ELA.2.SL.C14.1 tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS SL.2.4) • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
• Use descriptive words. • Describe actions. • Describe objects. • Describe people.
ELA.2.SL.C14.2 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. (CCSS SL.2.5)
• With adult assistance, create audio recordings of stories or poems; add drawings or other visual displays to stories or recount of experiences when appropriate to clarify ideas, thoughts, and feelings.
• Articulate feelings. • Dictate details. • Use descriptive words.
• Utilize a variety of writing tools, materials, and surfaces.
ELA.2.SL.C14.3 produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. * (CCSS SL.2.6)
• Increasingly produce sentences in length and grammatical complexity. • Use four-to-five word phrases when appropriate to task and situation.
• Use two-to-three word phrases when appropriate to task and situation. • Use single words appropriate to task and situation.
* Objectives that appear in bold must be taught all year long to ensure student mastery.
Language
Performance Descriptors
Distinguished Above Mastery Mastery Partial Mastery Novice Second grade students at
distinguished level in language explain the functions of nouns, pronouns, verbs, adjectives, adverbs and conjunctions in sentences and produce complex sentences with subject-verb and pronoun–antecedent agreement. They distinguish the literal/ nonliteral meanings and shades of meaning among related words that describe states of mind or degrees of certainty while acquiring and using conversational, general academic
and domain-specific vocabulary.
Second grade students at above mastery level in language explain the functions of nouns, pronouns, verbs, adjectives, adverbs and conjunctions in sentences; produce complex sentences and consult reference materials as needed. They distinguish the literal/ nonliteral meanings and shades of meanings among related words that describe states of mind or degrees of certainty while acquiring and using conversational and general academic vocabulary.
Second grade students at mastery level in language
use collective nouns, irregular plural nouns, pronouns, irregular verbs, adjectives and adverbs correctly; produce, expand and rearrange sentences; use apostrophes to form contractions and possessives; and consult reference materials as needed.
They use affixes, root words and
meanings of individual words to determine the meaning of new words and compound words; consult reference sources for
clarification; use adjectives and
adverbs to describe.
Second grade students at partial mastery level in language with prompting and support use collective nouns, irregular plural nouns, pronouns, irregular verbs, adjectives and adverbs correctly and rearrange sentences; use apostrophes to form contractions; and begin consulting reference materials as needed. They use context clues to determine the meaning of new
words using affixes, root words,
different shades of meaning of words; they use reference sources
for clarification.
Second grade students at novice level in language
use nouns, pronouns, verbs, adjectives and conjunctions correctly in simple and compound sentences in response to prompts; use commas in dates and series; and draw on phonemic awareness to spell untaught words. They use context clues, root
words and inflectional forms
to sort and determine the meaning of words or phrases and the different shades of meaning or intensity of words; they use conjunctions to signal relationships among words.
Conventions of Standard English –
ELA.2.L.C15.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • use collective nouns (e.g., group).
• form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
• use reflexive pronouns (e.g., myself, ourselves).
• form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). • use adjectives and adverbs, and choose between them depending on what is to be modified.
• produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movies; The little boy watched the movie; The action movie was watched by the little boy).
(CCSS L.2.1)
• Choose the appropriate verb form that appropriately fits in a sentence.
Example: Yesterday I (rode, ride) the bus. • Match verb forms to pictures.
• Choose the appropriate adjective or adverb that fits in a sentence.
• Match adjectives and adverbs to pictures.
ELA.2.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • capitalize holidays, product names, and geographic names.
• use commas in greetings and closings of letters.
• use an apostrophe to form contractions and frequently occurring possessives.
• generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
• consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS L.2.2)
• Use proper nouns when writing.
• Identify holidays, product names, and geographic names. • Identify friendly letter parts and related punctuation marks. • Demonstrate the appropriate use of commas.
• Identify commas. • Identify end marks. • Identify possessive nouns.
• Choose the correct contraction given a choice. • Identify contractions.
• Engage in conversation using contractions. • Identify apostrophes.
• Identify end marks.
• Know and spell final –e and common words with vowel diagraphs.
• Know and spell common consonant diagraphs. • With support, spell words phonetically. • Write the correct letter when given a phoneme.
• Respond verbally or point to correct letter when given phoneme.
• Differentiate between the initial, medial, and final sounds in spoken CVC words.
• Trace uppercase and lowercase letters in cursive writing. • Form strokes involved with cursive writing.
• Trace strokes involved with cursive writing.
• Identify resource materials needed to research a topic or find the correct spelling of a word.
• Locate information in alphabetical order by the first letter.
• List key concepts from text needed to research a topic or identify the correct spelling. • Use table of contents, glossary, and index to locate information.
• Collect information from print and non-print resources to investigate selected topic.
Knowledge of Language -
ELA.2.L.C16.1 use knowledge of language and its conventions when writing, speaking, reading, or listening. • compare formal and informal uses of English.
(CCSS L.2.3)
• Read across various authors and genres. • Use formal language when writing. • Use formal language when speaking.
Vocabulary Acquisition and Use -
ELA.2.L.C17.1 determine 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.
• use sentence-level context as a clue to the meaning of a word or phrase.
• determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
• use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
• use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
• use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. * (CCSS L.2.4)
• Identify unknown words in sentences or phrases. • Fluently read and comprehend complex sentences.
• Read and comprehend a complex sentence with the use of a picture. • Read and understand below and on-grade level vocabulary words.
• Use pictures to demonstrate the meaning of words formed when a known prefix is added to another known word.
• State definitions of common prefixes.
• Use pictures to compare words with the same root word. • Locate the root word in unknown words.
• Use pictures to infer meaning of compound words. • Use pictures to form compound words.
• Use reference materials to locate information. • Apply alphabetical order.
ELA.2.L.C17.2 demonstrate understanding of figurative language, word relationships and nuances in word meanings.
• identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
• distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
(CCSS L.2.5)
• Use pictures to demonstrate how words can be described differently. • Use pictures to describe words.
ELA.2.L.C17.3 use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). * (CCSS L.2.6)
• With prompting and support, write sentences using correct adjectives and adverbs. • Choose correct adjective and adverb given choices.
• Engage in conversation accurately utilizing adjectives and adverbs. • Connect new vocabulary with prior educational experiences.
• Use new and challenging vocabulary words correctly within the context of play or other classroom experiences. • Spontaneously name pictures, objects or actions