SECOND GRADE

 

STANDARD 1: LITERARY GENRE

 

   Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.  Among these texts are fiction and nonfiction, classic and contemporary works.

 

   Reading is a rich and complex human activity. It allows students to create and explore new ideas. They gain the capability to learn about different subjects, find information, participate effectively in the workplace, and have a better understanding of the world. Students need to read for a range of purposes within a variety of contexts.

 

· Read, respond to, and study a variety of texts

· Discuss texts for several purposes

· Study and create nonprint (oral and picture) texts

· Develop as an independent reader

· Read primary texts from many regions

· Discover information, connections, and themes to form new insights

 

 

SECOND GRADE

1.  Read a variety of literature (e.g., fiction, nonfiction, poetry, drama, biographies)

2. Read to gain information about the world

3.  Read for enjoyment

4.  Compare information on the same topic from several texts

5.  Read and discuss literal and inferential meanings of text

6.      Read independently every day in class

 

STANDARD 2: LITERATURE AND CRITICAL THINKING

 

   Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

 

   Literature plays a vital role in developing critical thinking. As students learn to read and respond to literary texts, they utilize terms and concepts of literary analysis necessary to and explore worlds (actual and imagined) from perspectives other than their own.

 

· Read and study characteristics of various genres

· Reflect critically on classic and contemporary works

· Learn and use specialized terms and concepts of literary analysis

· Explore the complexities of the human experience through literature

 

 

SECOND GRADE

1.  Read and respond to literature comparing plot, setting, and character

2.  Compare different versions of the same story

3.  Generate alternative endings to plots

4. Make personal connections to literature

5.  Identify rhythm, rhyme, and alliteration in poetry or song

6.        Formulate questions to get information, clarify meaning, and check for understanding

 

STANDARD 3: READING COMPREHENSION

 

   Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

   Interpreting and evaluating texts is a key element in helping readers explore their own responses, feelings, and values. This takes time and experience with a variety of texts. Students draw on prior knowledge and recognize strategies and conventions that guide them toward comprehension.

 

· Use graphic, phonological, syntactic, and semantic cues

· Form expectations and make predictions about a text

· Build on previous reading and life experiences

· Create meaning from the text

· Change strategies when moving from one genre or context to another

· Question, summarize, and restate the text

· Reflect on textual meaning from personal perspective

· Evaluate text elements such as purpose or emotional appeal

· Explore personal responses, feelings, and values to ideas presented

 

 

SECOND GRADE

1.  Identify parts of book including title page, author’s name, and table of contents

2. Read words with consonant clusters and special vowel spellings to decode

3. Read to understand using prediction, phonics, structure, and meaning

4. Read aloud fluently with good expression; self correct errors

5. Retell stories in a sequential order

6.  Describe story elements  (characters, plot, setting, theme, and point of view)

7. Study common antonyms, synonyms, and homonyms to understand word meaning

8. Restate facts and details of informational text

9. Interpret information from diagrams, charts, and graphs

10. Read and follow two-step directions

11. Identify the main idea, stated and unstated

12. Identify cause and effect

13. Summarize text

14. Draw conclusions from the text

15. Give book talks

16. Respond to text and relate to personal experience

 

STANDARD 4: LANGUAGE AND COMMUNICATION

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

   Language is used as expression in differing social arenas. Students need to study how language conventions vary from one context to another. Students acknowledge the audience as they compose different types of literary texts.

 

• Use various speaking and writing styles to fit different purposes and audiences

• Use standard English for speaking and writing

• Experience dialects and other forms of English

• Develop confidence and versatility in the use of language by exploring connections between voice and audience, purpose and form   

 

 

SECOND GRADE

1. Listen to oral presentations and ask appropriate questions

2. Organize presentations and present with a clear voice using standard language

3. Participate in class discussions and stay on topic

4. Determine the purposes for listening and paraphrase information

5. Hear stories written in a variety of dialects

6. Tell a story that has a beginning, middle, and an end

7. Participate in choral reading, readers’ theater, drama, and singing

8. Read with fluency and expression

9. Listen actively to a story

10. Give and follow 3 and 4-step oral directions

 

STANDARD 5: WRITING STRATEGIES

 

  Interpret and evaluate the various ways that visual image-makers (e.g., graphic artists, documentary filmmakers, illustrators, and news photographers) present events and communicate information.

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

• Reading and writing are not separate but intertwined. Just as students use a variety of strategies for reading, they also use a variety of strategies for writing. Students need frequent opportunities to write about an array of topics for different audiences and purposes. Students develop these skills with guidance through reading and writing activities

• Write frequently about different topics for a variety of audiences and purposes

• Use the stages of the writing process to plan, draft, edit, revise and publish for real audiences

• Utilize standard English as appropriate

• Demonstrate the ability to be flexible and adapt to different writing situations

• Read a variety of authors to learn the craft of writing

 

 

SECOND GRADE

1. Write daily for 30 minutes on self-selected topics

2. Writing Domains: Report of Information, Evaluation, Problem Solution,

Firsthand Biography, and Story

3. Write for different purposes: letter, personal narrative, response to literature,

poetry, and the Writing Domains (see Appendix)

4. Bring a piece of writing to final draft

5. Write to express feelings and ideas

6. Participate in writing response groups

 

STANDARD 6: LANGUAGE CONVENTIONS AND STRUCTURES

 

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

Through the reading-writing process students learn grammar, language patterns, and conventions and apply it to the broader purposes of communication. Knowledge of the systems, structures of language and the conventions of writing, ensure that students write effectively.

 

• Spell frequently used words correctly

• Use spelling resources such as dictionaries, peer editing, word lists, temporary spelling, spell

check, etc.

• Write with command of standard English: capitalization, punctuation, sentence structure, and

grammar

• Evaluate and discuss the structure of language in a variety of print and graphics

Evaluate and discuss a variety of print and graphics

 

 

SECOND GRADE

1. Spell high-frequency words and word families

2. Capitalize all proper nouns, words at the beginning of sentences and in greetings, months and days of the week, and titles and initials of people

3. Alphabetize words

4. Identify and use parts of words (e.g., syllables, endings, plurals, compound words, contractions, root words, and common abbreviations)

5.  Use legible penmanship

6. Use punctuation: Comma in a series, quotation marks, personal letter, and dates

7. Use correct grammar: Nouns, verbs, and complete sentences

8. Write a friendly letter

9. Distinguish between complete and incomplete sentences

 

STANDARD 7: RESEARCH AND COMMUNICATION

 

      Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

 

     Investigation, discussion, and reflection help students to look at and make sense of the world to develop questions, identify issues, address problems, and seek answers. Students acquire a range of tools to accomplish these tasks.

 

· Formulate engaging questions from life and classroom experiences

· Discuss, hypothesize and plan steps to find answers

· Gather data from a variety of sources

· Analyze and synthesize data in a way that clearly shows new knowledge

· Communicate what has been learned to suit purposes and audience

     

 

SECOND GRADE

1. Report on a topic; include appropriate facts and details and draw from several sources of information

2. Continue to learn questioning techniques

3. Understand the purpose of some reference materials (e.g., encyclopedia, atlas, and dictionary)

 

 

STANDARD 8: TECHNOLOGY AND RESOURCES

 

    Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

 

    Technology has opened new worlds to students. To utilize these valuable resources, they use computers and other interactive media.  This knowledge equips them to attain their goals and career choices. Access to a wealth of information, ideas, and visual images enhances academic success and empowers students as lifelong learners.

 

· Students will demonstrate competence in using technology as a production tool in many disciplines to solve problems and communicate ideas.

· Students will demonstrate ability to access and synthesize information with available

technologies.

· Students will use technology responsibly, legally and ethically.

           

 

SECOND GRADE

1.  Use classroom, school, and public library (including CD ROM) to gather information on a selected topic

2.  Present information orally or in written form gleaned from a variety of sources

3. Continue building computer skills, use of overhead, and video

 

STANDARD 9: DIVERSITY

 

   Students see, understand, and respect different perspectives and communicate effectively with those whose lives, languages, and cultures vary from their own.

 

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.

 

    Language can foster understanding, both socially and culturally. Students bring a diverse heritage into the classroom. They build the groundwork for unity by understanding and respecting differences. Students deserve and need learning environments that encourage respect for culture, age, race, gender, religious and ethnic diversity.

 

· Investigate shared beliefs and traditions, and honor what is distinctive about individuals and

groups

· Read and discuss stories and texts that explore diversity

· Recognize how linguistic diversity influences language and perceptions of the world

· Participate in creating a safe, accepting environment

· Develop an appreciation for the complexities of language and dialect

 

 

SECOND GRADE

1. Compare folk tales with a common theme from a variety of cultures and countries

2. Study characters and relationships that represent diversity

3. Respond diverse music and movement

4. Discuss age, race, gender, religious, and ethnic issues appropriate to children’s needs

 

STANDARD 10: ENGLISH LANGUAGE LEARNERS (pre-Proposition 227, awaiting California State Department of Education direction)

 

   Students whose first language is not English use their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.  

 

   This standard provides access to the core curriculum for students who are not part of the Bilingual/ Immersion Program. Please refer to the English Language Development (ELD) Bilingual Master Plan for more specific details on ELD learning strategies.

 

   Linguistic diversity is a factor in today’s classrooms as it is in the nation. Our focus is to enable students who are not proficient in English to become so. It is important that these students develop academic competency in both languages.

 

The following may be used throughout the grade levels:

1. Read appropriate leveled primary language content material when available

2  Read, write, and speak using primary language when appropriate

3. Demonstrate understanding by using an agreed upon signal

4. Work with English speaking partner for difficult tasks

5. Participate actively and collaboratively in group work

6. Participate in discussions with partner or in small groups

7. Interact appropriately in social situations within the classroom

8. Display awareness of common cultural markers (e.g., historical, geographical sites, pastimes, foods, and schedules)

9. Pursue acquisition of English through available activities, resources, and personnel  (e.g., listening centers, computers, TV and libraries)

10. Listen and respond to diverse literature

11. Participate in language arts activities that incorporate different learning

styles/modalities

12. Use oral language and models or pictures to explain thinking

13. Listen and respond to literature that reinforces thematic units

14. Write science and social studies reports with format provided

15. Understand written texts through discussion, illustrations and visuals

16. Make oral presentations in English

17. Practice oral language exercises and communicative language functions

18. Develop academic vocabulary

19. Participate in sheltered language activities in content areas

 

STANDARD 11: LITERACY COMMUNITIES

 

   Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

 

   Students are members of a variety of literacy communities including peers, teachers, friends, family members, as well as, communities within the technological world. Students develop awareness of their own roles within these communities and can see how language usage varies. This idea of community emphasizes the collaborative approach of language learning.

 

 

SECOND GRADE

1. Read and write for a variety of purposes at home and at school

2. Participate in small group “grand conversations”

3. Work with buddies in reading and writing

 

STANDARD 12: LIFELONG LEARNING

 

    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

    Students developing strong learning habits and positive attitudes towards language, will chose to read widely, discuss issues, and question others thoughtfully. Students need to be well motivated to become responsible for their own lifelong learning. We are all lifelong learners.

 

 

 

 

SECOND GRADE

1. Demonstrate knowledge of how to find information

2. Read other books by an author or other books on a theme introduced in class

3. Read for enjoyment at home and school

4. Connect problem solving to life situations

5. Work independently as well as collaboratively for meaning and enjoyment

6.  Practice appropriate social awareness