Hazleton Area School District
Literacy Curriculum
Aligned to PA Core Standards and
English Language Proficiency Standards
Second Grade
Second Grade
Page 1
The ELA (K-8) Curriculum Committee
Dr. Christopher J. Lake, Chairperson
Jennifer Angeli
Michael Balay
Danielle Bernstein
Debbie Boyle
Randi Chapin
Catherine Carrell
Ann Marie Corrado
Linda DeCosmo
Kelly Fegley
Ann Franzosa
Catherine Frumkin
Patricia Galloway
Janice Kelly
Christine LaMonica
Elizabeth Sannie
Second Grade
Page 2
What is a Curriculum Framework?
A Curriculum Framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards of what
the student should know and be able to do.
A Curriculum Framework is part of standards aligned system. The framework is the first step, defining clear, high standards which will be achieved
by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. When the standards are reached,
there will be no achievement gap where some groups are allowed to score lower than others. All will meet world class standards and be career and
college ready.
A Curriculum Framework includes the Enduring Understandings, which will lead to life-long learning; Essential Questions that guide student
learning; Grade Level Skills that students are to master in order to meet the overarching standards; Resources and Materials for teachers and
students to utilize to develop, master, and practice the skills, and Assessments, or opportunities, for students to demonstrate their level of achieving
the standards.
A Curriculum Framework is not a textbook. A textbook is one tool or resource used to deliver a Curriculum Framework. Likewise, a series is one of
many resources used to develop students’ skills and understanding of the world around them. A Curriculum Framework is not a unit plan or
collection of daily lesson plans for a teacher to follow. From the Curriculum Framework, teachers create lessons and units to meet each individual
student’s needs. A Curriculum Framework should allow a teacher to include differentiation through multiple resources, learning opportunities, and
assessments. Choice and creativity for teachers and students are very important, and a Curriculum Framework should allow for both, yet focus on the
standards.
A Curriculum Framework is a living document that must grow and develop with time and experience. It would behoove the committee to think that
this document is complete. Administrators, teachers, parents, and students will continue to revise the Curriculum Framework to continue to meet the
needs of the students in the Hazleton Area School District.
Aligning with PA Core Standards, this English/Language Arts curriculum focuses on the four domains of literacy: Speaking, Listening, Reading and
Writing. It is the intent that the four domains are taught through an integrated approach, including vocabulary, spelling, syntax, grammar, and
conventions. Students demonstrate their understanding of the content and mastery of the literacy skills through speaking and/or writing assessments
about what they have heard and/or read. Research supports this approach of integrating all four domains of literacy as opposed to teaching each in
isolation. Even in the case when English/Language Arts may be taught by a teacher different from the teacher who teaches reading, integration is
vital for students’ language development.
Second Grade
Page 3
PA Core Standards for Second Grade
Foundational Skills
1.1 Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
Phonics and Word Recognition
 Distinguish long and short vowels when reading regularly spelled one-syllable words
 Decode two-syllable words with long vowels and words with common prefixes and suffixes
 Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences
 Read grade-appropriate irregularly spelled words
Fluency



Second Grade
Read on-level text with purpose and understanding
Read on-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
Page 4
Reading
1.2 Students read, understand, and respond to informational text—with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
1.3 Students read and respond to works of literature—with emphasis on comprehension, making connections among ideas
and between texts with focus on textual evidence.
Reading Informational Text
Key Ideas and Details
 Identify main idea of a multi-paragraph text
 Ask and answer Wh’s questions about key details
 Describe the connection between a series of events,
concepts or process
Craft and Structure
 Use text features (graphs, illustrations, font, etc.) to
locate key information efficiently
 Determine meaning of words and phrases for multiplemeaning words
Integration of Knowledge and Ideas
 Explain how graphics contribute to and clarify text
 Describe how reasons support specific points in a text
 Compare and contrast key ideas presented in two texts
on same topic
Vocabulary Acquisition and Use
 Use words and phrases acquired through conversations,
general academics, and content-specific vocabulary
 Determine or clarify the meaning of unknown or
multiple-meaning words and phrases choosing a range
Second Grade
Reading Literature
Key Ideas and Details
 Recount stories and determine their central
message, lesson, or moral
 Ask and answer Wh’s questions about key details
 Describe how characters respond to major events
and challenges
Craft and Structure
 Read dramatically for character voices
 Describe structure of story (beginning, middle, end)
 Describe how words and phrases supply rhythm and
meaning in story, poem, or song
Integration of Knowledge and Ideas
 Use illustrations and words to demonstrate
understanding of characters, setting, or plot.
 Compare and contrast two or more versions of the
same story by different authors or from different
cultures
Vocabulary Acquisition and Use
 Use words and phrases acquired through
conversations, general academics and contentspecific vocabulary
Page 5
of strategies and tools
 Determine or clarify the meaning of unknown or
multiple-meaning words and phrases choosing a
range of strategies and tools
Writing
1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined
perspective and appropriate content.
Informative
Argumentative
Narrative
Focus
Identify and introduce the topic
Identify the topic and state an opinion
Content
Develop the topic with facts and/or
definitions
Support opinion with reasons that
include details connected to opinion
Establish a situation and introduce a
narrator and/or character
Include thoughts and feelings to describe
experiences and events to show the
response of characters to situations
Organize a short sequence of events, using
temporal words and provide a sense of
closure
Choose words and phrases for effect
Organization Group information and provide a
concluding statement or section
Style
Conventions
Second Grade
Choose words and phrases for
effect
Capitalize proper nouns
Use commas and apostrophes
Spell words drawing on common
spelling patterns
Consult reference material as
needed
Create an organizational structure that
includes reasons and includes a
concluding statement
Use a variety of words and phrases to
appeal to the audience
Capitalize proper nouns
Use commas and apostrophes
Spell words drawing on common
spelling patterns
Consult reference material as needed
Capitalize proper nouns
Use commas and apostrophes
Spell words drawing on common spelling
patterns
Consult reference material as needed
Page 6
Grammar




Identify and write complete declarative, interrogative, exclamatory and imperative sentences with a (understood) subject and
predicate
Divide a sentence between the complete subject and complete predicate
Define, classify, and identify common and proper nouns and verbs in sentences
Correctly form irregular plural nouns and regular and irregular possessive nouns
Production and Distribution of Writing
Writing Process
With guidance and support,
 Focus on a topic
 Strengthen writing through revising and editing
Technology and Publication

Explore a variety of digital tools in collaboration with peers
Conducting Research

Participate in individual or shared research and writing projects
Credibility, Reliability, and Validity of Sources
 With guidance and support, recall information from experience or gather information from provided sources to answer a question.
Second Grade
Page 7
Speaking and Listening
1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or
in group discussion.
Comprehension and Collaboration
Collaborative Discussion

Participate in collaborative conversations in small and larger groups
Critical Listening
 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media
Evaluating Information

Ask and answer questions about what a speaker says to clarify comprehension, gather additional information, or deepen
understanding
Presentation of Knowledge and Ideas
Purpose, Audience, and Task

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent
sentences
Context

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Integration of Knowledge and Ideas
Multimedia

Add drawings or other visual displays to presentations when appropriate to clarify ideas, thoughts, and feelings
Conventions of Standard English

Second Grade
Demonstrate command of the conventions of standard English when speaking based on Grade 2 level and content
Page 8
Socialization Skills
For the Hazleton Area School District, the ELA Curriculum Committee (2014) has combined literacy with socialization skills
for its curriculum development. Through a thematic approach, students will learn important social skills to be a good citizen
while learning the Pennsylvania standards for literacy. Each year, students will focus on one overarching social goal which will
build upon the previous year’s goal. Kindergarten will develop CARING KIDS; First Grade, COOPERATIVE WORKERS;
Second Grade, INDEPENDENT LEARNERS; Third Grade, PROBLEM SOLVERS; Fourth Grade, RESPONSIBLE
STUDENTS; Fifth Grade, DECISION MAKERS; Sixth Grade, TOLERANT THINKERS; Seventh Grade; CONFIDENT
INDIVIDUALS; and Eighth Grade, WORLDLY THINKERS. These skills and overarching goals will develop accepting and
understanding global thinkers for the 21st Century.
Second Grade: Goal: Independent Learners
As children move from the primary grades to the intermediate grades, they seek more independence. This year is devoted to
helping students find that independence in their learning. Rather than relying on an adult to always provide the answers,
students are encouraged to be self-reliant to discover their own possible solutions to daily routines and difficulties. By
modeling their behavior upon a positive role model, they will become more independent in the classroom and in their lives.
While the teacher will continue to support the students in their development, they will use informational text and literature to
explore how persons and characters think for themselves rather than relying on others to find the great answers in life.
Theme One: Exploring Independence
Theme Two: Growth & Change
Theme Three: Let’s Discover
Theme Four: Positive Role Models
Second Grade
Page 9
Theme 1 - Exploring Independence (MH Unit 1)
Enduring Understanding
As students are beginning second grade, they are transitioning to become independent learners. The students will acquire the skills they need to be independent
thinkers. They will build their confidence as an independent learner and will display their abilities to their peers. They will be an active participant in their
learning and will choose how they would like to demonstrate their growth as a learner and thinker throughout their second grade year.
Essential Questions
What does it mean to be an independent positive thinker?
How do we demonstrate knowledge?
What does it mean to be an active participant in your learning?
Why is it important for learners to change and grow?
Cumulative Assessment
Students will create a collage, a journal, or an original scene of how they may demonstrate independence in their lives, answering at least three of the Essential
Questions and connecting to at least three of the works studied in the unit.
Goals:
Reading
Informational Text
Goals:
Reading
Literature
Identify main idea
of multi-paragraph
text
Describe story
structure
(beginning,
middle, and end)
Determine meaning
of words and
phrases for
multiple-meanings
words
Describe how
words and
phrases supply
rhythm and
meaning in a
story, poem, or
song
Use illustrations
Second Grade
Goals:
Foundational
Skills, Writing,
Speaking &
Listening
Classify and name
common nouns
independently
Writing
Write narrative
selection with a
topic sentence,
3-4 supporting
details, &
conclusion
Writing minimum
3x a week
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested Resources
for Teachers
Academic Vocabulary
MH Assessment
Pieces
Learning Centers
/Manipulatives
McGraw-Hill Unit 1
*Include MH Wonders
Academic Language
Words: Unit 1
*HASD Cumulative
Assessment
Writing Journals
Triumph
*DIBELS
*Writing Rubric
(See 2nd Grade
Folder)
*Speaking Rubric
(See 2nd Grade
Big Bushy Mustache p.
326 (second grade
reader)
Jamaica Louise James P.
367 (second grade
reader)
Focus on Fables
Four Square Writing
Tumble Books
FCRR
Share My Lesson
Common Nouns
Narrative
Supporting Details
Perspective
Topic Sentence
Concluding Sentence
Independent
Social Studies
Vocabulary
Page 10
and words to
demonstrate
understanding
of characters,
setting, or plot.
Answers wh’s
questions about
key details
Folder)
Speaking and
Listening
Participate in
collaborative
conversations in
small and larger
groups
Add drawings or
other visual
displays to
presentations
when appropriate
to clarify ideas,
thoughts, and
feelings
Second Grade
*Listening and
Conversation Rubric
(See 2nd Grade
Folder)
*Presentation
Rubric
(See 2nd Grade
Folder)
Technique (See 2nd
Grade Folder)
Graphic Organizers
(See 2nd Grade
Folder)
Transition
Confidence
Demonstrate
Knowledge
Active
Participant
Choice
Peers
Page 11
Theme 2 - Growth & Change (MH Units 2 & 3)
Enduring Understanding
Students in second grade are transitioning from supported learners to becoming more independent learners. Their goal is to grow as a learner as they prepare
for the transition into third grade. They will make this transition by starting the year with guided and facilitated learning activities, which will help them to excel
as independent learners as they progress through second grade.
Essential Questions
What is an independent learner?
What is a goal?
Why is it important to grow as a learner?
What does an independent learner look like?
Why is it important to grow and change?
Cumulative Assessment
Students will create a poster, narrative, or comic strip showing how they have grown physically and intellectually, referring to at least three works studied in the
unit.
Goals:
Reading
Informational Text
Goals:
Reading
Literature
Ask wh’s questions
about key details
Describe how
characters
respond to
major events
and challenges
Answer wh’s
questions about key
details
Explain how
graphics contribute
to and clarify texts
Describe how
reasons support
specific points in
text
Second Grade
Recount stories
and determine
their central
message, lesson,
or moral
Asks wh’s
questions about
key details
Goals:
Foundational
Skills, Writing,
Speaking &
Listening
Produce nouns
(-ies)
Write commas
in dates and in a
word series
Use declarative
and
interrogative
sentences
correctly
Write proper
nouns correctly
Assessment(s)
*=nonnegotiable
Suggested
Materials
*=nonnegotiable
Suggested Resources
for Teachers
Academic Vocabulary
MH Assessment Pieces
Non-fiction science
selections
McGraw-Hill Units 2 & 3
*Include MH Wonders
Academic Language
Words:
Units 2 & 3
*HASD Cumulative
Assessment
*DIBELS
Growth vs. Change
*Little Grunt & Big Egg
p. 118 (second grade
reading series)
*Writing Rubric
(See 2nd Grade Folder)
*Brother & Sister p. 162
(second grade reading
series)
*Speaking Rubric (See
2nd Grade Folder)
*Owl Moon p.222
(second grade reading
series)
*Listening and
Conversation Rubric
*Thunder Cake p. 261
(second grade reading
Oreo Graphic Organizer
(See 2nd Grade Folder)
Graphic Organizers
Click Here for Examples
T-Chart
Turtle Diary
Starfall
Reading A to Z
Plural
Comma
Date
Declarative
Interrogative
Proper Noun
Opinion
Supporting Detail
Conclusion
Argumentative
Page 12
Writing
Opinion-based
writing including
3 supporting
details and a
conclusion
Writing
minimum 3x a
week
(See 2nd Grade Folder)
series)
*Presentation Rubric
(See 2nd Grade Folder)
*Grandpa’s Corner
Store p. 399 (second
grade reading series)
*Johnny Appleseed
(first grade reading
series – below level)
Reading A to Z Kids
Social Studies
Vocabulary
Independence
Goal
Learner
Growth
Change
Learning
Phonics
Distinguish long
and short
vowels when
reading
regularly spelled
one-syllable
words
Grammar
Define, classify,
and identify
common and
proper nouns
and verbs in
sentences
Speaking and
Listening
Ask and answer
questions about
what a speaker
says to clarify
comprehension,
gather
Second Grade
Page 13
additional
information, or
deepen
understanding
Second Grade
Page 14
Theme 3 - Let’s Discover (MH Units 4 & 5)
Enduring Understanding
The world around us offers many opportunities for students to explore and create new understandings derived from being an independent learner. Students will
be encouraged to explore the vast world we live in and create wonderings based on their exploration. They will then use these new wonderings to drive their
research of the world around them. This research will help the students to create new understandings and connections to the world we live in.
Essential Questions
What does it mean to explore?
Why is it important to explore new things?
What can exploration lead to?
Where would the world be without discoveries?
Cumulative Assessment
Students will present their research of either an animal or natural phenomena as a poster board, written report, or speech, connecting the research to a work(s)
studied in the unit.
Goals:
Reading
Informational Text
Goals:
Reading
Literature
Identify main idea
of multi-paragraph
text
Compare and
contrast two or
more versions of
the same story
by different
authors or from
different
cultures
Describe the
connection
between a series of
events, concepts, or
process
Use text features
(graphs,
illustrations, font,
etc.) to locate key
information
efficiently
Second Grade
Determine or
clarify the
meaning of
unknown or
multiplemeaning words
and phrases
Goals:
Foundational
Skills, Writing,
Speaking &
Listening
Use possessives,
apostrophes, and
contractions
correctly
Use imperative
and exclamatory
sentences
correctly
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested
Resources for
Teachers
Academic Vocabulary
MH Assessment
Pieces
Non-fiction animal
book selections
Mc-Graw-Hill Units
4&5
*Include MH Wonders
Academic Language Words:
Units 4 & 5
*HASD Cumulative
Assessment
Non-fiction discovery
book selections
Discovery Kids
*DIBELS
Henry and Mudge & the
Starry Night p. 132 (second
grade reading series)
*Writing Rubric
(See 2nd Grade
Folder)
Writing
Informational
piece with a
topic sentence, 3- *Speaking Rubric
4 supporting
(See 2nd Grade
details and a
Folder)
Around the Pond: Whose
Been Here p. 190 (second
grade reading series)
China town P.262
Mighty Dinosaurs p. 127
(second grade reading
series)
Possessives
National Geographic Apostrophe
Kids
Contractions
Imperative Sentence
Exclamatory Sentence
Informational Writing
Topic Sentence
Supporting Details
Concluding sentence
Social Studies Vocabulary
Explore
Page 15
Describe how
reasons support
specific points in a
text
choosing a range
of strategies and
tools
conclusion
Writing minimum
3x a week
Use digital media
to conduct and
present
informational
selections
Phonics
Decode twosyllable words
with long vowels
and words with
common prefixes
and suffixes
*Listening and
Conversation
Rubric (See 2nd
Grade Folder)
*Presentation
Rubric
(See 2nd Grade
Folder)
2nd Grade Leveled
Readers
Camping (BL)
I Want to Go Camping (OL)
Understandings
Independence
World
Wonderings
Connections
Discovery
Back Yard Camp Out (AL)
A City Park (BL)
The Best Ranger (OL)
The Empty Lot (AL)
What Was That? (BL)
Who Passed Through? (OL)
Looking at Low Tide (AL)
Grammar
Divide a sentence
between the
complete subject
and complete
predicate
Correctly form
irregular plural
nouns and
regular and
irregular
possessive nouns
Speaking and
Listening
Recount or
Second Grade
Page 16
describe key
ideas or details
from a text read
aloud or
information
presented orally
or through other
media
Produce
complete
sentences when
appropriate to
task and situation
in order to
provide
requested detail
or clarification
Second Grade
Page 17
Theme 4 - Positive Role Models (MH Unit 6)
Enduring Understanding
Second grade students will be given many opportunities to explore multiple texts containing positive role models who are independent learners. Through
exploration of these texts, they will be provided with excellent examples of individuals who achieved greatness in many areas. These individuals will serve as
positive role models for the students.
Essential Questions
What makes a person a positive role model?
What is an achievement?
What challenges do role models face on their road to achieving greatness?
How do positive role models impact our lives?
Cumulative Assessment
Students will analyze a role model by identifying positive characteristics of a person/character studied in the unit and compare themselves to the role model by
completing a Venn Diagram, a comparison/contrast essay, or a character sketch.
Goals:
Reading
Informational Text
Goals:
Reading
Literature
Compare and
contrast key ideas
presented in two
texts on same topic
Recount stories
and determine
their central
message, lesson,
or moral
Use words and
phrases acquired
through
conversations,
general academics
and content-specific
vocabulary
Determine or clarify
the meaning of
unknown or
Second Grade
Read
dramatically for
character voice
Use words and
phrases
acquired
through
conversations,
general
Goals:
Foundational
Skills, Writing,
Speaking &
Listening
Writing
Write a personal
narrative with a
topic sentence, 34 supporting
details, and a
conclusion.
Writing minimum
3x a week
Apply proper use
of grade
appropriate
writing
conventions.
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested
Resources for
Teachers
Academic Vocabulary
MH Assessment
Pieces
Venn Diagram
(See 2nd Grade Folder)
McGraw-Hill Unit 6
*Include MH Wonders
Academic Language Words:
Unit 6
*HASD Cumulative
Assessment
Non-fiction positive
role-model selections
*DIBELS
Role Models
* The Eilen Ochoa Story p.
136 (second grade reading
series)
*Narrative Writing
Rubric
(See 2nd Grade
Folder)
*Speaking Rubric
(See 2nd Grade
Folder)
*Theodore Roosevelt p.
142 (second grade reading
series)
*Officer Buckle and Gloria
*Exploring Parks with
Ranger Docket p. 168
Stories Read Online
by Celebrities
Mighty Book
ABCya
Personal Narrative
Paragraph
Topic sentence
Supporting Details
Concluding sentences
Commas
Apostrophe
Punctuation
Question Mark
Exclamation Mark
Period
Declarative Sentence
Page 18
multiple-meaning
words and phrases
choosing a range of
strategies and tools
academics and
content-specific
vocabulary
Identify and write
complete
declarative,
interrogative ,
exclamatory and
imperative
sentences with a
(understood)
subject and
predicate
Phonics
Read grade-level
appropriate
irregularly
spelled words
*Listening and
Conversation
Rubric (See 2nd
Grade Folder)
*Presentation
Rubric
(See 2nd Grade
Folder)
(second grade reading
series)
*A Trip to the Firehouse p.
296 (second grade reading
series)
2nd Grade - LEVELED
READERS
Florence Griffith Joyner:
Olympic Champion (BL)
Mae Jemison: Making
Dreams Come True (OL)
Interrogative Sentence
Exclamatory Sentence
Imperative Sentence
Social Studies Vocabulary
Role Model
Positive
Achievement
Independence
Achieve
Greatness
Challenges
Theodore Roosevelt: Friend
of Nature (AL)
Read grade-level
high-frequency
sight words and
words with
inconsistent but
common spellingsound
correspondences
Fluency
Read on-level
text with purpose
and
understanding
Read on-level
text orally with
accuracy,
appropriate rate,
Second Grade
Page 19
and expression
on successive
readings
Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary
Speaking and
Listening
Tell a story or
recount an
experience with
appropriate facts
and relevant,
descriptive
details, speaking
audibly in
coherent
sentences
Demonstrate
command of the
conventions of
standard English
when speaking
based on Grade 2
level and content
Second Grade
Page 20
PA English Language Proficiency Standards: Classroom/Formative Framework
Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting.
Grade Level: Second Grade
Speaking
Writing
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Standard or
Anchor
Follow sequence from
multiple oral directions
(such as: “Write your name
on the top left-hand
side of the paper, then put
the date on the top righthand side”).
Position manipulatives or
realia according to one-step
oral commands to show
spatial relations (such as: “Put
the books on the table”).
Position manipulatives or
realia according to multiple
oral commands to show
spatial relations (such as: “Put
the cubes in a row across the
paper”).
Follow oral directions
verifying requests with cues
from teachers or peers
(such as: “Fold the paper in
half and place it on your
table the long way”).
Follow simple oral
directions with visual or
nonverbal support (such
as: “Write your name on
the top left-hand side of the
paper”).
Respond to icons, pictures,
and/or words on board games
or in activities.
Respond to words and/or
phrases on board games or
in activities.
Follow written directions
supported visually.
Follow written directions,
with peer or teacher
assistance.
Follow high frequency
written directions.
Give and ask for permission
or make requests using
gestures as needed.
Share feelings and emotions,
likes or dislikes using visual
supports.
Discuss interests,
opinions, or preferences
working with a partner.
Persuade peers to join in
activities or games by
working within a small
group.
Negotiate solutions to
problems, interpersonal
misunderstandings and/or
disputes working with a
partner.
Illustrate personal
experiences working with a
partner.
Label illustrations of personal
experiences with phrases
and short sentences working
with a partner.
Participate in a shared
writing activity about a
common experience
(such as: a field trip or
guest speaker).
Write an email message
using a picture dictionary.
Write in a dialogue journal
about personal
experiences.
Level 6- Reaching
Reading
Listening
Level 1
Entering
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Second Grade
Page 21
Standard 2: English language learners communicate in English for Language Arts purposes within the school setting.
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Standard or
Anchor
Listening
Point to illustrations during
teacher’s reading of picture
books.
Sort pictures of short
segments of a read aloud
using a graphic organizer.
Sequence pictures from a
read-aloud using a
graphic organizer.
Respond to a read-aloud
by role-playing working
with a partner.
Draw conclusions from a
read-aloud using a
graphic organizer.
1.6.3B
Reading
Retell stories using a series
of pictures.
Match sentence strips to
illustrations in a story.
Sequence a series of
illustrated sentence strips
to tell a story.
Identify phrases or
sentences in a story that
support the main idea
working with a partner.
Participate in a reading/
literature circle to draw
conclusions about grade
level text.
R3.A1.3
Speaking
Answer WH-questions
based on illustrations in
response to stories, chants
or poems.
Describe a character from an
illustrated story to a partner.
Retell a story using
picture prompts with a
partner.
Discuss reasons for a
character’s actions
working with a partner.
Justify reasons for a
character’s actions with
visual supports.
1.6D
1.6E
Label family members in a
drawing or picture using a
word wall.
Write short sentences about
a family picture or drawing
using a word wall.
Write a journal entry about
a family event using a
picture dictionary or
word wall.
Write a paragraph
describing a family trip
using a guided model.
Write a letter to a friend
describing a family
vacation using a guided
model.
1.4.3A
Level 6- Reaching
Level 1
Entering
Writing
Grade Level: Second Grade
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Second Grade
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