Anchor Standards

Standard

SubStandard

Standard code

ACT Standard

Standard/Substandard Key Ideas and Details

02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02

RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL RI RI RI RI RI RI RI RI RI RI 01 01 02 02 03 04 05 06 07 08 09 10 01 02 03 04 05 06 06 06 a a

02-RL.. 02-RL.01. 02-RL.01.a 02-RL.02. 02-RL.02.a 02-RL.03. 02-RL.. 02-RL.04. 02-RL.05. 02-RL.06. 02-RL. . 02-RL.07. 02-RL.08. 02-RL.09. 02-RL. . 02-RL.10. 02-RI. . 02-RI.01. 02-RI.02. 02-RI.03. 02-RI. . 02-RI.04. 02-RI.05. 02-RI.06. 02-RI.06.a 02.RI.06.b

Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text.

Use prior knowledge and content to make, revise, and confirm predictions. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Identify characteristics commonly shared by folktales and fairy tales. Describe how characters in a story or gospel respond to major events and challenges.

Craft and Structure

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

Describe the overall structure of a story or parable, including describing how the beginning introduces the story and the ending concl

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when readin

Integration of Knowledge and Ideas

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setti

Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or p

Compare and contrast two or more versions of the same story or gospel (e.g., Cinderella stories) by different authors or from differen

Range of Reading and Level of Text Complexity Key Ideas and Details
Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficien

Craft and Structure

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Explain the author's purpose (e.g. to persuade, to entertain, to inform) while using evidence directly from the text to. Distinuishes between fact and opinion.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key f

a b

CCSS Standard

ITBS standard

Grade

02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02

RI RI RI RI RI RI RF RF RF RF RF RF RF RF RF RF RF RF RF RF RF RF W W W W W W W W W W W

07 08 09 10 01 02 03 03 03 03 03 03 03 04 04 04 04 04 01 02 03 03 04 05 06 07

a b c d e f

a b c d

02-RI. . 02-RI.07. 02-RI.08. 02-RI.09. 02-RI. . 02-RI.10. 02-RF. . 02-RF.01. 02-RF.02. 02-RF.03. 02-RF.03.a 02-RF.03.b 02-RF.03.c 02-RF.03.d 02-RF.03.e 02-RF.03.f 02-RF. . 02-RF.04. 02-RF.04.a 02-RF.04.b 02-RF.04.c 02-RF.04.d 02-W. . 02-W.01. 02-W.02. 02-W.03. 02-W.03.a 02-W. . 02-W.04. 02-W.05. 02-W.06. 02-W. . 02-W.07.

Integration of Knowledge and Ideas

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Describe how reasons support specific points the author makes in a text. Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Text Complexity Phonics and Word Recognition
(Not applicable in 2nd Grade) (Not applicable in 2nd Grade) Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words.

By the end of year, read and comprehend informational texts, including Bible/ religious texts, history/social studies, science, and techn

Fluency
Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Uses knowledge of conventions (e.g. question marks, exclamation points, commas, apostrophes) to read fluently at instructional or ind

Test Types and Purposes

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support th

Write informative/explanatory texts in which they introduce a topic (e.g. religious topics, animals, sports, talents, etc.), use facts and d Write stories or poems with dialogue (e.g. between two characters from two different books, Jesus and St. Peter, etc.).

Write narratives in which they recount (e.g. special memories, sacraments, celebrations, etc.) a well-elaborated event or short sequenc

Production and Distribution of Writing

(begins in grade 3) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with p

Research to Build and Present Knowledge

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science

02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02

W W W W SL SL SL SL SL SL SL SL SL SL SL L L L L L L L L L L L L L L L L L L

08 09 10 01 01 01 01 02 03 04 05 06 01 01 01 01 01 01 01 01 01 02 02 02 02 02 02 03

a b c

a b c d e f g h a b c d e

02-W.08. 02-W.09. 02-W. . 02-W.10. 02-SL. . 02-SL.01. 02-SL.01.a 02-SL.01.b 02-SL.01.c 02-SL.02. 02-SL.03. 02-SL. . 02-SL.04. 02-SL.05. 02-SL.06. 02-L. . 02-L.01. 02-L.01.a 02-L.01.b 02-L.01.c 02-L.01.d 02-L.01.e 02-L.01.f 02-L.01.g 02-L.01.h 02-L.02. 02-L.02.a 02-L.02.b 02-L.02.c 02-L.02.d 02-L.02.e 02-L. . 02-L.03.

Recall information from experiences or gather information from provided sources to answer a question using students' own words. (begins in grade 4)

Range of Writing
(begins in grade 3)

Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larg Build on others talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a tim

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen und

Presentation of Knowledge and Ideas

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropr

Conventions of Standard English

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 movie; The little boy watched the Write legibly by hand using manuscript writing. 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.

Read, pronounce, write and understand the meaning of common abbreviations for titles, locations, and time periods (e.g. Dr., Ms., Mr

Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

02 02 02 02 02 02 02 02 02 02 02 02 02 02

L L L L L L L L L L L L L L

03 04 04 04 04 04 04 05 05 05 05 06

a b c d e a b c

02-L.03.a 02-L. . 02-L.04. 02-L.04.a 02-L.04.b 02-L.04.c 02-L.04.d 02-L.04.e 02-L.05 02-L.05.a 02-L.05.b 02-L.05.c 02-L. . 02-L.06. -. . -. . -. . -. . -. . -. .

Compare formal and informal uses of English.

Vocabulary Acquisition and Use

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 glossaries and beginning dictionaries, both print and digital to determine or clarify the meaning of words and phrases. Demonstrate understanding of 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 ). Identifies and uses synonyms, antonyms, and homophones to determine meaning of words.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosi

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bo

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl ) and closely related adjectives (e.g., thin, slender, skin

Vocabulary Acquisition and Use

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives

details in a text.

n, or moral.

eaning in a story, poem, or song.

y and the ending concludes the action.

character when reading dialogue aloud. of its characters, setting, or plot.

to a particular story or poem.

thors or from different cultures.

mplexity band proficiently, with scaffolding as needed at the high end of the range.

details in a text.

rocedures in a text.

s, icons) to locate key facts or information in a text efficiently.

xt to.

Curriculu m Map (Qutr)

dies, science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range.

-..

at instructional or independent reading rate.

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.

s, etc.), use facts and definitions to develop points, and provide a concluding statement or section.

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.

, etc.).

g and editing.

in collaboration with peers.

report; record science observations).

udents' own words.

dults in small and larger groups.

, speaking one at a time about the topics and texts under discussion).

r media.

mation, or deepen understanding of a topic or issue.

n coherent sentences.

eriences when appropriate to clarify ideas, thoughts, and feelings.

fication. (See grade 2 Language standards 1 and 3 for specific expectations)

e little boy watched the movie; The action movie was watched by the little boy ).

riods (e.g. Dr., Ms., Mrs., St., Rd., Ave., U.S., months, days of the week, a.m., p.m.).

riting.

ng and content, choosing flexibly from an array of strategies.

happy, tell/retell ).

ighthouse, housefly; bookshelf, notebook, bookmark ).

nd phrases.

(e.g., thin, slender, skinny, scrawny ).

luding using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy ).

Grade PK K 01 02 03 04 05 06 07 08 HS

Anchor Standard s

Standard = reading Reading Standards for Literature Reading Standards for Informational Text Writing Standards Speaking and Listening Standards Language Standards 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15

Substandard a b c d e f g h i j k l m n o

RL RI W SL L