problem, solution, or
major events, as appropriate to text (State) |
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R:IT:2:1.1a
Sequencing key
events in order, as appropriate to text (Local) |
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R:IT:2:1.1b
Retelling the key elements of a story (Local) |
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R:IT:2:1.3
Generating questions before, during, and after reading to enhance
recall, expand understanding and/or gain new information. (Local) |
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R:IT:2:1.4
Distinguishing among a variety of types of text (e.g., literary texts:
poetry, plays, realistic fiction, fairy tales, fables, tall tales, or
fantasy) (Local) |
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R:IT:2:1.5
Identifying literary devices as appropriate to genre: rhyme,
repeated language or dialogue (e.g., “When I was young in the
mountains…” ) (Local) |
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ANALYSIS
and INTERPRETATION OF LITERARY TEXTS/CITING EVIDENCE |
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R:LT:2:2
Analyze and interpret elements of literary texts, citing evidence where
appropriate by… |
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R:LT:2:2.1
Making logical predictions (State) |
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R:LT:2:2.2
Identifying relevant physical characteristics or personality traits
of main characters (State) |
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R:LT:2:2.3
Making basic inferences about problem or solution (State) |
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R:LT:2:2.5
Identifying the author’s basic message (Local) |
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R:LT:2:2.6
Identifying possible motives of main characters
(Local) |
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R:LT:2:2..7
Recognizing explicitly stated causes or effects
(Local) |
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INITIAL
UNDERSTANDING of INFORMATIONAL TEXT
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R:IT:2:1
Demonstrate initial understanding of informational texts (expository and
practical texts) by… |
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R:IT:2:1.1
Obtaining information, from text features (e.g.,
simple table of contents, glossary, charts, graphs, diagrams, or
illustrations) (State) |
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R:IT:2:1.2
Using explicitly stated information to answer questions (State) |
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R:IT:2:1.3
Locating and recording information to show understanding, when given an
organizational format (e.g.,
T-chart or Venn diagram) (Local) |
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R:IT:2:1.4
Generating questions before, during, and after reading to enhance
recall, expand understanding and/or gain new information. , (Local) |
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.R:IT:2:1.5
Distinguishing among a variety of types of text (e.g., reference:
beginning dictionaries, glossaries, children’s magazines, content trade
books, children’s newspapers; and practical/functional/ texts: procedures/instructions,
announcements, book orders, invitations) (Local) |
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ANALYSIS
and INTERPRETATION OF INFORMATIONAL TEXTS/CITING EVIDENCE |
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R:IT:2:2
Analyze and interpret informational text, citing evidence as appropriate
by… |
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R:IT:2:2.1
Connecting information within a text (State) |
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R:IT:2:2.2
Recognizing generalizations about text (e.g., identifying appropriate
titles or main/central ideas) (State) |
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R:IT:2:2.3
Making basic inferences or drawing basic conclusions (State) |
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R:IT:2:2.4
Identifying facts presented in text (Local) |
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R:IT:2:2.5
Making inferences about causes or effects, when signal words are
present (State) |