2nd grade english language arts pacing guide and

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

2011-2012 2nd

English Language Arts Grade

Pacing Guide and Curriculum Map

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)

will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single

child that you come into contact with over the course of the school year. As you begin to look through the document, you

will first see that it is designed differently than what we have used before. Please allow me to describe each of the

different sections in detail.

Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is

designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so

that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have

the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will

notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are

listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are

covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.

This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong

instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide

provides a broad overview of when during the year, specific concepts should be taught.

Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard

deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly

language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student

friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by

posting on the board) in order to help them take more ownership and accountability for their own learning. Words and

phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before

posting on the board.

You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please

pay special attention as it may mean that the intent is to review previously learned content or it may mean that different

targets within that standard are being taught each time.

Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012

school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during

this school year. At the end of the year, we will begin to add them to the district document.

As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will

continually work to improve it as we collaborate together for the benefit of our students.

- Matt Thompson, Director of Elementary Schools 6/24/11

This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!

Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams

Maria Bennett

Amy Brannock

Crissy Ellison

Elizabeth Gabehart

Jessica Grant

Missie Hickey

Christa Kelly

Robin Lowe

Ashlee McCullough

Carla Prather

Paula Richey

Leah Riney

Annie Starnes

Ashley Beckett

Dana Boggs

Andrea Caudill

Stephanie Chenault

Ed Denney

Amanda Ford

Meghan Hillman

Lori Beth Mays

Jaime Moore

Rebecca Sargent

Morganne Vance

Rusty Andes

Ginny Barnes

Lori Bergman

Donna Cox

Amanda Featherston

Lisa Hanson

Rachel Lukacsko

Melissa Mullins

Angela Perkins

Misty Portwood

Theresa Shoup

Mary Frances Watts

Lori Wise

Kelley Bush

Monica Campbell

Melissa Chandler

Stephanie Foley

Debra Hunley

Judi Hunter

Wanda Johnson

Micah Rumer

Brittany Thomas

Marcie Ward

Tracey Werkheiser

Olivia Winkle

Dana Young

Bryan Blankenship

Laura Brock

Brooke Donovan

Marsha Downey

Jennifer Fraley

Jean Gillespie

Lori Graves

Judy Halasek

Shannon Marshall

Tammy Moore

Angela Schmidt

Angie Wallace

Robyn Bays

Stacey Carpenter

Kim Duncan

Betsy Fredericks

Amy Fryman

Wendy Holbrook

Jill Ingram

Paul Krueger

Bettie Ann Monroe

Jessica Napier

Kendle Nicholson

Sarah Price

Debbie Walker

Amy Baker

Corbie Bennett

Tammy Bisotti

Cari Bradley

Shannon Christopher

Peggy Cullen

Dorothy Daley

Cathy Gaebler

Deborah Haddad

Laura Johnson

Jeanne Keller

Amy McGuire

Heidi Mullins

Janet Parker

Lerin Parker

Terri Sutton

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Domain Key KID CS IKI RRLTC PC PA PWR F TTP PDW RBPK RW CC PKI CSE KL VAU

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Print Concepts Phonological Awareness

Phonics and Word

Recognition

Fluency Text Types and Purposes

Production and

Distribution of Writing

Research to Build and Present

Knowledge

Range of Writing

Comprehension and

Collaboration

Presentation of Knowledge

and Ideas

Conventions of Standard

English

Knowledge of Language

Vocabulary Acquisition

and Use

Scott County Pacing Guide Second Grade English Language Arts

Strand Reading Literature Reading Informational Foundational Skills Writing Speaking and Listening Language

Clusters KID CS IKI RRLTC KID CS IKI RRLTC PC PA PWR F TTP PDW RBPK RW CC PKI CSE KL VAU

1st Nine

Weeks

1 2 3

4 5 6

7 10 1

4 6

7 8

10 3

4 1 2 3

5 7 8

1 2 3

4 5 6

1 2

3 4 5 6

2nd Nine

Weeks

1 2 3

6 7 9

10 1 3

4 5 6

7 8 9

10 3 4 1 2 3

5 7 8

1 2 3

4 5 6

1 2

3 4 5 6

3rd Nine

Weeks

1 2 3

6 7 10 1 2 3

4 5 6

7 8 9

10 3 4 1 2

5 6

7 8

1 2 3

4 5 6

1 2

3 4 5 6

4th Nine

Weeks

2 3

4 10 1 2 3

4 5 6

7 8 9

10 3 4 2 5 6

7 8

1 2 3

4 5 6

1 2

3 4 5 6

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.1 K R S P

College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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

Strand Cluster Reading Literature Key Ideas and Details

Scott County Schools 2 Grade English Language Arts

Assessments Resources Differentiation Target

# Target Type

State Target Student Friendly Target Success Criteria (If Appropriate)

Printed Resources

Technology Manipulatives Strategies Remediation Extension ESL

1 K Identify key details in text. I can identify key details in text.

nd

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College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development, summarize key supporting details and ideas.

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.




# Target Type


Printed Resources


1 K I can define fiction. 4 K Recall details from stories

(e.g., fables and folktales) I can summarize details from stories (character, setting, plot).

5 R Recount details of a story (e.g., fables and folktales)

I can summarize details of a story.

This means I can retell a story in sequence including character, setting, and plot.

nd

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College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Describe how characters in a story respond to major events and challenges.




# Target Type


Printed Resources


1 K Define character I can define character. 2 K Define major events I can define major events. 3

K Identify major events or challenges of a story

I can define challenges. 4 I can identify major events

or challenges of a story.

5 R Describe how characters respond to major events and challenges

I can describe how characters respond to major events and challenges.

This means I can tell how the characters think, feel, and act about major events and challenges in the story.

nd

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College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

Strand Cluster Reading Literature Craft and Structure



# Target Type


Printed Resources


1 K Identify rhyming words I can identify rhyming words.

nd

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College and Career Readiness Anchor Standard Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the texts (e.g., a section, chapter, scene or a stanza) relate to each other and the whole.

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.




# Target Type


Printed Resources


1 K Identify the structure of the

story

I can define structure. 2 I can identify the structure

of the story.

3 K Describe how the beginning introduces the story

I can describe how the beginning introduces the story.

4 K Describe the action that takes place in the middle of the story

I can describe the action that takes place in the middle of the story.

5 K Describe how the ending concludes the action.

I can describe how the ending concludes the action.

nd

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College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of text. Acknowledge differences in the points of view of characters, including by speaking in a different voice for

each character when reading dialogue aloud. Strand Cluster Reading Literature Craft and Structure



# Target Type


Printed Resources


1 K Identify characters I can identify characters. 2 K Identify traits of each

character I can identify traits of each character.

3

K Recognize dialogue to determine who is speaking.

I can define dialogue. 4 I can recognize quotation

marks are used in dialogue.

5 I can recognize dialogue to determine who is speaking.

6 K Define point of view I can define point of view.

nd

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College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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

Strand Cluster Reading Literature Integration of Knowledge and Ideas



# Target Type


Printed Resources


1 K Identify plot I can identify plot. 4 K Obtain information from

illustrations and words in various types of text

I can get information from illustrations and words in different kinds of text.

5

R

Explain characters, setting, and plot obtained from illustrations and words in print.

I can look at the illustrations and read the words to explain the character.

6 I can look at the illustrations and read the words to explain the setting.

7 I can look at the illustrations and read the words to explain the plot.

nd

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College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Strand Cluster Reading Literature Range of Reading and Level of Text

Complexity


# Target Type


Printed Resources


4 K Identify/understand in literary text (stories and poetry):

• Key ideas and details Craft and structure •• Integration of

knowledge and ideas

opriate complexity at appr(Qualitative, quantitative, Readers and task) as seen in 1-9 with scaffolding as needed.

I can identify important ideas and details in stories and poetry.


nd

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Scott County Schools 2nd Grade English Language Arts

9 Weeks Grade.Content.Standard Overall Standard Type

1st 2

nd 3

rd 4

th 2.RI.1 K R S P

College and Career Readiness Anchor Standard Standard

Read closely to determine what the text says explicitly and to make logical inferences from

it; cite specific textual evidence when writing or speaking to support conclusions drawn

from the text.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

of key details in a text.

Strand Cluster

Reading Informational Text Key Ideas and Details

Assessments Resources Differentiation

Target

#

Target

Type

State Target Student Friendly Target Success Criteria

(If Appropriate)

Printed Resources


1 K

Identify key details in an

informational text

I can define nonfiction text.

2 I can identify key details.

3 K Describe key details in an

informational text using the

questions who, what,

when, where, why, and

how

I can describe key details

using the questions who,

what, when, where, why,

and how.

4 R Determine the answer to

questions about




how.

I can answer who, what,


how questions.

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1st 2

nd 3

rd 4

th 2.RI.4 K R S P


Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape

meaning or tone.

Determine the meaning of words and phrases in a text, relevant to a grade 2 topic or subject area.

Strand Cluster

Reading Informational Text Craft and Structure


Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K Identify words and phrases

in a text relevant to a grade

2 topic or subject area

I can identify words and

phrases in a text or subject

area that connect to what

we are learning in class.

2 R Determine meaning of

words and phrases in a text

relevant to a grade 2 topic

or subject area

I can decide (determine)

the meaning of words and

phrases in a text that

connect to what we are

learning in class.

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1st 2

nd 3

rd 4

th 2.RI.6 K R S P


Assess how point of view or purpose shapes the content and style of a text. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Identify the author’s

purpose

I can identify the author’s

purpose.

2 K Identify the main idea I can identify the main

idea.

3 K Identify what the author

wants to answer, explain,

or describe

I can explain what the

author is trying to get

across to the reader.

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1st 2

nd 3

rd 4

th 2.RI.7 K R S P


Integrate and evaluate content presented in diverse media and formats, including visually

and quantitatively, as well as in words.

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify text.

Strand Cluster

Reading Informational Text Integration of Knowledge and Ideas


Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K Identify images in an

informational text.

I can identify images.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.8 K R S P

College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Describe how reasons support specific points the author makes in a text.

Strand Cluster Reading Informational Text Integration of Knowledge and Ideas



# Target Type


Printed Resources


1 K Identify the key points in a text

I can identify the key points the author makes in a text.

2 K Identify details that support key points

I can identify two or more details that support key points.

nd

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1st 2

nd 3

rd 4

th 2.RI.10 K R S P


Read and comprehend complex literary and informational texts independently and

proficiently.

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

and technical texts, in the 2-3 text complexity bands proficiently, with scaffolding as needed at the high

end of the range. Strand Cluster

Reading Informational Text Range of Reading and Level of Text

Complexity


Target

#

Target

Type


(If Appropriate)

Printed Resources


1

K

Identify/understand in an

informational text:

Key ideas and details

Craft and structure

Knowledge and ideas

at appropriate complexity

(Qualitative, Quantitative

and Reader and Task) as

seen in standards 1-9

independently and

proficiently.

I can identify key ideas and

details in a text.

2 I can identify craft and

structure in a text.

5 R Comprehend independently

in an informational text:

Key ideas and details

Craft and structure

Integration of

knowledge and ideas

at appropriate complexity

(Qualitative, Quantitative

and Reader and Task) as

seen in standards 1-9

independently and

proficiently.

I can take what I know and

what I have read and apply

it to the story.

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1st 2

nd 3

rd 4

th 2.RF.3 K R S P


Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.

Strand Cluster

Reading: Foundational Skills Phonics and Word Recognition


Target

#

Target

Type


(If Appropriate)

Printed

Resources


1

K

Know grade-level phonics

and word analysis skills in

decoding words

I can use different

strategies to decode words.

2 I can recognize the rules

for short and long vowel

sounds.

3 I can identify long vowel

and short sounds in one-

syllable words.

4 I can identify long and

short sounds made by

vowel teams.

12 R Apply grade-level phonics


decoding words.

I can read unfamiliar words

by quickly by using

different strategies (root

words, chunks, prefixes,

suffixes)

13 S Read grade-appropriate

irregularly spelled words

I can read words on my

grade level that do not

follow the spelling rules.

5 K Know the rules for long

vowels in two-syllable

words

I can identify the rules for

long vowels in two-syllable

words.

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6 K Read two-syllable words

with long vowel sounds

I can read two-syllable

words with long vowel

sounds.

11 K Recognize that some words

have inconsistent spelling-

sound correspondence

(e.g., cow, row, bow, or

pint, mint)

I can recognize that some

words are not spelled like

they sound.

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1st 2

nd 3

rd 4

th 2.RF.4 K R S P


Foundational Skills Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Strand Cluster

Reading: Foundational Skills Fluency


Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K To support comprehension:

identify the purpose and

understand the text


purpose of the passage.


identify oral reading with

accuracy, appropriate rate,

and expression on

successive readings

I can identify fluent oral

reading.


identify rereading, when

necessary, as a strategy

when confirming or self-

correcting words in text

I can identify when to

reread to check on myself

and correct errors that

don’t make sense, sound

right, or look right.


understand how context

can help to confirm or self-

correct word recognition

I can identify how

checking and self-

correcting can help me

make sense of the passage.

5 R To support comprehension:

determine the purpose for

reading on-level text


why it is important for me

to read on my level.

This means I will choose

books that are not too easy

or too hard for me and

explain why those books

are right for me.


apply reading strategies to

be used with text for


I can figure out words

quickly as I read using

many different strategies.

This means I can use

strategies such as slide my

finger, reread, using words

I know, noticing endings,

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and expression on

successive readings

chunking to figure out

unknown words.


confirm or self-correct

word recognition and

understanding by using

context.

I can self-correct by

thinking about what makes

sense in the passage.

8 S To support comprehension:

read on-level text fluently

and accurately

I can read on-level texts

fluently.


reread with fluency as

necessary

I can reread with fluency.

10 S Read with accuracy,

appropriate rate, expression

on successive readings

I can read fluently. This means I can read

between 75-125 words a

minute by the end of the

year.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.1 K R S P

College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and to provide a concluding statement or section. Strand Cluster

Writing Text Types and Purposes



# Target Type


Printed Resources


3 K Identify a topic or title of a book to write about.

I can identify a topic or title of a book to write about.

10 R Link ideas with effective words in order to connect opinions and reasons

I can use linking words to connect my opinions and reasons.

nd

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College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or selection.

Strand Cluster Writing Text Types and Purposes



# Target Type


Printed Resources


1 K Recognize an informative text

I can recognize an informative text (feature article, brochure, report)

2 K Recognize an explanatory text

I can recognize an explanatory text (how-to, explain an process)

nd

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College and Career Readiness Anchor Standard Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Write narratives in which they recount a well-elaborated event or sort sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Strand Cluster




# Target Type


Printed Resources


1

K

Identify: • Components of

narrative including beginning and ending

• Sequence of events • Details related to

event temporal words

I can identify the parts of a narrative including beginning and ending.

2 I can identify the sequence of events and the details related to the events.

3 I can identify transition words (first, then, next, last, finally).

4 R Choose relevant details that correspond to a chosen event

I can choose important details about my event.

This means I can choose at least 3 details that are important when explaining my event.

nd

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College and Career Readiness Anchor Standard Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Strand Cluster Writing Production and Distribution of Writing



# Target Type


Printed Resources


1

K

With guidance and support from adults and peers, students recognize how to:

• Focus on a topic • Revise and edit

I can focus on a topic for my writing.

2 I can revise and edit my writing.

3 R With guidance and support from peers and adults, students strengthen writing as needed by revising and editing

I can make my writing better by revising and editing.

This means that I use suggestions from adults and other students to improve my writing.

nd

of 170


College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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

Strand Cluster Writing Research to Build and Present Knowledge



# Target Type


Printed Resources


1 K Apply sources and tools to conduct shared research on a single topic

I can find information on a topic.

nd

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College and Career Readiness Anchor Standard Standard Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of source, and integrate the information while avoiding plagiarism.

Recall information from experiences or gather information from provided sources to answer a question.




# Target Type


Printed Resources


1 K Recall information I can recall information. 3 R Answer a question:

recalling information from experiences

I can answer a question by using what I already know.

nd

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.1 K R S P

College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening toothers with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of ot

b. hers. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Strand Cluster Speaking and Listening Comprehension and Collaboration


# Target Type

State Target Student Friendly Target Printed Resources

Techno ulatives Strategies Remediation ESL Success Criteria (If Appropriate)

logy Manip Extension

1 K Identify agreed-upon rules for discussion listening and speaking our


room.

2 K others listen, ask questions on listen, ask questions about

Recognize how

topics and move conversations along.

I can recognize how others

the conversation, and keep the conversation going.

3 K second Identify ideas fromgrade topics and texts.

I can identify topics that are right for me.

4 R Determine if agreed-upon discussion rules are being followed.

I can decide (determine) iI have followed discussion

f

rules in our room.

5 R ppropriate to the stions

rs.

Formulate comments and questions atopic of discussion

I can create and share comments and queabout a topic with othe

6 S n Follow agreed-upon rules for discussion

I can follow the discussiorules in our room.

7 S Connect comments to the comments of others

I can listen to the comments of others and add my own comment about the topic.


8 S Participate in conversations about grade 2 topics and er and speaker

rom

texts

I can participate as an active listenabout topics and texts f

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my grade level. 9 S

understand topics and text. Ask questions to better I can ask questions to make

sure I understand the topic and text.

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College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media in formats, including visually, quantitatively, and orally.

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.




# Target Type


Printed Resources


1 K Recount key ideas and/or details from a text read aloud, from information presented orally, through other media

I can retell key ideas and details from a text read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held device).

2 K Describe key ideas or details from a test read aloud, information presented orally, through other media

I can describe key ideas and details from a test read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held devices).

nd

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College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 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. Strand Cluster Speaking and Listening Comprehension and Collaboration

Scott County Schools 2nd nglish Language Arts Grade E


# Target Type


Printed Resources


1 K Identify a speaker’s topic or issue

I can identify a speaker’s topic.

2 K Identify situations where information is needed, understanding could be deepened, and comprehension needs to be clarified about what a speaker says.

I can identify times when I need to ask questions to understand the speaker’s topic.

3 R Formulate appropriate questions about what a speaker says in order to clarify comprehension, gather additional information, and deepen understanding of a topic or issue.

I can create appropriate questions to understand the speaker’s topic.

4 R Formulate appropriate answers to questions about what a speaker says in order to clarify comprehension, provide additional information, deepen understanding of a topic or issue

I can create appropriate answers to questions to understand the speaker’s topic.

5 P Ask and answer questions about what a speaker says in order to clarify

I can ask and answer appropriate questions to understand the speaker’s

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comprehension, gather additional information, deepen understanding of a topic or issue

topic.

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College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Strand Cluster Speaking and Listening Presentation of Knowledge and ideas



# Target Type


Printed Resources


1 K Identify appropriate facts and relevant, descriptive details

I can identify appropriate facts and details.

2 K Identify and recall an experience

I can identify and recall something that has happened to me.

3 K Recognize what constitutes a coherent sentence

I can recognize what makes a sentence make sense.

4 K Recognize what constitutes an adequate audible volume

I can recognize the appropriate voice volume that I should use to speak in different situations.

5 R Determine appropriate facts and relevant, descriptive details

I can decide (determine) appropriate facts and details.

6 R Formulate coherent sentences

I can create sentences that make sense.

7 S Tell a story or recount an experience aloud, with appropriate facts, and relevant, descriptive details speaking audibly in coherent sentences

I can tell aloud a story of something that has happened to me with appropriate fats and details using an appropriate voice level when I speak.

nd

of 170


College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.




# Target Type


Printed Resources


1 K Recognize an audio recording

I can recognize an audio recording.

2 K Recount an experience I can tell about something that has happened to me.

3 K Know how to create an audio recording

I can tell how to create an audio recording.

4 R Determine when it’s appropriate to clarify ideas, thoughts, and feelings with drawings or other visual displays.

I can decide (determine) when I need to add a drawing or something visual to make my ideas, thoughts, and feelings clearer.

5 R Clarify ideas, thoughts, feeling by adding drawings/visual displays

I can make my ideas, thoughts, and feelings clearer by adding drawings or something visual.

6 S Create audio recordings of stories or poems

I can create audio recordings of stories or poems.

7 S Add drawings/visual displays to stories and experiences

I can add drawings or something visual to my stories.

nd

of 170


College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)




# Target Type


Printed Resources


1

K Recognize complete sentences in writing and when spoken

I can recognize complete sentences in writing.

2 I can recognize complete sentences when spoken.

3 K Identify audience I can define and identify audience.

4 K Recognize task

I can recognize a task. 5 I can recognize the

situation.

6 R Differentiate when situation calls for speaking in complete sentences

I can decide (determine) when I need to speak in complete sentences.

7 R Formulate a response I can respond appropriately when someone speaks to me.

8 R Interpret requested detail or clarification

I can add detail to be clearer.

9 S Speak in complete sentences when appropriate to task and situation

I can speak in complete sentences when appropriate.

10 S Respond to, answer questions, or clarify

I can answer questions to make things clearer.

nd

of 170



1st 2

nd 3

rd 4

th 2.L.1 K R S P


Demonstrate command of the conventions of standard English grammar and usage when

writing and speaking.

Demonstrate command of the conventions of standard English grammar and usage when writing and

speaking.

a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c. Use reflexive pronouns (e.g., myself, ourselves).

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched

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

Strand Cluster

Language Conventions of Standard English


Target

#

Target

Type


(If Appropriate)

Printed

Resources


1

K

Recognize irregular plural

nouns and reflexive

pronouns

I can recognize irregular

plural nouns.

2 I can recognize reflexive

pronouns.

3 K Identify collective nouns I can identify collective

nouns.

7 K

Identify adjectives and

adverbs

I can identify adjectives.

8 I can identify adverbs.

of 170



1st 2

nd 3

rd 4

th 2.L.2 K R S P


Demonstrate command of the convention of standard English capitalization, punctuation,

and spelling when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.

a. Capitalize holidays, product names, and geographic names.

b. Use commas in greetings and closing of letters.

c. Use an apostrophe to form contractions and frequently occurring possessives.

d. Generalize learned spelling patterns when writing words (e.g., cage to badge, boy to boil)

e. Consult reference materials, including beginning dictionaries, as needed to check and correct

spellings.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Apply correct

capitalization

I can use correct

capitalization when

writing.

2 K Capitalize holidays I can capitalize the names

of Holidays.

6 K Apply correct spelling I can use correct spelling

when writing.

of 170



1st 2

nd 3

rd 4

th 2.L.3 K R S P


Apply knowledge of language to understand how language functions in different contexts,

to make effective choices for meaning or style, and to comprehend more fully when

reading or listening.

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

a. Compare formal and informal uses of English.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K Identify conventions of

language for formal use of

English and informal use

of English

I can identify formal and

informal use of English.

2

K

Recognize conventions of

language for writing,

speaking, reading, and

listening

I can recognize proper

rules for language when

writing.

3 I can recognize proper


speaking.



reading.



listening.

6 R Compare formal and

informal use of English

I can compare formal and

informal use of English.

This means I can explain

when and why it is

appropriate to use either

formal or informal English.

7 R Use knowledge of

language conventions

when writing, reading, and

listening

I can appropriately use

correct language skills and

rules when writing,

reading, and speaking.


language when writing,

I can use appropriate


This means I can make

things sound right, look

of 170


reading, and listening speaking, and reading. right, and make sense when

writing, speaking, and

reading.

9 S Use knowledge of

language when speaking

I can use correct language

when speaking.

10 S Use knowledge of


when speaking


skills and rules when

speaking.

of 170



1st 2

nd 3

rd 4

th 2.L.4 K R S P


Determine or clarify the meaning of unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts, and consulting general and

specialized reference materials, as appropriate.

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

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

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known prefix is added to a known word

(e.g., happy/unhappy, tell/retell).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,

addition, additional).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.,

birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning

of words and phrases.

Strand Cluster

Language Vocabulary Acquisition and Use


Target

#

Target

Type


(If Appropriate)

Printed

Resources


3 K Identify grade appropriate

root words and their

meanings

I can identify root words

and their meanings.

6 K Apply ABD order to

appropriate resources

I can use ABC order with

appropriate material to the

third letter.

9 R Choose flexibly from an

array of vocabulary

strategies

I can choose which

vocabulary strategy I need.

10 R Apply knowledge of

common root words to

problem solve novel words

with same root (e.g.,

addition, additional)

I can use my knowledge of

root words to figure out

new words with the same

root.

of 170



1st 2

nd 3

rd 4

th 2.L.5 K R S P


Demonstrate understanding of figurative language, word relationships, and nuances in

word meaning.

Demonstrate understanding of word relationships and nuances in word meanings.

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or

juicy.)

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely

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

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


2 K Identify verbs and

adjectives

I can identify verbs.

3 K Demonstrate understanding

of word relationships and

nuances in word meanings

I can identify synonyms.

7 K Identify real life

connections between words

and their use

I can identify connections

between words and their

use.

of 170



1st 2

nd 3

rd 4

th 2.L.6 K R S P


Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

encountering an unknown term important to comprehension or expression.

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

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

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


3

K

Use words and phrases

acquired through

conversations, reading,

being read to, and

responding to texts.

I can use words and

phrases I learned in

conversations.

4 I can use words and

phrases read in a text.


phrases that were read to

me.


phrases I learned when

speaking or writing about

text.

7

R

Distinguish between words

and phrases acquired

through conversations,

reading, being read to, and


I can tell the differences

between words and phrases

I learned in conversation.

8 I can tell the differences


I read.



I learned when speaking or

writing about text.

of 170







# Target Type


Printed Resources


2 K Describe key details of the text using who, what, where, when, why and how

I can describe the key (important) details of the text using how, what, where, when, why, and how.

nd

of 170



1st 2

nd 3

rd 4

th 2.RL.2 K R S P


Determine central ideas or themes of a text and analyze their development, summarize key

supporting details and ideas.

Recount stories, including fables and folktales from diverse cultures, and determine their central message,

lesson or moral.

Strand Cluster

Reading Literature Key Ideas and Details


Target

#

Target

Type


(If Appropriate)

Printed Resources


2 K Define diverse cultures I can define diverse

cultures.

3 K Identify fables and

folktales from diverse

cultures

I can identify fables and

folktales about people from

diverse cultures.

5 K Recount details of a story

(e.g., fables and folktales)

I can summarize details of

a story.

This means I can retell a

story in sequence including

character, setting, and plot.

6 R Determine the message,

lesson or moral of a story

(e.g., fables and folktales)


the theme, lesson, or moral

of a story.

of 170







# Target Type


Printed Resources









nd

of 170






# Target Type


Printed Resources


7 R Analyze character to know what type of voice to use when speaking the part

I can use what I know about the character to imagine what type of voice they would use.

8 R Determine differences in each character’s point of view

I can decide (determine) how each character feels.

This means I use information from the text to understand the character’s point of view.

9 S Read the dialogue in text using appropriate voices for different characters

I can use what I know about the character to read the dialogue in the text using a voice the character would use.

nd

of 170







# Target Type


Printed Resources


2 K Recognize digital text I can define digital text. 3 I can recognize digital text.

nd

of 170


College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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




# Target Type


Printed Resources


1 K Recall details and events from two or more versions of a story by different authors

I can identify details and events (from two or more versions) of a story.

2 K Identify characters of two or more versions of a story by different authors

I can identify characters from the same story (two or more versions).

3 R Compare and contrast two or more versions of the same story by different authors representing different cultures

I can compare and contrast stories (different versions of the same story from different authors and cultures).

This means I can explain how the stories are alike and how they are different.

nd

of 170





Complexity


# Target Type


Printed Resources


1

K

Identify/understand in literary text (stories and poetry):

• Key ideas and details • Craft and structure • Integration of

knowledge and ideas at appropriate complexity (Qualitative, quantitative, Readers and task) as seen in 1-9 with scaffolding as needed.

I can define craft. 2 I can define structure. 3 I can identify craft and

structure in stories and poetry.

4 I can identify key ideas and details in stories and poetry.

5

R

Comprehend independently in literary text (stories and poetry):


knowledge and ideas at appropriate complexity (Qualitative, Quantitative, and Readers and task) as seen in 1-9 with scaffolding as needed.

I can describe the craft and structure of stories and poetry.

6 I can describe key ideas and details about stories and poetry.


nd

of 170



1st 2

nd 3

rd 4

th 2.RI.1 K R S P




from the text.



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K


informational text







how




and how.


questions about




how.



how questions.

of 170



1st 2

nd 3

rd 4

th 2.RI.3 K R S P


Analyze how and why individuals, events, and ideas develop and interact over the course

of a text.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in

technical procedures in a text.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1

K

Identify the historical

events that occurred in a

text

I can define historical

events.

2 I can identify historical

events in a text.

3 K Identify scientific ideas or

concepts that occur in a

text

I can identify scientific

ideas in a text.

4 K Identify the steps in a

procedure

I can identify the steps of a

process in a text.

5

R

Describe the connection

that occurs in a text

between a series of:

Historical events

Scientific ideas or

concepts

The steps from a

procedure

I can describe the

connection between the

text and historical events.

6 I can describe the

connection between text

and scientific ideas.

7 I can describe why the

steps of a process are

important to the text.

of 170



1st 2

nd 3

rd 4

th 2.RI.4 K R S P




meaning or tone.


Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources












or subject area





learning in class.

of 170



1st 2

nd 3

rd 4

th 2.RI.5 K R S P


Analyze the structure of texts, including how specific sentences, paragraphs and larger

portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the

whole.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic

menus, icons) to locate key facts and information in a text efficiently.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K Identify various text

features

I can identify different text

features (e.g., captions,

bold print, subheadings,

glossaries, indexes,

electronic menus, icons).

2 K Determine how readers use

different text features


how readers use different

text features (e.g., captions,




3 K Use various text features to

locate key facts or

information in a text.

I can use different text

features to locate key facts

or information in a text

(e.g., captions, bold print,

subheadings, glossaries,

indexes, electronic menus,

icons).

of 170



1st 2

nd 3

rd 4

th 2.RI.6 K R S P



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources



purpose


purpose.


idea.



or describe




of 170






# Target Type


Printed Resources


2

K

Understand the terms: • Explain • Contribute • Clarify

I can tell what explain means.

3 I can tell what contribute means.

4 I can tell what clarify means.


nd

of 170







# Target Type


Printed Resources






3 R Describe how reasons support the author’s specific points

I can describe how details from the story support the author’s points.

nd

of 170



Compare and contrast the most important points presented by two texts on the same topic.




# Target Type


Printed Resources


1 K Identify the important points presented in two informational texts on the same topic

I can identify the important points in different texts on the same topic.

2 R Compare the important point sin two informational texts on the same topic.

I can compare two texts on the same topic (e.g., t-charts, venn diagrams, or other organizers).

This means I can explain which important points are the same from two texts.

3 R Contrast the important points in two informational texts on the same topic

I can contrast two texts on the same topic (e.g., t-charts, venn diagrams, or other organizers).

This means I can explain which important points are different from two texts.

nd

of 170



By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, in the 2-3 text complexity bands proficiently, with scaffolding as needed at the high end of the range. Strand Cluster

Reading Informational Text Range of Reading and Level of Text Complexity



# Target Type


Printed Resources


1

K

Identify/understand in an informational text:

• Key ideas and details • Craft and structure • Knowledge and ideas

at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 independently and proficiently.

I can identify key ideas and details in a text.

2 I can identify craft and structure in a text.

This means I can identify and understand the way an author uses words and phrases to convey a message and how a text is organized.

3

R

Comprehend independently in an informational text:


knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 independently and proficiently.

I can comprehend on my own, key ideas and details in a text.

4 I can comprehend craft and structure in a text.

nd

of 170



1st 2

nd 3

rd 4

th 2.RF.3 K R S P









Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1

K



decoding words

I can use different




sounds.



syllable words.



vowel teams.



decoding words.


by quickly by using



suffixes)








words



words.

of 170






sounds.





pint, mint)



they sound.

of 170



1st 2

nd 3

rd 4

th 2.RF.4 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources




understand the text






and expression on

successive readings


reading.















I can identify how

checking and self-













are right for me.












of 170


and expression on

successive readings


unknown words.





context.






and accurately


fluently.



necessary








year.

of 170



1st 2

nd 3

rd 4

th 2.W.1 K R S P


Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,

supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and

reasons, and to provide a concluding statement or section. Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K Recognize what an opinion

is

I can recognize what an

opinion is.

2 K I can define a fact.

4

K

Recognize and define:

Opinions

Concluding sections

or statements

Linking words (e.g.,

because, and, also)

I can recognize and define

opinions.

5 I can recognize and define

conclusion.

6 I can recognize and define

linking words (e.g.,

because, and, also).

7 R Formulate and articulate an

opinion about a text or

topic

I can state my opinion

about a text or topic.

8 R Generate supporting

reasons for stated opinions.

I can give reasons for my

opinion.

This means I can give 2-3

reasons that support my

opinion.

of 170







# Target Type


Printed Resources


3 K Identify topic sentences I can identify topic sentences.

4 K Identify facts I can identify facts. 5 K Identify definitions I can identify definitions. 6 K Identify concluding

statement I can identify a concluding statement.

nd

of 170



1st 2

nd 3

rd 4

th 2.W.3 K R S P


Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Write narratives in which they recount a well-elaborated event or sort sequence of events, include details

to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense

of closure. Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1

K

Identify:

Components of

narrative including

beginning and ending

Sequence of events

Details related to

event temporal words

I can identify the parts of a

narrative including

beginning and ending.

2 I can identify the sequence

of events and the details

related to the events.

3 I can identify transition

words (first, then, next,

last, finally).

5 R Reflect on identified event I can think about the event

I chose and describe my

feelings.

6 R Create relevant and

elaborated details to

support events of narrative

I can create important

details to create a clear

picture of my event.

This means I can develop

at least three important

details to help my audience

picture my event in their

head.

7 R Apply appropriate

temporal words in order to

signal change of events in

narrative

I can use transition words

correctly.

This means I can use at

least three transition words

in my narrative to show

when things change.

8

P

Write a narrative that:

Recounts a well-

elaborated event or

short sequence of

events

Includes supporting

details, temporal

I can write a narrative

piece that retells an event

in my life.

9 I can use supporting details

in my writing.

10 I can use transition words

of 170


words, and a sense of

closure in my writing.

11 P I can write an appropriate

conclusion.

of 170







# Target Type


Printed Resources


1

K








nd

of 170







# Target Type


Printed Resources




2 R Participate in shared research and writing projects

I can work with others to find information and create research and writing projects.

3 R Organize relevant information on a topic (e.g., share information, produce a report)

I can organize my information to be shared with others (create a written/oral report, research projects)

nd

of 170







# Target Type


Printed Resources


1 K Recall information I can recall information. 3 R Answer a question:

recalling information from experiences


nd

of 170








# Target Type






room.


Recognize how








f

rules in our room.


rs.









rom

texts


of 170


my grade level. 9 S



of 170







# Target Type


Printed Resources






nd

of 170






# Target Type


Printed Resources












of 170



topic.

of 170







# Target Type


Printed Resources
















nd

of 170







# Target Type


Printed Resources









nd

of 170







# Target Type


Printed Resources











nd

of 170



1st 2

nd 3

rd 4

th 2.L.1 K R S P





speaking.








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


4 K Know past tense forms of

irregular verbs

I can identify the past tense

form of irregular verbs.

5 K


adverbs

I can identify subjects.

6 I can identify predicates.

7 K


adverbs



of 170



1st 2

nd 3

rd 4

th 2.L.2 K R S P





when writing.






spellings.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Apply correct

capitalization

I can use correct

capitalization when

writing.

3 K Capitalize product names I can capitalize the names

of products

4 K Capitalize geographic

names

I can capitalize the names

of geographic places.

5 K Apply correct punctuation I can use correct

punctuation when writing.


when writing.

of 170



1st 2

nd 3

rd 4

th 2.L.3 K R S P







Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


2

K




listening



writing.



speaking.



reading.



listening.




listening



rules when writing,


8 R Use knowledge of language


listening



speaking, and reading.

This means I can make things

sound right, look right, and

make sense when writing,


9 S Use knowledge of language

when speaking


when speaking.


conventions when speaking



speaking.

of 170



1st 2

nd 3

rd 4

th 2.L.4 K R S P
















Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources




meanings


and their meanings.

4 K Identify compound words I can identify compound

words.

5 K Identify and define

individual words within a

compound word

I can identify and define

the words that make up a

compound word.





third letter.

7 K Use print glossaries and

beginning dictionaries to

determine or clarify

meanings of words or

phrases

I can use glossaries and

dictionaries to help

understand words or

phrases.

9 R Choose flexibly from an I can choose which

of 170


array of vocabulary

strategies










root.

11 R Predict the meaning of

compound words by using

the meaning of individual

parts (e.g., birdhouse,

lighthouse, housefly;

bookshelf, notebook,

bookmark)

I can predict the meaning

of compound words by

using the meanings of the

individual words.

12 R Choose to use a glossary or

dictionary (print or digital)

to determine or clarify

meaning of an unknown

word

I can clarify the meaning of

an unknown word by using

a glossary or dictionary.

of 170



1st 2

nd 3

rd 4

th 2.L.5 K R S P



word meaning.



juicy.)



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources



adjectives


3

K

Demonstrate understanding

of word relationships and

nuances in word meanings

I can identify synonyms.

4 I can identify antonyms.

5 I can identify word

relationships.

6 I can identify small

differences in word

meanings (e.g., toss, hurl,

throw).



and their use



use.

8

R

Distinguish meaning

between closely related

verbs

I can tell the difference

between verbs that are very

similar in meaning.

9 I can tell the difference

between adjectives that are

very similar in meaning.

of 170



1st 2

nd 3

rd 4

th 2.L.6 K R S P








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Identify and use adjectives I can identify and use

adjectives.

3

K


acquired through


being read to, and


I can use words and


conversations.





me.




text.

7

R











I read.




writing about text.

10 R Determine when an I can decide (determine)

of 170


adjective or adverb should

be used to describe

when to use an adjective.

11 I can decide (determine)

when to use an adverb.

12

R

Use words and phrases,

including adjectives and

adverbs, acquired through


being read to, and

responding to texts

accurately and

appropriately

I can correctly use words

and phrases I learned

through conversations.

13 I can correctly use words

and phrases I learned from

my reading.



what is read to me.



reading or writing about

text.

of 170







# Target Type


Printed Resources


3 R Determine the answers of literary text using who, what, where, when, why, and how

I can answer who, what, where, when, why, and how questions.

nd

of 170






# Target Type


Printed Resources


5 K Recount details of a story (e.g., fable sand folktales)



6 R Determine the message, lesson or moral of a story (e.g., fables and folktales)

I can decide (determine) the theme, lesson, or moral of a story.

Scott County Schools 2 Grade English Language Arts nd

of 170







# Target Type


Printed Resources









nd

of 170






# Target Type


Printed Resources


9 S Read the dialogue in text using appropriate voices for different characters

I can use what I know about the character to read the dialogue in the text using a voice the character would use.

nd

of 170







# Target Type


Printed Resources


8

K

Understand characters, setting, and plot obtained from illustrations and words in digital text.

I can describe characters from illustrations and words from digital text.

9 I can describe setting from illustrations and words from digital text.

10 I can describe plot from illustrations and words from digital text.

nd

of 170





Complexity


# Target Type


Printed Resources





I can identify key ideas and details in stories and poetry.

5

R







nd

of 170



1st 2

nd 3

rd 4

th 2.RI.1 K R S P




from the text.



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K


informational text







how




and how.


questions about




how.



how questions.

of 170



1st 2

nd 3

rd 4

th 2.RI.2 K R S P


Determine central ideas of a theme of a text and analyze their development, summarize the

key supporting details and ideas.

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K Recognize the main topic

of multi-paragraph

informational text

I can recognize the main

topic of a text with more

than one paragraph.

2 K Identify the focus of

specific paragraphs that

support the main topic of a

text.

I can identify each

paragraph’s main idea and

explain how it supports the

main topic of a text.

of 170



1st 2

nd 3

rd 4

th 2.RI.3 K R S P



of a text.



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources



procedure


process in a text.

5

R




Historical events

Scientific ideas or

concepts

The steps from a

procedure

I can describe the









of 170



1st 2

nd 3

rd 4

th 2.RI.4 K R S P




meaning or tone.


Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources












or subject area





learning in class.

of 170



1st 2

nd 3

rd 4

th 2.RI.5 K R S P




whole.



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources



features















locate key facts or








icons).

of 170



1st 2

nd 3

rd 4

th 2.RI.6 K R S P



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources



purpose


purpose.


idea.



or describe




of 170






# Target Type


Printed Resources


2

K





5 R Discuss how specific I can discuss how specific

images add to and clarify informational text

images (e.g., diagrams pictures, charts, etc.) addinformation and clarify the text.


nd

of 170







# Target Type


Printed Resources








nd

of 170







# Target Type


Printed Resources










nd

of 170







# Target Type


Printed Resources


1

K







3

R






nd

of 170



1st 2

nd 3

rd 4

th 2.RF.3 K R S P









Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1

K



decoding words

I can use different




sounds.



syllable words.



vowel teams.



decoding words.


by quickly by using



suffixes)








words



words.

of 170






sounds.

7

K Recognize a prefix and a

suffix in words

I can recognize a prefix in

words.

8 I can recognize a suffix in

words.

9 I can read common

prefixes and suffixes.

10 I can read words with

common prefixes and

suffixes.





pint, mint)



they sound.

of 170



1st 2

nd 3

rd 4

th 2.RF.4 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources




understand the text






and expression on

successive readings


reading.















I can identify how

checking and self-













are right for me.












of 170


and expression on

successive readings


unknown words.





context.






and accurately


fluently.



necessary








year.

of 170


College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and to provide a concluding statement or section. Strand Cluster




# Target Type


Printed Resources


7 R Formulate and articulate an opinion about a text or topic

I can state my opinion about a text or topic.

8 R Generate supporting reasons for stated opinions.

I can give reasons for my opinion.

This means I can give 2-3 reasons that support my opinion.

9 R Organize writing to introduce, support, and conclude

I can write an opinion piece and organize it.

This means I can write an introduction, supporting paragraphs, and a conclusion.

11 P Write an opinion piece which:

• Introduces the topic or book

• States an opinion • Supplies at least 2

supporting reasons for the opinion

• Uses effective words to link opinions and reasons

• Provides a concluding statement or section

I can write an opinion piece with an introduction, at least 2 supporting reasons, linking words, and a conclusion.

nd

of 170







# Target Type


Printed Resources


7 R Use facts and definitions appropriately to develop points

I can use facts and definitions to support my topic.

This means I can give three facts about my topic that support it.

8 R Determine an appropriate concluding statement or section

I can decide (determine) an appropriate conclusion for my writing.

nd

of 170







# Target Type


Printed Resources


1

K








nd

of 170


College and Career Readiness Anchor Standard Standard Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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




# Target Type


Printed Resources


1 K With guidance and support, use basic computer skills (e.g., turn on computer, log on, use common software, basic word processing tools)

I can use the computer (e.g., turn on, log on, use common software, basic word processing).

nd

of 170







# Target Type


Printed Resources








nd

of 170







# Target Type


Printed Resources


1 K Recall information I can recall information. 3 K Gather information from

sources I can gather information from several sources (books, internet, interviews, articles, newspapers)

3 R Answer a question recalling information from experiences


4 R Answer a question using information from a provided source or multiple sources

I can answer a question by looking back at my sources (books, internet, interviews, articles, newspapers)

nd

of 170








# Target Type






room.


Recognize how








f

rules in our room.


rs.









rom

texts


of 170


my grade level. 9 S



of 170







# Target Type


Printed Resources






nd

of 170






# Target Type


Printed Resources












of 170



topic.

of 170







# Target Type


Printed Resources
















nd

of 170







# Target Type


Printed Resources



3 K Know how to create an audio recording

I can tell how to create an audio recording.









nd

of 170







# Target Type


Printed Resources











nd

of 170



1st 2

nd 3

rd 4

th 2.L.1 K R S P





speaking.








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


7 K


adverbs



9 R Demonstrate command of

the conventions of standard

English grammar and

usage when writing:

Use collective nouns

Form irregular plural

nouns

Use reflexive

pronouns

Use past tense of

irregular verbs

Choose between

adjectives and

adverbs

Rearrange complete

simple and compound

sentences

I can use (demonstrate)

appropriate grammar when

writing.


collective nouns, irregular

plural nouns, reflexive

pronouns, past tense of

irregular verbs, choose

between adjectives and

adverbs, and rearrange

complete simple and

compound sentences

independently in my

writing.

10 S Demonstrate command of






of 170


English grammar and

usage when writing:



nouns

Use reflexive

pronouns

Use past tense of

irregular verbs

Choose between

adjectives and

adverbs

Rearrange complete

simple and compound

sentences

Produce, expand, and

rearrange complete

simple and compound

sentences

speaking. plural nouns, reflexive




adverbs, change word

order in complete simple

and compound sentences

independently when I

speak.

of 170



1st 2

nd 3

rd 4

th 2.L.2 K R S P





when writing.






spellings.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Apply correct

capitalization

I can use correct

capitalization when

writing.


of products


names






when writing.

7 K Use commas in greetings

and closing of letters

I can use commas in

greetings and closings of

letters.

8

K

Use an apostrophe to form

contractions and frequently

occurring possessives.

I can use apostrophes in

contractions.

9 I can use apostrophes in

possessives.

10 K Use spelling rules and

patterns.

I can use spelling rules and

patterns.

11 K Use reference materials, I can use reference This means I can use

of 170


including beginning

dictionaries, as needed to

check and correct spelling

materials to check and

correct my spelling.

dictionaries and spell check

on the computer to check

and correct my spelling.

of 170



1st 2

nd 3

rd 4

th 2.L.3 K R S P







Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


2

K




listening



writing.



speaking.



reading.



listening.




listening



rules when writing,




listening









when speaking


when speaking.





speaking.

of 170



1st 2

nd 3

rd 4

th 2.L.4 K R S P
















Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Identify context clues

within sentences and know

how to use these to

construct meaning of

unknown or multiple

meaning words

I can identify context clues

and explain how they help

figure the meaning of

unknown words or multiple

meaning words.



meanings


and their meanings.





third letter.

8 K Use digital glossaries and

beginning dictionaries to

determine or clarify the

meaning of words or

phrases

I can use digital glossaries

and dictionaries to help

understand words or

phrases.

of 170



array of vocabulary

strategies

I can choose which










root.

of 170



1st 2

nd 3

rd 4

th 2.L.5 K R S P



word meaning.



juicy.)



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources



adjectives




and their use



use.

9 R Distinguish meaning

between closely related

verbs

I can tell the difference

between adjectives that are

very similar in meaning.

of 170



1st 2

nd 3

rd 4

th 2.L.6 K R S P








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


2 K Identify and use adverbs I can identify and use

adverbs.

3

K


acquired through


being read to, and


I can use words and


conversations.





me.




text.

7

R











I read.




writing about text.

10 R Determine when an I can decide (determine)

of 170


adjective or adverb should

be used to describe

when to use an adjective.

11 I can decide (determine)

when to use an adverb.

12

R





being read to, and

responding to texts

accurately and

appropriately






my reading.



what is read to me.




text.

of 170






# Target Type


Printed Resources


5 K Recount details of a story (e.g., fable sand folktales)



6 R Determine the message, lesson or moral of a story (e.g., fables and folktales)

I can decide (determine) the theme, lesson, or moral of a story.


of 170







# Target Type


Printed Resources









nd

of 170


College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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




# Target Type


Printed Resources


2

K Identify alliteration and other types of figurative language

I can define alliteration. 3 I can define figurative

language.

4 I can identify alliteration and other types of figurative language.

5 K Recognize regular beats and repeated lines in a story, poem, and song

I can recognize regular beats and repeated lines in a story, poem, and song.

6 K Recognize rhythm within a story, poem, song

I can recognize rhythm within a story, poem, and song.

7 R Describe how words and phrases supply rhythm or impact meaning in a story, poem, song.

I can describe how words and phrases give rhythm to a story, poem, or song.

nd

of 170





Complexity


# Target Type


Printed Resources





I can identify key ideas and details in stories and poetry.

5

R







nd

of 170



1st 2

nd 3

rd 4

th 2.RI.1 K R S P




from the text.



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K


informational text







how




and how.


questions about




how.



how questions.

of 170



1st 2

nd 3

rd 4

th 2.RI.2 K R S P


Determine central ideas of a theme of a text and analyze their development, summarize the

key supporting details and ideas.

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K Recognize the main topic

of multi-paragraph

informational text

I can recognize the main

topic of a text with more

than one paragraph.

2 K Identify the focus of

specific paragraphs that

support the main topic of a

text.

I can identify each

paragraph’s main idea and

explain how it supports the

main topic of a text.

of 170



1st 2

nd 3

rd 4

th 2.RI.3 K R S P



of a text.



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources



procedure


process in a text.

5

R




Historical events

Scientific ideas or

concepts

The steps from a

procedure

I can describe the









of 170



1st 2

nd 3

rd 4

th 2.RI.4 K R S P




meaning or tone.


Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources












or subject area





learning in class.

of 170



1st 2

nd 3

rd 4

th 2.RI.5 K R S P




whole.



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources



features















locate key facts or








icons).

of 170



1st 2

nd 3

rd 4

th 2.RI.6 K R S P



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources



purpose


purpose.


idea.



or describe




of 170






# Target Type


Printed Resources


2

K






nd

of 170







# Target Type


Printed Resources








nd

of 170







# Target Type


Printed Resources










nd

of 170







# Target Type


Printed Resources


1

K







3

R






nd

of 170



1st 2

nd 3

rd 4

th 2.RF.3 K R S P









Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1

K



decoding words

I can use different




sounds.



syllable words.



vowel teams.



decoding words.


by quickly by using



suffixes)








words



words.

of 170






sounds.

7

K Recognize a prefix and a

suffix in words

I can recognize a prefix in

words.

8 I can recognize a suffix in

words.

9 I can read common

prefixes and suffixes.

10 I can read words with

common prefixes and

suffixes.





pint, mint)



they sound.

of 170



1st 2

nd 3

rd 4

th 2.RF.4 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources




understand the text






and expression on

successive readings


reading.















I can identify how

checking and self-













are right for me.












of 170


and expression on

successive readings


unknown words.





context.






and accurately


fluently.



necessary








year.

of 170







# Target Type


Printed Resources


9 P Write an informative/explanatory text that:

• Focuses on a specific topic

• Uses facts and definitions to develop the topic

• Includes a concluding statement or section

I can write an informative/explanatory piece that has a topic, at least three facts about the topic, and a conclusion.

of 170







# Target Type


Printed Resources


1

K








nd

of 170


College and Career Readiness Anchor Standard Standard Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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




# Target Type


Printed Resources


1 K With guidance and support, use basic computer skills (e.g., turn on computer, log on, use common software, basic word processing tools)

I can use the computer (e.g., turn on, log on, use common software, basic word processing).

2 R With guidance and support, choose digital tools for producing and publishing writing

I can choose technology to produce and publish my writing.

3 S With guidance and support, use technology to produce and publish writing individually and with peers

I can use technology to produce and publish my writing.

nd

of 170







# Target Type


Printed Resources








nd

of 170







# Target Type


Printed Resources


1 K Recall information I can recall information. 3 K Gather information from

sources I can gather information from several sources (books, internet, interviews, articles, newspapers)

3 R Answer a question recalling information from experiences


4 R Answer a question using information from a provided source or multiple sources

I can answer a question by looking back at my sources (books, internet, interviews, articles, newspapers)

nd

of 170








# Target Type






room.


Recognize how








f

rules in our room.


rs.









rom

texts


of 170


my grade level. 9 S



of 170







# Target Type


Printed Resources






nd

of 170






# Target Type


Printed Resources












of 170



topic.

of 170







# Target Type


Printed Resources
















nd

of 170







# Target Type


Printed Resources









nd

of 170







# Target Type


Printed Resources











nd

of 170



1st 2

nd 3

rd 4

th 2.L.1 K R S P





speaking.








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


7 K


adverbs



9 R Demonstrate command of


English grammar and

usage when writing:



nouns

Use reflexive

pronouns

Use past tense of

irregular verbs

Choose between

adjectives and

adverbs

Rearrange complete

simple and compound

sentences



writing.



plural nouns, reflexive




adverbs, and rearrange

complete simple and

compound sentences

independently in my

writing.

10 S Demonstrate command of






of 170


English grammar and

usage when writing:



nouns

Use reflexive

pronouns

Use past tense of

irregular verbs

Choose between

adjectives and

adverbs

Rearrange complete

simple and compound

sentences

Produce, expand, and

rearrange complete

simple and compound

sentences

speaking. plural nouns, reflexive




adverbs, change word

order in complete simple

and compound sentences

independently when I

speak.

of 170



1st 2

nd 3

rd 4

th 2.L.2 K R S P





when writing.






spellings.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Apply correct

capitalization

I can use correct

capitalization when

writing.


of products


names






when writing.

7 K Use commas in greetings

and closing of letters

I can use commas in

greetings and closings of

letters.

8

K

Use an apostrophe to form

contractions and frequently

occurring possessives.

I can use apostrophes in

contractions.

9 I can use apostrophes in

possessives.

10 K Use spelling rules and

patterns.

I can use spelling rules and

patterns.

11 K Use reference materials, I can use reference This means I can use

of 170


including beginning

dictionaries, as needed to

check and correct spelling

materials to check and

correct my spelling.

dictionaries and spell check

on the computer to check

and correct my spelling.

of 170



1st 2

nd 3

rd 4

th 2.L.3 K R S P







Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


2

K




listening



writing.



speaking.



reading.



listening.




listening



rules when writing,




listening









when speaking


when speaking.





speaking.

of 170



1st 2

nd 3

rd 4

th 2.L.4 K R S P
















Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Identify context clues

within sentences and know

how to use these to

construct meaning of

unknown or multiple

meaning words

I can identify context clues

and explain how they help

figure the meaning of

unknown words or multiple

meaning words.

2 K Identify meaning of

common grade appropriate

prefixes and new words

formed with them (e.g.,

happy/unhappy, tell/retell)

I can identify what a prefix

is and how it changes the

meaning of a word.



meanings


and their meanings.





third letter.

of 170



array of vocabulary

strategies

I can choose which










root.

12 R Choose to use a glossary or

dictionary (print or digital)

to determine or clarify

meaning of an unknown

word

I can clarify the meaning of

an unknown word by using

a glossary or dictionary.

13 R Determine or clarify the

meaning of unknown or

multiple-meaning words

and phrases

I can determine or clarify

the meaning of unknown or

multiple-meaning words

and phrases.

This means I can figure out

words and phrases that I

don’t know or that have

more than one meaning.

of 170



1st 2

nd 3

rd 4

th 2.L.5 K R S P



word meaning.



juicy.)



Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources




and their use



use.

of 170



1st 2

nd 3

rd 4

th 2.L.6 K R S P








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


3

K


acquired through


being read to, and


I can use words and


conversations.





me.




text.

7

R











I read.




writing about text.

12

R







of 170


15 conversations, reading,

being read to, and

responding to texts

accurately and

appropriately




text.

of 170

2nd grade english language arts pacing guide and

Documents