Mr. Tran's Virtual Classroom

Standards and Assessments for Second Grade

Reading:

Standard 1
CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.

Concepts of Print: Recognize the differences between letters, words, and sentences.
Sample Performance Assessment (SPA): Follow words and sentences across the page while reading and match the sounds of the letters in words.

Concepts of Print: Recognize that specific sequences of letters represent spoken words.
Sample Performance Assessment (SPA): Recognize the sequence of letters in a word and pronounce them in order.

Concepts of Print: Recognize that capitalization and punctuation are used to distinguish sentences in print materials.
Sample Performance Assessment (SPA): Recognize capital letters at the beginning of sentences and pause when encountering end punctuation in oral reading.

Phonemic Awareness: Segment and blend onset-rimes.
Sample Performance Assessment (SPA): Segment sounds in words by clapping or saying each syllable aloud.

Phonemic Awareness: Segment and blend individual phonemes.
Sample Performance Assessment (SPA): Segment sounds in simple words (e.g., What are the sounds in man?) and blend sounds to say simple words.

Phonemic Awareness: Orally substitute and manipulate phonemes.
Sample Performance Assessment (SPA): Substitute, delete, and manipulate phonemes in simple words (e.g., Change the first sound in man to /r/. What word is it now?).

Alphabetic Understanding: Decode words with consonant blends and words with letter combinations.
Sample Performance Assessment (SPA): Read words with consonant blends and letter combinations correctly by sounding them out.

Alphabetic Understanding: Use common word parts to decode new words.
Sample Performance Assessment (SPA): Attend to common word endings (e.g., ing, ed, es, er, est), prefixes, or word families to accurately decode words.

Alphabetic Understanding: Use meaning-based word recognition strategies to read words.
Sample Performance Assessment (SPA): Use context and previous knowledge to name words not previously encountered.

Alphabetic Understanding: Produce common letter combinations.
Sample Performance Assessment (SPA): Sound out common letter combinations when given the letters or identify the correct letters when someone produces the sound.

Vocabulary and Concept Development: Recognize grade-appropriate categories of words.
Sample Performance Assessment (SPA): Select words, with or without pictures, that belong to grade-level appropriate categories (e.g., beginning letter, ending letter, letter sound) and concepts (e.g., plants, animals, food, toys).

Vocabulary and Concept Development: Use new grade-appropriate vocabulary introduced in stories and informational texts.
Sample Performance Assessment (SPA): Recognize new or unknown words encountered in reading, define them, and use them appropriately in oral or written activities.

Vocabulary and Concept Development: Use previous experiences to understand words in texts.
Sample Performance Assessment (SPA): Validate, expand, or question meanings of words encountered in texts by connecting them to people, things, or events from previous experience.

Fluency: Read aloud with reasonable accuracy and at an appropriate rate while adhering to end punctuation.
Sample Performance Assessment (SPA): Demonstrate fluency in reading high-frequency words and take appropriate pauses at the end of sentences when reading aloud.

Locating Sources/Gathering Information: Recognize the specific information offered by different parts of a book.
Sample Performance Assessment (SPA): Recognize the type of information a title page, book jacket, and table of contents offer and use this knowledge to pick books to read and locate specific books.

Standard 2
READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.

Understanding Text Structures: Explain how a title page, illustrations, and key words can convey information.
Sample Performance Assessment (SPA): Identify words and illustration on title page and wonder aloud about contents of book; confirm and explain connection between title page and contents after reading.

Constructing Meaning: Make and confirm predictions about what will happen next or what will be learned from a text by previewing key words and illustrations.
Sample Performance Assessment (SPA): Preview illustrations and key words (e.g., title, signpost words, chapter or section headings) to make written or verbal predictions before reading; stop during and after reading to confirm and make comments about the accuracy of the predictions.

Constructing Meaning: Use previous experiences to understand topics and concepts in texts.
Sample Performance Assessment (SPA): Relate previous experiences and the experiences of others to topics and concepts in a text through class discussions or by asking questions in order to better understand the subject.

Constructing Meaning: Restate important information or ideas from a variety of texts.
Sample Performance Assessment (SPA): Retell previously read material.

Constructing Meaning: Ask and answer who, what, when, why, where, and how questions about what is read.
Sample Performance Assessment (SPA): Respond accurately to questions about a selection.

Standard 3
LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.

Literary Elements: Identify the basic story elements of character and setting.
Sample Performance Assessment (SPA): Use drama, art, and writing (e.g., movement, choral reading, mime, sketching, making a diorama, sculpting, pictures, pictures with words) to identify basic story elements.

Personal Connection: Relate personal experiences to what was read.
Sample Performance Assessment (SPA): Connect a person, incident, or circumstance from own experience with a selection of literature.

Writing:

Standard 4
CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms.

Range Of Writing: Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as:
• descriptions about familiar people, places, events, or experiences.
• non-fiction formats that explain or give basic informatin about familiar topics.
• reflections on learning.
Sample Performance Assessment (SPA): Write narratives about familiar topics, pieces that explain or inform, and reflections on what has been learned.

Sentence Structure and Grammar: Write complete sentences.
Sample Performance Assessment (SPA): Write statements that express complete thoughts; include a subject, verb, and, if appropriate, a complement.

Punctuation, Capitalization, Spelling, and Handwriting: Print legibly using correct spacing, capital letters, and end punctuation to distinguish words and sentences.
Sample Performance Assessment (SPA): Write in word strings, simple sentence patterns, and multiple sentences with correct spacing, capital letters, and end punctuation (e.g., period, question mark, and exclamation point).

Punctuation, Capitalization, Spelling, and Handwriting: Use letter-sound knowledge and segmenting strategies to spell unfamiliar words.
Sample Performance Assessment (SPA): Use phonetic spelling and segmenting strategies (e.g., saying sounds in words, looking for familiar word parts and patterns) to spell unfamiliar words.

Punctuation, Capitalization, Spelling, and Handwriting: Edit writing to correct capitalization:
• The pronoun and proper names.
Sample Performance Assessment (SPA): Write names and the pronoun "I" using capital letters in multiple contexts (e.g., to label work with a name, to write phrases and sentences).

Punctuation, Capitalization, Spelling, and Handwriting: Edit writing to correct use of the following punctuation:
• periods as end marks.
Sample Performance Assessment (SPA): Identify complete sentences and insert periods at the end.

Standard 5
RHETORIC: Use rhetorical devices to craft writing appropriate to audience and purpose.

Meaning: Focus on a single topic in a piece of writing.
Sample Performance Assessment (SPA): Identify a topic for writing and stay focused on that topic.

Meaning: Add simple descriptions and details to develop a topic.
Sample Performance Assessment (SPA): Add descriptive words and sensory details to develop a chosen topic in a variety of written assignments (e.g., short paragraph, picture with words, greeting card).

Design: Add titles and sequence ideas to organize writing.
Sample Performance Assessment (SPA): Organize writing (e.g., use of a title represents early form of a beginning, more than one detail or event is put in order, use of "the end" represents early form of a conclusion).

Clarity: Use descriptive words when writing about people, places, things, or events.
Sample Performance Assessment (SPA): Use adjectives (e.g., big, tired, red) and prepositional phrases (e.g., in a blue shirt, from Pearl City, on the white board) to describe nouns.

Oral Communication:

Standard 6
CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes.

Discussion and Presentation: Express ideas through drama activities (e.g., sharing, role playing, puppetry, mime, choral reading) .
Sample Performance Assessment (SPA): Engage in drama activities in order to aid comprehension, develop vocabulary, and reinforce content through actions.

Discussion and Presentation: Use appropriate social conventions (e.g., waiting one's turn, raising a hand, apologizing) in various large and small group situations.

Sample Performance Assessment (SPA): Interact with others (e.g., sharing materials with a partner, requesting information, seeking permission, making an apology) using speaking and listening courtesies (e.g., balanced give-and-take in conversations, "please" and "thank you," appropriate volume).

Discussion and Presentation: Give and follow one- to three-step oral directions.
Sample Performance Assessment (SPA): Give one- to three-step directions and follow simple instructions to complete a task or procedure (e.g., following a recipe, completing homework).

Critical Listening: Ask questions for clarification.
Sample Performance Assessment (SPA): Formulate questions that directly seek the additional information needed to clarify the message or clear up misunderstandings.

Critical Listening: Use basic listening skills to focus attention on speaker and respond to a message.
Sample Performance Assessment (SPA): Listen attentively by looking at speaker and show comprehension of message through basic oral or written response.

Delivery: Adjust volume and intonation (e.g., falling for statements, rising for questions) as appropriate to content and purpose.
Sample Performance Assessment (SPA): Speak with expression and relate rising and falling intonation to statements, commands, and questions.

Standard 7
RHETORIC: Adapt messages appropriately to address audience, purpose, and situation.

Meaning: Use personal examples and explanations to make ideas clearer in various speaking situations.
Sample Performance Assessment (SPA): Draw on ideas and explanations from personal experience and prior knowledge to discuss topics, participate in group work, and ask questions.

Design: Present ideas in a logical order or sequence that is easy to follow.
Sample Performance Assessment (SPA): Present ideas in some kind of logical order when speaking in various situations.

Clarity: Use clear and appropriate vocabulary when speaking.
Sample Performance Assessment (SPA): Select specific words appropriate for the situation and audience when speaking in various situations.

Clarity: Use complete sentences when speaking.
Sample Performance Assessment (SPA): Form complete sentences to clearly communicate ideas and feelings in a variety of speaking situations.