FNWSU Literacy Curriculum GRADE 2 Power Standard #1 Literate Community Students participate as members of a 21 century literate community by creating,

comprehending, and responding purposefully to a range of media, images, and texts. (Aligns with Standards 1.4, 5.14)
Literate Community

st

Concepts

Skills/Strategies

Power Indicators

Common Local Assessment

Active Listening

Reading Extensively

-Read one or two books, medium-long chapters, or the equivalent every day

-Ask clarifying questions -Restate information -Respond appropriately in a variety of modes

-Individual and Class Reading Logs? -Teacher Observations?

Reading Widely and In-Depth

- Read at least three different genres/ kinds of text and a variety of authors as in the following: literary texts: poetry, plays, fairy tales, fantasy, realistic fiction, fables informational: content trade books, childrens magazines, beginning dictionaries, glossaries, childrens newspapers practical/functional texts: procedures, instructions, simple menus, labels, announcements, invitations, book orders - Self-select reading materials of personal interest and reading ability -Participate in discussions about text: offer comments support evidence recommend books and other materials

-Be responsive, respectful to the speaker -Extend and apply -Make connections

Speaking
-Share knowledge and perspectives -Show awareness of audience by adapting language & style -Respond effectively to audience -Use language expressively -Speak clearly with appropriate pacing and volume -Assume roles in group communication tasks

FNWSU Literacy Curriculum Grade 2 Fall 2010

FNWSU Literacy Curriculum GRADE 2 Power Standard #2 Reading Strategies Students effectively apply a combination of word identification, vocabulary, monitoring, & broad comprehension strategies to help them read.
Word Study/Word Identification/Phonics Auditory recognition of language Early Reading Skills & Strategies Phonological Awareness Concepts of Print
Concepts Skills/Strategies Power Indicators Common Local Assessment

Word ID/Vocabulary
Apply phonological knowledge and decoding skills (syllable types and word patterns) and use resources to identify and understand unfamiliar vocabulary words.

Phonological/Phonemic Awareness

-Blend and segment phonemes in more complex onesyllable and multisyllabic words (blends, digraphs) -Delete a sound from a one-syllable word to make a new word

(act of reading)
(Aligns with Standards 1.1, 1.13, 1.14, 1.18, 1.19, 2.1, 2.2, 2.6, 2.9, 3.2)

Word ID/Vocabulary
Apply phonological knowledge and decoding skills (syllable types and word patterns) and use resources to identify and understand unfamiliar vocabulary -Identify base words, prefixes and suffixes words.

^F&P Grade 2 Word Features

Word identification

-Read grade-appropriate high frequency words including irregularly spelled words with automaticity

FNWSU Literacy Curriculum Grade 2 Fall 2010

-Decode words using silent e, vowel teams and diphthongs Analyzing word structure

Sound-symbol correspondence -Read commonly spelled multi-syllabic words by using Word patterns word knowledge of sounds, syllable types or word/spelling patterns

Syllables Vocabulary

-Use the six-syllable types to help identify unknown words

Word ID/Vocabulary
Apply phonological

Identifying meaning of words

-Use strategies to help identify the meaning of unfamiliar words -Recognize base words, prefixes and suffixes -Understand how prefixes and suffixes affect the meaning of base words

knowledge and decoding skills (syllable types and word patterns) and use resources to identify and understand unfamiliar vocabulary words.

FNWSU Literacy Curriculum Grade 2 Fall 2010

-Use context clues including illustrations and diagrams to understand vocabulary -Use prior knowledge to understand vocabulary

Relationship of words (e.g. synonyms, antonyms)

-Identify synonyms, homonyms and antonyms -Categorize words using synonyms and antonyms -Describe categories, functions and features of words

Comprehension Applying reading strategies to understand text

While reading and/or listening to text, students:

-Use prior knowledge -Predict and make basic text-based inferences -Ask literal and clarifying questions -Construct sensory images (visualize) -Make connections -Locate and use text features -Self-select and read a variety of texts at their independent reading levels -Use strategies in response to comprehension questions or prompts

Broad Comprehension
Construct meaning of varied texts by activating prior knowledge, predicting, inferring, making connections, visualizing, asking questions, determining importance, and using text features while reading.

^F & P Text Level M

FNWSU Literacy Curriculum Grade 2 Fall 2010

-Participate in group discussions about what is read Monitoring Context and SelfCorrection Strategies -Self corrects -Use multiple strategies to decode -Use context clues and self-correction strategies including: predicting, monitoring, adjusting and confirming Monitoring and Adjusting Strategies -Sample text for readability and interest in order to self-select independent level text -Reread and adjust pace as needed

Monitoring
Monitor and adjust reading by selfcorrecting using sentence structure and context clues

^F & P Text Level M

FNWSU Literacy Curriculum Grade 2 Fall 2010

FNWSU Literacy Curriculum GRADE 2 Power Standard #3 Reading Accuracy Students read grade appropriate text with accuracy and fluency in a way that makes meaning clear
Rate & Accuracy Accuracy & Fluency ^F & P
Concepts Skills/Strategies Power Indicators Common Local Assessment

- Read grade appropriate material with at least 9094% accuracy at the end of grade 2 - Read grade-appropriate text with oral fluency at a rate of 80-100 correct words per minute.

Accuracy: Read
material appropriate for the end of grade 2 within the instructional range of 90-94% accuracy.

Benchmark Assessment Text Level M

(Instructional Level)

^Fluency

Aligns with Standard 1.2

- Read grade-appropriate text in a way that makes Phrasing (e.g. expression, punctuation) meaning clear by: ^reading with correct phrasing ^using good expression ^paying attention to punctuation

Fluency: Oral reading

of material appropriate for end of grade 2 demonstrates phrasing, expression and attention to text features at rates of 80100 correct words per minute (cwpm).

Measure

FNWSU Literacy Curriculum Grade 2 Fall 2010

FNWSU Literacy Curriculum GRADE 2 Power Standard #4 Reading Comprehension Students read, understand, interpret and analyze informational texts.
Initial Understanding of Informational Text -Gather information from text features such as table of contents, glossary, charts, etc. -Reread and find answers to literal questions in the text -Record information to show understanding when given an organized format such as a t-chart or Venn diagram -Distinguish among a variety of texts (e.g. -Use text features (table of contents and glossary) in order to answer literal and inferential questions about text -Use graphic organizers to record information obtained from text -Identify main idea and communicate learning
Concepts Skills/Strategies Power Indicators Common Local Assessment

^F & P Text Level M

(Instructional Level)
^VT Item Bank Progress Assessment 1 OR 2 OR 3

Aligns with Standards 1.15, 2.1, 2.2, 2.7, 2.11

dictionaries, glossaries, magazines, etc.) and their purposes - Identify new learning from a non-fiction text

FNWSU Literacy Curriculum Grade 2 Fall 2010

Analysis & Interpretation of Informational Text/Citing Evidence

-Connect information by comparing and combining ideas within a text -Infer main ideas from pictures and by identifying key words -Make inferences of causes and effects when signal words are present (e.g. The sun came up. Then the puddle dried up. Why did the puddle dry up?) -Make basic inferences or draw basic conclusions about the topic. (e.g. Based on this report, do turtles make good pets?) -Recognize the authors purpose in writing the text.

FNWSU Literacy Curriculum Grade 2 Fall 2010

FNWSU Literacy Curriculum GRADE 2 Power Standard #5 Reading Comprehension Students read, understand, interpret and analyze literary texts.
Initial Understanding of Literary Text (Comprehension)
Concepts Skills/Strategies Power Indicators Common Local Assessment

When reading text, students will be able to cite evidence from the text to:
Identify characters, setting, problem, solution, or major events as appropriate to text Retell the key elements of a story in order Distinguish between genres (poetry, plays, realistic fiction, etc.) Begin to identify literary devices /authors craft (e.g. rhyme, repeated language, and dialogue) Reread, recall relevant details, and find answers to literal questions Explain possible character motivation Retell and sequence all key elements of a story Make logical predications and connections based on evidence from text Make inferences about problem/solution Identify literary devices such as dialogue

^F & P Text Level M

(Instructional Level)
^VT Item Bank ^Progress Assessment 1 OR 2 OR 3

Aligns with Standards 1.3, 1.15, 2.1, 2.2, 2.7, 2.11

FNWSU Literacy Curriculum Grade 2 Fall 2010

Analysis and Interpretation of Literary Text/ Citing Evidence

When reading text, students will be able to cite evidence from the text to:
Analyze characteristics of main characters (e.g. physical traits or personality traits) and possible motives Make basic inferences of explicit stated causes and effects when signal words are present (e.g. The sun came up. Then the puddle dried up. Why did the puddle dry up?) Make inferences about the problems and solutions Infer authors message/lesson and purpose by identifying key words Make predictions based on story and tell why they were made Use text and schema (prior knowledge) to make text-to-text and text-to-self connections Generate a personal response to what is read by comparing stories or other texts to related personal experience, prior knowledge, or books

FNWSU Literacy Curriculum Grade 2 Fall 2010

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FNWSU Literacy Curriculum GRADE 2 Power Standard #2 Writing Dimensions/ Process Students apply the processes of writing including drafting, revising, editing, and critiquing to create a written product for the purpose of communication, discovery, or expression.
Prewriting, Drafting, Revising, Editing, Publishing
Concepts Skills/Strategies Power Indicators Common Local Assessment

In addition to previous:
Pre-write - Brainstorm, plan, and organize thoughts and ideas - Demonstrate purpose for writing - Begin to use graphic organizers Draft - Construct a written text to convey an idea or story - Stay on a topic throughout a piece of writing. Revise - Reread own writing to check for meaning - Add relevant details that enhance the story - Conference with teacher and use feedback to revise - Reflect on and improve writing using established criteria with support Edit

Prewriting
Generate and share ideas on a given topic or focus and organize them using a visual organizer

Formative
PS #4 (response to informationa l text OR

Drafting and Revision

Develop a specific topic or focus by giving relevant details in a logical sequence

report) PS #5 (narrative)

FNWSU Literacy Curriculum Grade 2 Fall 2010

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-Edit with help from teacher -Use resources to correct spelling of unknown words -Check for punctuation and capital letters Publish -Create and share text with an audience in a variety of forms (handwritten, electronic, or visual display)

FNWSU Literacy Curriculum Grade 2 Fall 2010

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FNWSU Literacy Curriculum GRADE 2 Power Standard #3 Writing Conventions & Structures Students demonstrate command of the structures of English language by writing with appropriate English grammar and conventions.
Concepts of Print, Grammar, Usage, Mechanics, Spelling, Handwriting
Concepts Skills/Strategies Power Indicators Common Local Assessment

In addition to previous:
Concepts of Print - Distinguish between letters, words, and sentences Grammar/Usage/Mechanics (GUM) - Use end punctuation (periods, question mark, and exclamation marks) correctly - Use commas for dates and salutations - Use capital letters to begin sentences and for names, months, and days of the week - Identify and use nouns, verbs, and adjectives in sentences Spelling - Use es to form plural words ending in s, -x, -ss, sh, and ch - Add ed to words to show past tense - Give a readable and accurate phonetic spelling for words that have not been taught

Students will build meaning with

Using the past tense of verbs, adding adjectives to nouns, making contractions

Students will edit for clarity

Commas with dates, letters and lists, apostrophes in contractions, and common plurals

FNWSU Literacy Curriculum Grade 2 Fall 2010

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- Represent each sound heard in a word with a feature of print - Correctly spell phonetically regular words with short vowels, consonant digraphs and blends, silent e words - Correctly spell grade-appropriate, high-frequency words

Handwriting - Form letters correctly - Print legibly on standard lined paper using appropriate margins and spacing.

FNWSU Literacy Curriculum Grade 2 Fall 2010

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FNWSU Literacy Curriculum GRADE 2 Power Standard #4 Informational Writing Students will write informational pieces with purpose, organization, voice and details in order to show thinking through analysis, synthesis and evaluation.
Report -Organize ideas using a given template, frame, or graphic organizer -Restate a given focus/controlling idea on a topic -Include details/information relevant to topic and/or given focus Purpose, Organization, Voice, Detail Response to Informational Text -Use references to text to support a given focus and prior knowledge -Organize ideas by using a beginning, middle, and concluding statement/ sentence, using a template, frame, or graphic organizer Concepts Skills/Strategies Power Indicators
Common Local Assessment

Purpose: Restate a
given focus/controlling idea on a topic.

Voice: n/a

Organization: Given a structure, logically

organize ideas by using a beginning, middle, and concluding statement/sentence.

Details (Elaboration):
Use prior knowledge to a

and/or Procedures -List steps in a logical order -Provide a list of materials to be used, if appropriate details

reference to support

text in order to provide given focus.

FNWSU Literacy Curriculum Grade 2 Fall 2010

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FNWSU Literacy Curriculum GRADE 2

Concepts Skills/Strategies Power Indicators Common Local Assessment

Expressive Writing:

Power Standard #5 Expressive Writing Students will write creatively with purpose, organization, voice and details in order to express identity, their own thoughts, ideas and feelings.

Purpose, Organization, Voice, Detail

Narratives - Create a clear understandable story line, with a beginning, middle, and end, when given a structure - Develop details - Describe character(s)

Purpose:
Create a clear understandable story line/topic.

Poetry -Establish a clear topic -Begin to use descriptive language to create visual imagery - Write forms of poetry Acrostic Free verse Rhyming Concrete poems

Voice:
Begin to show evidence of individual voice.

Organization:
Write with a clear beginning, middle, and end.

Details (Elaboration):

FNWSU Literacy Curriculum Grade 2 Fall 2010

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*Develop characters, setting, plot. *Use simple forms or images to describe (poetry).

FNWSU Literacy Curriculum Grade 2 Fall 2010

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