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2017-2018

Elementary Literacy Quick Guide Grade Two

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Grade 2: Year at a GlanceTopic Scales

*Bold = topic includes Literacy Essential(s)Unit 1

Q1Unit 2

Q2Unit 3

Q2Unit 4

Q3Unit 5

Q4Unit 6

Q4Suggested Pacing 8/28-10/6 10/9-11/17 11/20-1/12 1/17-3/2 3/5-4/20 4/23-5/30

Phonics Skills X X X X X X

Ask and Answer Questions X X X X X X

Main Topic and Central Message X XStory Elements X

Making Connections X XText Structure X X

Vocabulary and Word Knowledge X X X X X XPoint of View/Purpose X X

Sources of Information X XReasons and Evidence X

Compare and Contrast XGrade Level Reading X X X X X X

Opinion Writing X XInformative Writing X X

Narrative Writing XResearch Organization X

*Revising Writing and Presenting Ideas (Checklist)X

(Optional to Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*Spelling and Grammar(Checklist) X

(Optional to Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*See page 2 for sequence of individual standards within each checklist.

Page | 2 Grade 2 Literacy Quick Guide Updated 5/5/2023

Spelling and Grammar (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) Use collective nouns (for example, group). (L.2.1a) X2) Form and use frequently occurring irregular plural nouns (for

example, feet, children, teeth, mice, fish). (L.2.1b) X3) Use reflexive pronouns (for example, myself, ourselves). (L.2.1c) X4) Form and use the past tense of frequently occurring irregular verbs

(for example, sat, hid, told). (L.2.1d) X X5) Use adjectives and adverbs, and choose between them depending on

what is to be modified. (L.2.1e) X X6) Produce, expand, and rearrange complete simple and compound

sentences in context (for example, The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (L.2.1f)

X X X

7) Capitalize holidays, product names, and geographic names. (L.2.2a) X X8) Use commas in greetings and closings of letters. (L.2.2b) X9) Use an apostrophe to form contractions and frequently occurring

possessives. (L.2.2c) X10) Generalize learned spelling patterns when writing words. (L.2.2d) X X X X X X11) Consult reference materials, including beginning dictionaries, as

needed to check and correct spellings. (L.2.2e) X12) Compare formal and informal uses of English. (L.2.3a) X X X X X X13)Use words and phrases acquired through conversations, reading and

being read to, and responding to a text, including using adjectives and adverbs to describe (for example, why other kids are happy that makes me happy). (L.2.6)

X X X X X X

Reporting Conversion (# of items mastered converted to scale score): 13= Score 3; 11-12= 2.5; 9-10= 2; 7-8= 1.5; 1-6= 1

Revising Writing and Presenting Ideas (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) With guidance and support from adults and peers, focus on a topic. (W.2.5) x x x x x x2) With guidance and support from adults and peers, add details to strengthen

writing as needed. (W.2.5) x x x x x x3) With guidance and support from adults, use a variety of digital tools to produce

and publish writing. (W.2.6) x x x x x x4) With guidance and support from adults, produce and publish writing in

collaboration with peers. (W.2.6) x x x x x x5) Ask and answer questions about what a speaker says in order to clarify

comprehension, gather additional information, or deepen understanding of a topic or issue. (SL.2.3)

x x x x x x

6) Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas,

x x x x x x


thoughts, and feelings. (SL.2.5) Reporting Conversion (# of items mastered converted to scale score): 6= Score 3; 5= 2.5; 4= 3; 3= 2.5, 2= 2; 1= 1

Grade 2: Literacy Scales + ChecklistsNo changes can be made to targets identified in bold, as these are directly from the Iowa Core Standards. *** targets are Essentials to Literacy at this grade level.

Click here to read more about selecting an appropriate text to use with students when gathering evidence of mastery.

Phonics Skills (RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3e, RF.2.3f)

4 N/A in this topic: Foundational skills support our learners when they read text and produce written language. Once students demonstrate mastery of this foundational topic, move on to another topic.

3Learning

GoalA. Use Level 2 skills within text.***B. Use Level 2 skills in student writing.***

COMPREHENSION

2a. Distinguish long and short vowels when reading regularly spelled one-syllable words. (RF.2.3a)***b. Recognize spelling-sound correspondences for additional common vowel teams. (RF.2.3b)***c. Decode regularly spelled two-syllable words with long vowels. (RF.2.3c)*** d. Identify words with inconsistent but common spelling-sound correspondences. (RF.2.3e)*** e. Recognize and read irregularly spelled words. (RF.2.3f)***

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Academic Vocabular

yregular, Irregular, long vowel, short vowel, sound, syllable, vowel team

Phonics Skills- Item Bank(RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3e, RF.2.3f)

Level 3A B

For additional information on teaching and assessing foundational skills within connected text and writing, visit the KITE Early Literacy Modules.

Level 2 a b c d e


https://www.dropbox.com/s/qv162vl9733ucps/Using%20a%20Below%20Level%20Text.docx?dl=0

Teacher will provide students with four words that have consonant digraphs (sh, th, wh, ch, kn, ph). Teacher will say a word and the student will circle the correct word. . (Teacher will need to do several examples of this to include all consonant digraphs.)

Teacher will provide students with four one syllable words including short vowels and blends. Teacher will say a word and the student will circle the correct word (Do several examples)

Provide students several words. Students will clap the word to determine the number syllables in the word (basket, dog, watermelon, student first and last name)

Student will read through a given list of irregularly spelled words (sight words will be announced)

Teacher provides two words and students will identify the correct word (example: show students the words thay and they, was and wus) Student will identify the correct spelling

.

Ask and Answer Text Questions (RL.2.1, RI.2.1)

ANCHOR STANDARD(S):

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the goal.

3Learning

Goal

A. Answer such questions as Who?, What?, Where?, When?, Why?, and How? to demonstrate

understanding of key details in a (fiction and non-fiction) text. (RL.2.1; RI.2.1)*** B. Ask such questions as Who?, What?, Where?, When?, Why?, and How? to demonstrate

understanding of key details in a (fiction and non-fiction) text. (RL.2.1; RI.2.1)***

COMPREHENSION

2a. Answer teacher-provided, right in the text, questions about key details in a text.b. Identify the question word and determine what the question is asking. Ex: A "where" question should be

answered with a place or a specific location.1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabular

yanswer, ask, detail, infer, text, what, when, where, who, why, how, meaningful*(instructional focus is on asking meaningful questions)

Ask and Answer Text Questions- Item Bank(RL.2.1, RI.2.1)

Level 4Revise the story/text to include additional details. How do these new details change the main idea of the text? How do the changes change answers to Who? What? Where? When? Why? And How?

Level 3A B


*student ex. "How did squirrel help groundhog?"What is the main topic of this text? What details support the topic?

What did you learn from the text? What details from the text support that new learning?

Who or what is the text about? What words directly from the text or what you have learned from reading the text, describe the main character/main idea?

What might you want to know about "______"? What MEANINGFUL question do you have about the main character, setting, or an event (name the event)?

What is the purpose for reading this text? What questions do we have?

Level 2 a b

Who or what is the text about?What is a question?Where and when does the text take place? What words does the author use that lets you know?

*click on the picture to follow link to resource.

Main Topic and Central Message (RL.2.2, RI.2.2)

ANCHOR STANDARD(S):

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


3Learning

Goal

A. Recount stories, including fables and folktales from diverse cultures, and determine their central

message, lesson, or moral. (RL.2.2) B. Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within

the text. (RI.2.2)***COMPREHENSION

2a. Retell stories, including fables and folktales from diverse cultures, including key details b. Recognize or recall the central message, lesson, or moral of stories, including fables and folktales c. Identify a paragraph within a multi-paragraph text (beginning and end).


yculture, diverse, fable, topic, focus, folktale, lesson, message, moral, paragraph, story, text, retell (students listen to a story), recount (students have read the story)

Main Topic and Central Message - Item Bank(RL.2.2, RI.2.2)

Level 4Add an additional event to the story that reinforces the author’s central message, lesson, or moral.

Add a details to the text that adds more information about the main topic. Page | 6 Grade 2 Literacy Quick Guide Updated 5/5/2023

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Level 3A B

What is the lesson from the text? What key ideas/story elements did you use to get to the central message/moral/lesson in the text?

(A recount may be written or oral and requires a clearly sequenced ordering of narrative events.)

What key ideas did you use to get to the topic of this text/paragraph?What key details did you use to determine the focus of this paragraph?


Level 2 a b c

Tell or write your remember about the story. Include 2 key details.

(Retell implies an oral recapitulation of the narrative elements, probably best put in order but not necessarily; as we speak, we may correct our thoughts and provide for that correction in our speaking.)

(multiple choice)What is the author trying to teach you?What is the central message/moral/lesson in the text?

Story Elements (RL.2.3)

ANCHOR STANDARD(S):

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.


3Learning

GoalA. Describe how characters in a story respond to major events and challenges. (RL.2.3)

COMPREHENSION

2a. Describe characters, settings, and major events in a storyb. State challenges a character faces.c. Identify a character's feelings and/or actions.


ychallenge, event, respond,

Story Elements - Item Bank(RL.2.3)Level 4


Topic of Text: ___________________________The focus of the this paragraph is:_______________________________________Give 2 details to support the focus:_____________________________________________________________________________ _

Based on what you know about how the characters responded in this story, what would happen if the character(s) faced a new (given) challenge.

Level 3A

When ______ happens in the story, how does _______ respond? Find text evidence to support your answer.Given an event or challenge, the student can describe how characters respond using actions and/or feelings.How does the main character act at the beginning, middle, and end of the story?

Level 2 a b c

Identify the main character, setting, and event in the story.


Multiple choice:What does the character want?In the beginning, middle, or end, how is the character feeling?


Making Connections (RI.2.3)

ANCHOR STANDARD(S):

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.


3Learning

GoalA. Describe the connection between a series of historical events, scientific ideas or concepts, or

steps in technical procedures in a nonfiction text. (RI.2.3) COMPREHENSION

2 a. Recognize or recall events, ideas, concepts, or steps in a text.b. Identify two or more related events, ideas, or pieces of information in a text.


yconcept, connection, event, idea, procedure, series, text

Making Connections - Item Bank(RI.2.3)

Level 4

Compare and contrast how the author develops the events, idea, or concepts of this text to a new text/new author’s development of the same events, idea, or concept.

Level 3A

What do all of these events explain?Describe the relationships between the events, ideas, concepts, or steps in a process.(cause/effect for non-fiction)Use signal words to describe the steps in the ____ procedure.Students create a diagram to show the important changes that occurred in text. (ex. life cycle of a butterfly)

Level 2 a b

Tell or write events, ideas, or steps from the text you read.

Sequence given events in a specific order.



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Text Structure (RL.2.4, RL.2.5, RL.2.7)

ANCHOR STANDARD(S):

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.


3Learning

Goal

A. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (RL.2.4)

B. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (RL.2.5)

C. Use information gained from the illustrations and words in a print or digital story to demonstrate understanding of its characters, setting, or plot. (RL.2.7)

COMPREHENSION

2a. Locate illustrations that describe specific characters, settings, or events.b. Locate specific words in print that describe characters, settings, or events.c. Identify examples of structures in a text (for example, beginning, middle, ending). d. Identify rhyming words, alliteration, and repeated lines within a story, poem, or song.


ybeginning, introduce, middle, event, conclude, ending, solution, story, structure, text, illustration


Text Structure - Item Bank(RL.2.4, RL.2.5, RL.2.7)

Level 4

Level 3A B C

Find a sentence or line in the poem or song that shows an example of alliteration, rhyme, etc. How does alliteration, rhyme, etc. add to the meaning?

Identify and clap the rhythm of this stanza. Why do author’s include rhythm in their work?

*Rhythm and Meaning: Authors or poets use alliteration to emphasize certain words or create a specific mood. Guide students to think about why the author might have decided to repeat certain lines.

Describe the beginning, middle, and end of the story.Describe the plot of the story. Use evidence from the text to support your answer.

*click on the picture to follow link to resource.How would you describe _________? Use evidence from the story to support your answer.

What clues do the illustrations and words in the story provide to help you understand the character, setting, and plot?

Level 2

a b c d

Which illustration describes ________(fill in the blank with character name, “setting”, or an event from the story)?

Which words in the text describe ________ (fill in the blank with character name, “setting”, or an event from the story)?

Retell the beginning, middle and end of the story.In the beginning of the story ____________?

At the end of the story _____________?

Which words rhyme? Underline examples of alliteration.Circle repeated phrases in the text.


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Vocabulary and Word Knowledge (L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, L.2.5a, L.2.5b, L.2.3d, RI.2.4)

ANCHOR STANDARD(S):

Interpret words and phrases as they are used in a text, including determine technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


3Learning

Goal

Students demonstrate they have the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, *choosing flexibly from a range of strategies. . (Language 4)

A. Use sentence-level context as a clue to the meaning of a word or phrase. (L.2.4a) .*** B. Determine the meaning of the new word formed when a known prefix is added to a known word.

(e.g., happy/unhappy, tell/retell).(L.2.4b) .***C. Use a known root word as a clue to the meaning of an unknown word with the same root. (e.g.,

addition, additional). (L.2.4c) .***D. Use knowledge of the meaning of individual words to predict the meaning of compound words.

(e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (L.2.4d) .***E. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the

meaning of words and phrases. (L.2.4e)F. Distinguish shades of meaning among closely related verbs. (e.g., toss, throw, hurl) and closely

related adjectives (e.g., thin, slender, skinny, scrawny). (L.2.5b) ANALYSIS

2

a. Recall the meaning of common prefixes, suffixes, and roots. b. Identify real-life connections between words and their use (e.g., describe foods that are spicy or

juicy). (L.2.5a) c. Decode words with common prefixes and suffixes. (RF.2.3d) .***d. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

(RI.2.4) 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabular

yroot, context clue, glossary, prefix*Use “Prefixes, Suffixes, Root Words” document as a guide


https://www.dropbox.com/s/zrmjlpvgsk3cyev/2%20LITERACY%20Prefixes%2C%20Suffixes%2C%20Roots.docx?dl=0

Vocabulary and Word Knowledge - Item Bank(L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, L.2.5a, L.2.5b, RF.2.3d, RI.2.4)

Level 4

Student appropriately uses above grade level vocabulary in writing and speaking. See next grade level for suggested vocabulary words.

Level 3- Student CHOOSES FLEXIBLY from a range of strategies to determine word meaningsA B C D E F

Use the context of the word, and information provided in the article to figure out the meaning of the underlined words. Write the meanings on the lines below.

Add prefix/suffix to a root word. Student writes/tells new meaning.

This task is most effective when completed in reading connected text or when writing.

*Use “Prefixes, Suffixes, Root Words” document as a guide

Student says/writes definition of root.

Student says/write definition of root plus suffix/prefix.



Student says/writes definition of individual words in the compound word.

Student says/write definition of compound word using definitions of individual words.


Student uses glossary, dictionary to say/write his own definition for a word encountered in connected text.

Student says/writes how closely related words differ in meaning. See examples in standard. Student chooses the most appropriate word in his writing.


Level 2 a b c d

Student says/write a meaning/definition in his own words for common prefixes, suffixes, and roots.


Student uses newly learned words in their writing or speaking.

Student breaks apart words by dividing them at the prefix/root/suffix to sound them out when reading.

Students says/writes the meaning of common grade level vocabulary. This task is most effective when completed in reading connected text.





Point of View and Purpose (RL.2.6, RI.2.6)

ANCHOR STANDARD(S):

Assess how point of view or purpose shapes the content and style of a text.


3Learning

Goal

A. Acknowledge differences in the points of view of characters in a text, including by speaking in a different voice for each character when reading dialogue aloud. (RL.2.6)

B. Identify the main purpose of a text, including the question or topic that the author wants to answer, explain, or describe. (RI.2.6)

COMPREHENSION

2a. Identify what various characters are saying in a story. b. Identify who is telling the story at various points in the story.c. Identify the author’s purpose in writing a text.


yanswer, explain, describe, author, character, dialogue, point of view, purpose, question, topic, narrator

Point of View and Purpose - Item Bank(RL.2.6, RI.2.6)

Level 4Read “Little Red Riding Hood”. In a small group, write new character traits for the Big Bad Wolf. Then on your own, rewrite the story from the Big Bad Wolfs point of view. Explain your story to a partner, justifying the Wolf’s point of view.

Level 3A B

Have students orally read a brief passage to listen for voice of different characters.Describe the difference between character A's point of view and character B's point of view.

Why did the author write this text? How do you know? (answer, explain, describe)What does the author want to answer, explain, or describe?How does the author feel about the topic/issue?

Level 2 a b c

What did. (character name) say when. (event) happened? Who is telling the story? How do you know?(narrator vs character)What can you tell about his/her beliefs or attitude?

Students can identify whether the author is writing to persuade, inform, or entertain



Sources of Information (RI.2.5, RI.2.7)

ANCHOR STANDARD(S):

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.


3Learning

GoalA. Explain how specific images (e.g. a diagram showing how a machine works) contribute to and

clarify a text. (RI.2.7) COMPREHENSION

2a. Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes,

electronic menus, icons) to locate key facts or information in a text efficiently. (RI.2.5) .***b. Describe the information provided by specific images in a text.


yclarify, diagram, digital, illustration, image, information, bold print, text, photographs, caption

Sources of Information - Item Bank(RI.2.5, RI.2.7)

Level 4Categorize images into those that contribute and clarify the text and those that do not. Justify your categories with text evidence.

Write you own inform book using text features, such as a table of contents, captions, diagram, headings, etc.Level 3

AWhat information did you gather from the _________ image that helped you understand the text?Why did the author include ________ (image) on this page? How does it help you understand more than just the text?

a b


Students use the text features to answer questions about the text.Show me the __________ (text feature, i.e. index). What is the purpose of the ___________?

Scavenger HuntCaption, Heading, Bold Word, Label

Page What they show or tell


What does the picture on p. ___ show?

Reasons and Evidence (RI.2.8)

ANCHOR STANDARD(S):

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. *Important Note: NOT the same as main idea

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the goal.3

Learning Goal

A. Describe how reasons support specific points the author makes in a text. (RI.2.8) .*** COMPREHENSION

2 a. Identify specific points the author makes in a text. b. Identify the reasons the author gives to support specific points in a text.


yauthor, point, reason, support, text, facts, opinions, evidence

Reasons + Evidence - Item Bank(RI.2.8)

Level 4

Evaluate whether the author provides sufficient reasons to support his/her point in the text. Justify you answer with text evidence.

Level 3A

Explain in your own words the reasons that support the author's opinion.Use fact and opinion to support the author's point.

Level 2 a b


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Identify a fact/opinion stated by the author.

Identify the reasons/evidence and author gives to support key points made in a text.


Compare and Contrast (RL.2.9, RI.2.9)

ANCHOR STANDARD(S):

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


3Learning

Goal

A. Compare and contrast two or more versions of the same story (for example, Cinderella stories) by different authors or from different cultures. (RL.2.9)

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

ANALYSIS

2 a. Describe differences between two or more versions of the same story.b. State the most important points in a nonfiction text.


yauthor, compare, contrast, culture, story, version, similar, different, unique, point, topic

Compare and Contrast - Item Bank(RL.2.9, RI.2.9)

Level 4Take a position on which version of the story is best. Justify your answer with reasons and evidence from the text.

Take a position on which text presents the important points most clearly. Justify your answer with reasons and evidence from the text.

Level 3A B


Using a Venn Diagram to compare/contrast key details in 2 version of the same story.*click on the picture to follow link to resource.What are the similarities/difference you noticed about the 2 stories? Both stories are about/different..

Use a double bubble web to compare and contrast …*click on the picture to follow link to resource.

How is the problem alike/different in each story?How is the solution alike/different in each story?

Level 2a b

Was the ____ (setting, character, plot specific detail) the same from story A to story B?

What was different? Write/ tell the 3 most important points from the text. Use evidence from the text to support your answer.


Grade Level Reading (RL.2.10, RI.2.10, RF.2.4)

ANCHOR STANDARD(S):

Read and comprehend complex literary and informational texts independently and proficiently.

4 Students demonstrate they have the ability to read text at the 660+ Lexile level.

3.5 Students demonstrate they have the ability to read text at the 550-659 Lexile level.

3

Students demonstrate they have the ability to read text at the 440-549 Lexile level.

Read with sufficient accuracy and fluency to support comprehension. (RF.2.4) .***

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. (RI.2.10)

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. (RL.2.10)

2.5 Students demonstrate they have the ability to read text at the 322-439 Lexile level.

2 Students demonstrate they have the ability to read text at the 205-321 Lexile level.

1.5 Students demonstrate they have the ability to read text at the 103- 203 Lexile level.

1 Students demonstrate they have the ability to read text at the BR- 102 Lexile level.

Text Level Guidance: When collecting evidence around the reading (RL + RI) topics, students are expected to independently read the text and demonstrate their level 3 understanding. When a student is not able to independently access grade level text, a below level text may be used to assess the standard (learning goal); however, if a below level text is not complex enough to support the level 3 learning, the standard may be assessed using listening comprehension as a level 2 target.

This Grade Level Reading topic communicates if students can independently read and comprehend grade level text. The other RI and RL topics do not require students to read grade level text for assessment; however, teachers are encourage to use grade level, complex text during instruction whenever possible as is best practice.

Determining a Topic Score for Grade Level Reading Run “Class Report” for the most recent MAP Reading Test Locate the Lexile range for each student on the report Add 100 points from the bottom number of the range to determine each student’s Lexile level Compare that number to ranges in the above scale to determine the topic score


Opinion Writing (W.2.1)

ANCHOR STANDARD(S):

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.


3Learning

Goal

Students demonstrate they have the ability to write opinion pieces in which they:A. Introduce the topic or book they are writing about. (W.2.1)***B. State an opinion. (W.2.1)***C. Supply reasons that support the opinion. (W.2.1)***D. Provide a concluding statement or section. (W.2.1)***E. Use linking words (for example, because, and, also) to connect opinion and reasons. (W.2.1)***

COMPREHENSION

2a. Write the topic or name of the book they are writing about.b. State an example of an opinion about their topicc. Identify a concluding statement or section in a written textd. Identify linking words


yconclusion, connect, introduce, linking, opinion, reason, support, topic, details

Opinion Writing – Item Bank(W.2.1)

Level 4

Level 3 Student Writing Samples

http://www.corestandards.org/assets/Appendix_C.pdf

http://achievethecore.org/category/330/student-writing-samples




Informative Writing (W.2.2)

ANCHOR STANDARD(S):

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


3Learning

Goal

Students demonstrate they have the ability to write informative/explanatory pieces in which they:A. Introduce a topic. (W.2.2)***B. Use facts and definitions to develop points. (W.2.2)***C. Provide a concluding statement or section. (W.2.2)***

COMPREHENSION

2a. Write the topic or name of the book they are writing about.b. Identify a fact about the topicc. Identify a concluding statement or section in a written text


yconclusion, definition, fact, informative/explanatory, introduce, point, topic

Informative Writing– Item Bank(W.2.2)

Level 4

Level 3 Student Writing Samples






Narrative Writing (W.2.3)

ANCHOR STANDARD(S):

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


3Learning

Goal

Students demonstrate they have the ability to write narratives in which they:A. Recount a well-elaborated event or short sequence of events. (W.2.3) B. Include details to describe actions, thoughts, and feelings. (W.2.3) C. Use temporal words to signal event order. (for example, first, then, next). (W.2.3) D. Provide a sense of closure. (W.2.3)

COMPREHENSION

2 a. Recount two or more appropriately sequenced eventsb. Include details regarding what happened


yevent, narrate, narrative, order, reaction

Narrative Writing – Item Bank(W.2.3)

Level 4

Level 3 Student Writing Sampleshttp://www.corestandards.org/assets/Appendix_C.pdf





Research Organization (W.2.7, W.2.8)

ANCHOR STANDARD(S):

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text. (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


3Learning

GoalA. Participate in shared research and writing projects. (e.g., read a number of books on a single

topic to produce a report; record science observations). (W.2.7) ANALYSIS

2a. Recall information from experiences or gather information from provided sources to answer a

question. (W.2.8)b. Identify text features of informational texts (for example, captions, bold print, subheadings, glossaries,

indexes, electronic menus, icons).


yobservation, record, report, research, topic, answer, bold print, caption, electronic menu, experience, fact, glossary, icon, index, information, question, recall, source, subheading, text, text feature

Research Organization - Item Bank(W.2.7, W.2.8)

Level 4

Level 3 Student Writing Examples






Revising Writing and Presenting Ideas (Checklist)1) With guidance and support from adults and peers, focus on a topic. (W.2.5)

2) With guidance and support from adults and peers, add details to strengthen writing as needed. (W.2.5)

3) With guidance and support from adults, use a variety of digital tools to produce and publish writing. (W.2.6)

4) With guidance and support from adults, produce and publish writing in collaboration with peers. (W.2.6) 5) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or

deepen understanding of a topic or issue. (SL.2.3) 6) 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. (SL.2.5) Reporting Conversion (# of items mastered converted to scale score): 6= Score 3; 5= 2.5; 4= 3; 3= 2.5, 2= 2; 1= 1

Spelling and Grammar (Checklist) 1) Use collective nouns (for example, group). (L.2.1a)2) Form and use frequently occurring irregular plural nouns (for example, feet, children, teeth, mice, fish). (L.2.1b)

3) Use reflexive pronouns (for example, myself, ourselves). (L.2.1c)

4) Form and use the past tense of frequently occurring irregular verbs (for example, sat, hid, told). (L.2.1d)

5) Use adjectives and adverbs, and choose between them depending on what is to be modified. (L.2.1e)6) Produce, expand, and rearrange complete simple and compound sentences in context (for example, The boy watched the

movie; The little boy watched the movie; The action movie was watched by the little boy). (L.2.1f)7) Capitalize holidays, product names, and geographic names. (L.2.2a)

8) Use commas in greetings and closings of letters. (L.2.2b)9) Use an apostrophe to form contractions and frequently occurring possessives. (L.2.2c)10) Generalize learned spelling patterns when writing words. (L.2.2d)

11) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (L.2.2e)

12) Compare formal and informal uses of English. (L.2.3a)13) Use words and phrases acquired through conversations, reading and being read to, and responding to a text, including

using adjectives and adverbs to describe (for example, why other kids are happy that makes me happy). (L.2.6)Reporting Conversion (# of items mastered converted to scale score): 13= Score 3; 11-12= 2.5; 9-10= 2; 7-8= 1.5; 1-6= 1


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