2nd Grade Foundational Skills/Language/Speaking & Listening Learning Targets: 2014 - 15
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout the school year.
RF3f – Read grade-appropriate irregularly spelled words.
RF4c – Use context to confirm or self-correct word recognition and understanding, rereading when necessary.
SL6 – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L1g – Create readable documents with legible print.
L2e – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L4a – Use sentence-level context as a clue to the meaning of a word or phrase.
L4e – Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L5a – Identify real-life connections between words and their use. (e.g., describe foods that are spicy or juicy)
L5b – Distinguish shades of meaning among closely related verbs and closely related adjectives.
L6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
RF3a – Read short vowel one-syllable words in isolation and in text.
RF3a – Read long vowel (VCe) one-syllable words in isolation and in text.
RF3e – Read words with inconsistent but common spelling-sound correspondences. (Hard and Soft g; Hard and Soft c; 2 sounds for -ed) *
RF3d – Read words with common prefixes. (un_)
RF3d – Read words with common suffixes. (_ly)
SL1a – Follow agreed-upon rules for discussions.
SL2 – Recount key details from a text read aloud or information presented orally or through other media.
SL2a – Follow 2-step oral directions.
SL4 – Recount an experience orally.
L1a – Use collective nouns.
L1e – Use adjectives.
L1e – Use adverbs.
L1f – Produce simple sentences.
L3a – Compare character voices (Wilbur and Charlotte) in the use of formal and informal English.
L4b – Determine the meaning of the new word formed when a known prefix is added to a known word.
L4d – Use knowledge of the meaning of individual words to predict the meaning of compound words.
Note:
Simple sentences are sentences with one subject part and one predicate part. (Sentences with compound subjects, or compound predicates are still simple sentences).
Compound sentences are sentences that contain two or more simple sentences joined by or, and, or but. (There are other coordinating conjunctions: for, nor, yet, so, but we are focusing on or, and, but).
2 nd Grade 2014-15 * Taught in multiple quarters Last Revised 6-18-14

2nd Grade Foundational Skills/Language/Speaking & Listening Learning Targets: 2014 - 15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout the school year.
RF3f – Read grade-appropriate irregularly spelled words.
RF4c – Use context to confirm or self-correct word recognition and understanding, rereading when necessary.
SL6 – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L1g – Create readable documents with legible print.
L2e – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L4a – Use sentence-level context as a clue to the meaning of a word or phrase.
L4e – Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L5a – Identify real-life connections between words and their use. (e.g., describe foods that are spicy or juicy)
L5b – Distinguish shades of meaning among closely related verbs and closely related adjectives.
L6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
RF3a – Read long vowel one-syllable words in text. (long e spelled e)
RF3b – Read one syllable words with vowel teams. (ay, ai; oi, oy; ow, ou; ee, ea)
RF3c – Read regular two-syllable words with long vowels. *
RF3d – Read words with common prefixes. (re_)
RF3d – Read words with common suffixes. (_er, _est; _ful; _es after s, x, ch, sh)
RF3e – Read words with inconsistent but common spelling-sound correspondences. (r-controlled: er, ir, or, ore)
RF4b – Read on-level text with accuracy.
SL1b – Build on others’ talk in conversations by linking their comments to the remarks of others.
SL2a – Follow 3-step oral directions.
SL3 – Answer questions about what a speaker says.
SL4 – Recount an experience with appropriately sequenced details orally.
SL5 – Create visual displays to support presentations.
L1b – Form irregular plural nouns.
L1b – Use irregular plural nouns. *
L1d – Form the past tense of frequently occurring irregular verbs.
L1d – Use the past tense of frequently occurring irregular verbs. *
L1e – Choose between adjectives and adverbs, depending on what is being modified. *
L1f – Expand simple sentences.
L2a – Capitalize holidays, product names, and geographic names.
L2b – Use commas in greetings and closings of letters.
L2d – Generalize learned spelling patterns when writing words. (e.g., cage -> badge; boy -> boil)
L3a – Use correct language in friendly letters, considering the audience.
Note:
Simple sentences are sentences with one subject part and one predicate part. (Sentences with compound subjects, or compound predicates are still simple sentences).
Compound sentences are sentences that contain two or more simple sentences joined by or, and, or but. (There are other coordinating conjunctions: for, nor, yet, so, but we are focusing on or, and, but).
2 nd Grade 2014-15 * Taught in multiple quarters Last Revised 6-18-14

2nd Grade Foundational Skills/Language/Speaking & Listening Learning Targets: 2014 - 15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout the school year.
RF3f – Read grade-appropriate irregularly spelled words.
RF4c – Use context to confirm or self-correct word recognition and understanding, rereading when necessary.
SL6 – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L1g – Create readable documents with legible print.
L2e – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L4a – Use sentence-level context as a clue to the meaning of a word or phrase.
L4e – Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L5a – Identify real-life connections between words and their use. (e.g., describe foods that are spicy or juicy)
L5b – Distinguish shades of meaning among closely related verbs and closely related adjectives.
L6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
RF3a – Read long vowel one-syllable words in text. (long o spelled o)
RF3b – Read one syllable words with vowel teams. (oa, ow; aw, au; oe)
RF3c – Read regular two-syllable words with long vowels. *
RF4a – Read on-level text with purpose and understanding.
RF4b – Read on-level text with expression.
SL1c – Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL2a – Follow 4-step oral directions.
SL3 – Ask questions about what a speaker says.
SL4 – Recount experiences with appropriately sequenced details and provide a conclusion orally.
SL5 – Create audio recordings of stories or poems.
L1f – Rearrange simple sentences.
L1f – Produce compound sentences.
L2c – Use an apostrophe to form contractions.
L3a – Use correct language in content areas, such as science.
Note:
Simple sentences are sentences with one subject part and one predicate part. (Sentences with compound subjects, or compound predicates are still simple sentences).
Compound sentences are sentences that contain two or more simple sentences joined by or, and, or but. (There are other coordinating conjunctions: for, nor, yet, so, but we are focusing on or, and, but).
2 nd Grade 2014-15 * Taught in multiple quarters Last Revised 6-18-14

2nd Grade Foundational Skills/Language/Speaking & Listening Learning Targets: 2014 - 15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout the school year.
RF3f – Read grade-appropriate irregularly spelled words.
RF4c – Use context to confirm or self-correct word recognition and understanding, rereading when necessary.
SL6 – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L1g – Create readable documents with legible print.
L2e – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L4a – Use sentence-level context as a clue to the meaning of a word or phrase.
L4e – Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L5a – Identify real-life connections between words and their use. (e.g., describe foods that are spicy or juicy)
L5b – Distinguish shades of meaning among closely related verbs and closely related adjectives.
L6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
RF3a – Read long vowel (y, i, igh) one-syllable words in text.
RF3b – Read one syllable words with vowel teams. (oo, ue, ew, ou, ie)
RF3c – Read regular two-syllable words with long vowels.
RF3e – Read words with inconsistent but common spelling-sound correspondences. (oo)
RF4b – Read on-level text with accuracy, appropriate rate, and expression on successive readings.
SL2a – Give 3 and 4-step oral directions.
SL3 – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL4 – Recount experiences with appropriately sequenced details and provide a conclusion while speaking audibly.
L1c – Use reflexive pronouns.
L1f – Expand and rearrange compound sentences.
L2c – Use an apostrophe to form frequently occurring possessives.
L3a – Compare correct language in interviews. (example: interview a friend vs. interview an adult)
L4c – Use a known root word as a clue to the meaning of an unknown word with the same root. (add, addition, additional, additionally)
Note:
Simple sentences are sentences with one subject part and one predicate part. (Sentences with compound subjects, or compound predicates are still simple sentences).
Compound sentences are sentences that contain two or more simple sentences joined by or, and, or but. (There are other coordinating conjunctions: for, nor, yet, so, but we are focusing on or, and, but).
2 nd Grade 2014-15 * Taught in multiple quarters Last Revised 6-18-14