Second Grade Reading

Standard 1: Learners demonstrate skill in reading a variety of materials for a variety of purposes.

Benchmark 1: The proficient reader comprehends whole pieces of narration, exposition, persuasion, and technical writing.

Indicators:
The students:
* 1. understand basic message of text.
* 2. retell reading material with accurate sequence.

Benchmark 2: The proficient reader decodes accurately and understands new words in reading materials.

Indicators:
The students:
* 1. relate sounds to symbols.
* 2. use phonetics including rimes  (phonograms ) and structural analysis to help determine unfamiliar words.

         -decode words using blends, diphtongs, digraphs, clusters, and sound associations.

         -use silent e rule to determine long and short vowel sounds, use R controlled vowels, double vowel rule and        dropping rule.

         -identify and know meaning of appropriate compound words, base words, contractions, common syllables,          prefixes, suffixes, and syllabication.

         -use alphabetizing and dictionary skills to categorize types of words.
* 3. use context clues ¤ to help determine unfamiliar words.
* 4. recognize frequently used (sight or common) words.
* 5. use self-correction strategies.

Benchmark 3: The proficient ¤ reader reads fluently.
Indicators:
The students:
* 1. demonstrate fluency in oral reading.
° 2. demonstrate fluency in silent reading to focus on the meaning of the text.
° 3. understand how print is organized and read such as front to back, left to right.
° 4. recognize the title page.
° 5. understand that print conveys meaning.

Benchmark 4: The proficient reader uses what he/ she already knows about the topic and the type of text to understand what is read.

Indicators:
The students:
* 1. relate past experiences that connect to the text. (What do I know? What do I want to learn? What have I learned?)
° 2. apply predictable patterns to understand text. (Examples of predictable patterns are rhyme, problem and solution, sequence of events, beginning, middle, and end of story, topic and details.)

Benchmark 5: The proficient ¤ reader draws conclusions supported by the text.
Indicators:
The students:
° 1. retell the basic plot.

 ·         purpose for reading

1. the reason a person reads

            2. the goal( s) that a reader seeks to attain in each reading experience.

            3. the goal( s) set by the teacher or text for a reading task or experience.

Standard 2: Learners write effectively for a variety of audiences, purposes, and contexts.
Benchmark 1: A writer uses ideas that are well developed, clear and interesting.
Indicators:
The students:
° 1. choose an idea about which to write. (Teacher directed)
° 2. organize a writing piece around one idea. (Teacher directed)

Benchmark 2: The writer uses authentic ¤ and appropriate voice ¤ .
Indicators:
The students:
° 1. incorporate their own personalities into writing pieces.

Benchmark 3: The writer uses organization that enhances the reader's understanding.

Indicators:
The students:
° 1. write a cohesive paragraph with at least three sentences.
° 2. organize a written piece with a beginning, middle, and end.

Benchmark 4: The writer uses effective word choice.
Indicators:
The students:
° 1. use a variety of nouns, verbs, and adjectives in writing.

Benchmark 5: The writer uses clear and fluent ¤ sentences.
Indicators:
The students:
° 1. write complete, related sentences.

Benchmark 6: The writer uses standard American English conventions ¤ .
Indicators:
The students:
° 1. write complete sentences.
° 2. capitalize proper nouns and the beginning of sentences.
° 3. use correct ending punctuation.
° 4. use commas in a series.
° 5. use correct spelling of commonly used words chosen by local district.

Benchmark 7: The writer uses a writing process that includes preparation, drafting, revising, editing, and publishing to produce a written document.

Students are taught and given practice using a writing process at each grade level with content and expectations that are progressively more challenging and appropriate for that grade level.

Indicators:
The students:
° 1. select an idea on which to write.
° 2. organize a writing piece around one idea.
° 3. organize a draft with beginning, middle, and end.
° 4. revise their writing with assistance focusing on the content.
° 5. Edit for conventions ¤ such as capitalization, punctuation, and spelling.
° 6. write a final copy that is neat and on the lines.*

Benchmark 9: The writer uses a variety of modes of writing ¤ for different purposes and audiences ¤ .

Indicators:
The students:
° 1. write descriptive ¤ pieces, which may include poetry, journal entry, and learning log.
° 2. write narrative ¤ pieces, which may include creative story, personal narrative, and a letter.
° 3. write expository ¤ pieces, which may include list, math problem, and direction.

Standard 3: Learners demonstrate knowledge of literature from a variety of cultures, genres, and time periods.

Benchmark 1: The reader demonstrates knowledge of the effects of cultures on literature.

Indicators:
The students:
° 1. recognize customs as expressed in literature from a variety of cultures.
° 2. relate literature from a variety of cultures to personal experiences.

Benchmark 2: The reader identifies characteristics of a wide variety of literary genres ¤ in various formats.

Indicators:
The students:
° 1. identify fiction and nonfiction and a variety of genres ¤ , such as folklore (fairy tale, folk tale, and tall tale), poetry, animal fantasy, and informational ¤ text.

Benchmark 3: The reader demonstrates knowledge of the effects of time periods
on literature.

Indicators:
The students:
° 1. distinguish between past and present settings.

Standard 4: Learners demonstrate skills needed to read and respond to literature.

Benchmark 1: The reader uses literary concepts ¤ to interpret literature.
Indicators:
The students:
° 1. identify and describe the main characters in narrative ¤ literature.
° 2. restate the main idea ¤ in narrative ¤ literature.
° 3. describe the setting in narrative ¤ literature.
° 4. identify the problem and solution ¤ in narrative ¤ literature.
° 5. identify the concept and supporting details in expository ¤ literature.

  Benchmark 2: The reader evaluates literature ¤ with criteria based on purposes for reading and derived from time periods and cultures.

Indicators:
The students:
° 1. recognize connections between characters and events and people and events in their lives.
° 2. share responses with peers.
° 3. select literature based on purposes for reading.

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