Second Grade CCSS with I can statements
Second
Grade
Strand:
Reading
Literature
Topics
Standard
Key
Ideas
and
Details
RL.2.1.
Ask
and
answer
such
questions
as
who,
what,
where,
when,
why,
and
how
to
demonstrate
understanding
of
key
details
in
a
text.
RL.2.2.
Recount
stories,
including
fables
and
folktales
from
diverse
cultures,
and
determine
their
central
message,
lesson,
or
moral.
RL.2.3.
Describe
how
characters
in
a
story
respond
to
major
events
and
challenges.
Craft
and
Structure
RL.2.4.
Describe
how
words
and
phrases
(e.g.,
regular
beats,
alliteration,
rhymes,
repeated
lines)
supply
rhythm
and
meaning
in
a
story,
poem,
or
song.
RL.2.5.
Describe
the
overall
structure
of
a
story,
including
describing
how
the
beginning
introduces
the
story
and
the
ending
concludes
the
action.
RL.2.6.
Acknowledge
differences
in
the
points
of
view
of
characters,
including
by
speaking
in
a
different
voice
for
each
character
when
reading
dialogue
aloud.
Integration
of
Knowledge
and
Ideas
RL.2.7.
Use
information
gained
from
the
illustrations
and
words
in
a
print
or
digital
text
to
demonstrate
understanding
of
its
characters,
setting,
or
plot.
RL.2.8.
(Not
applicable
to
literature)
"I
can..."
statements
? I
can
answer
questions
to
show
I
understand
important
details
in
a
story.
? I
can
ask
questions
to
show
I
understand
important
details
in
a
story.
? I
can
retell
a
fable
or
folktale
and
explain
the
lesson
in
the
story.
? I
can
how
characters
act
when
things
happen
in
a
story.
? I
can
describe
how
words
give
rhythm
and
meaning
to
a
story,
poem,
or
song.
? I
can
tell
the
important
details
about
how
a
story
begins
and
ends.
? I
can
use
different
voices
for
characters.
? I
can
tell
different
ideas
characters
have.
? I
can
use
illustration
and
text
to
tell
about
the
setting
of
a
story.
? I
can
use
illustration
and
text
to
tell
about
the
characters
of
a
story.
? I
can
use
illustration
and
text
to
tell
about
the
plot
of
a
story.
Vocabulary
Questioning
Complete
sentences
Key
details
Text
Recount/
retell
Genres
Fables
Folktales
Cultures
Central
message
Moral
Characters
Conflict
Plot
Problem/solution
Major
events
Challenges
Regular
beats
Alliteration
Rhyme
Repeated
lines
Rhythm
Beginning
Middle
End/conclusion
Introduction
Sequence
Points
of
view
Expression
Dialogue
Illustration
Digital
text
Characters
Setting
Plot
Second
Grade
Range
of
Reading
and
Level
of
Text
Complexity
RL.2.9.
Compare
and
contrast
two
or
more
versions
of
the
? same
story
(e.g.,
Cinderella
stories)
by
different
authors
or
from
different
cultures.
RL.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.
I
can
tell
about
how
stories
by
different
authors
or
stories
from
different
places
are
alike
and
different.
I
can
read
and
understand
stories
at
my
grade
level.
Compare
Contrast
Cultures
Second
Grade
Strand:
Reading
Informational
Text
Topics
Standard
Key
Ideas
and
Details
RI.2.1.
Ask
and
answer
such
questions
as
who,
what,
where,
when,
why,
and
how
to
demonstrate
understanding
of
key
details
in
a
text.
RI.2.2.
Identify
the
main
topic
of
a
multi--paragraph
text
as
well
as
the
focus
of
specific
paragraphs
within
the
text.
Craft
and
Structure
Integration
of
Knowledge
and
Ideas
RI.2.3.
Describe
the
connection
between
a
series
of
historical
events,
scientific
ideas
or
concepts,
or
steps
in
technical
procedures
in
a
text.
RI.2.4.
Determine
the
meaning
of
words
and
phrases
in
a
text
relevant
to
a
grade
2
topic
or
subject
area.
RI.2.5.
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.2.6.
Identify
the
main
purpose
of
a
text,
including
what
the
author
wants
to
answer,
explain,
or
describe.
RI.2.7.
Explain
how
specific
images
(e.g.,
a
diagram
showing
how
a
machine
works)
contribute
to
and
clarify
a
text.
RI.2.8.
Describe
how
reasons
support
specific
points
the
author
makes
in
a
text.
RI.2.9.
Compare
and
contrast
the
most
important
points
presented
by
two
texts
on
the
same
topic.
Range
of
Reading
and
Level
of
Text
Complexity
RI.2.10.
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.
"I
can..."
statements
? I
can
answer
questions
to
show
that
I
know
what
I
read.
? I
can
ask
questions
to
show
that
I
know
what
I
read.
? I
can
identify
the
main
idea
of
a
text.
? I
can
state
the
focus
of
the
paragraphs
within
the
text.
? I
can
put
events
or
ideas
in
order.
? I
can
explain
how
events
or
ideas
go
together.
? I
can
use
strategies
to
figure
out
the
meaning
of
words.
? I
can
use
text
features
to
find
information
quickly.
? I
can
tell
why
the
author
wrote
the
text.
? I
can
tell
how
pictures
help
me
understand
what
I
read.
? I
can
explain
why
the
author
includes
certain
details
in
a
text.
? I
can
tell
which
facts
are
the
same
or
different
in
two
texts
on
the
same
subject.
? I
can
read
and
understand
informational
texts
at
my
grade
level.
Vocabulary
Question
Complete
sentence
Key
details
Main
idea/topic
Making
connections
Clarification
Text
features
Author's
purpose
Visuals
Images
Reasons
Text
Compare/contrast
Autobiography
Biography
Expository
Non--fiction
Informational
text
Instructional
reading
level
Independent
reading
level
"just
right"
level
Second
Grade
Strand:
Reading
Foundational
Skills
Topics
Print
Concepts
Standard
RF.2.1.
(Not
applicable
to
2nd
grade)
"I
can..."
statements
Vocabulary
Phonological
Awareness
Phonics
and
Word
Recognition
Fluency
RF.2.2.
(Not
applicable
to
2nd
grade)
RF.2.3.
Know
and
apply
grade
level
phonics
and
word
analysis
skills
in
decoding
words.
a.
Distinguish
long
and
short
vowels
when
reading
regularly
spelled
one-- syllable
words
b.
Know
spelling--sound
correspondences
for
additional
common
vowel
teams.
c.
Decode
regularly
spelled
two--syllable
words
with
long
vowels.
d.
Decode
words
with
common
prefixes
and
suffixes.
e.
Identify
words
with
inconsistent
but
common
spelling--sound
correspondences.
f.
Recognize
and
read
grade--appropriate
irregularly
spelled
words.
RF.2.4.
Read
with
sufficient
accuracy
and
fluency
to
support
comprehension.
a.
Read
on--level
text
with
purpose
and
understanding.
b.
Read
on--level
text
orally
with
accuracy,
appropriate
rate,
and
expression
on
successive
readings.
c.
Use
context
to
confirm
or
self--correct
word
recognition
and
understanding,
rereading
as
necessary.
? I
can
sound
out
words
I
do
not
know.
Long
vowel
? I
can
read
a
list
of
second
grade
Short
vowel
words
that
cannot
be
sounded
out.
Vowel
teams
Sight
words
Syllable
Prefixes
Suffixes
? I
can
read
fluently.
? I
can
understand
what
I
read.
? I
can
correct
myself
if
I
make
a
mistake
when
I
read.
? I
can
read
with
expression.
Accurately
Smoothly
Expression
Automaticity
Clarification
Reading
Strategies
Reading
for
meaning
Appropriate
rate
Words
correct
per
minute
Second
Grade
Strand:
Writing
Topics
Text
Types
and
Purposes
Production
and
Distribution
of
Writing
Research
to
Build
and
Present
Knowledge
Standard
W.2.1.
Write
opinion
pieces
in
which
they
introduce
the
topic
or
book
they
are
writing
about,
an
state
opinion,
supply
reasons
that
support
the
opinion,
use
linking
words
(e.g.,
because,
and,
also)
to
connect
opinion
and
reasons,
and
provide
a
concluding
statement
or
section.
W.2.2.
Write
informative/explanatory
texts
in
which
they
introduce
a
topic,
use
facts
and
definitions
to
develop
points,
and
provide
a
concluding
statement
or
section.
W.2.3.
Write
narratives
in
which
they
recount
a
well-- elaborated
event
or
short
sequence
of
events,
include
details
to
describe
actions,
thoughts,
and
feelings,
use
temporal
words
to
signal
event
order,
and
provide
a
sense
of
closure.
W.2.4.
(Begins
in
grade
3)
W.2.5.
With
guidance
and
support
from
adults
and
peers,
focus
on
a
topic
and
strengthen
writing
as
needed
by
revising
and
editing.
W.2.6.
With
guidance
and
support
from
adults,
use
a
variety
of
digital
tools
to
produce
and
publish
writing,
including
in
collaboration
with
peers.
W.2.7.
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.2.8.
Recall
information
from
experiences
or
gather
information
from
provided
sources
to
answer
a
question.
"I
can..."
statements
Vocabulary
? I
can
write
my
thoughts
and
ideas
Opinion
about
a
topic
or
a
book
I
have
read.
Reasons
? I
can
give
reasons
for
my
opinions.
Linking
words
? I
can
use
words
that
link
my
ideas
and
my
reasons.
? I
can
write
a
closing
statement.
Topic
sentence
Writing
strategies
Conclusions
Concluding
statement
? I
can
write
my
thoughts
and
ideas
Non--fiction
about
a
topic
or
a
book
I
have
read.
Topic
Definitions
Facts
Informational
Explanatory
Conclusion
Concluding
statement
? I
can
write
about
something
that
Event
order
happened,
what
I
have
seen,
or
Sequence
of
events
something
I
remember.
Personal
narratives
? I
can
include
actions,
thoughts,
and
Closure/conclusion
feelings
in
my
writing.
Temporal
Words
? I
can
write
a
closing
statement.
Transition
words
When
someone
helps
me:
Revise
? I
can
edit
to
make
my
writing
Edit
clearer.
? I
can
revise
my
writing
to
make
sure
I
stay
on
topic.
When
someone
helps
me:
Publish
? I
can
use
technology
to
finish
and
share
my
work.
? I
can
work
with
others
to
write.
? I
can
work
with
others
to
learn
and
Research
write
about
a
topic.
Report
? I
can
answer
a
question
by
thinking
Recall
about
something
that
happened
to
Sources
me.
Background
knowledge
................
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