All Second Grade ELA GLE's

Standard	Topic	Text
1	Writing	Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.
1	Writing	Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.
1	Writing	Organization: Persuasive Writing: Attempt a closing
1	Writing	Organization: Persuasive Writing: Use paragraphs to transition between ideas when appropriate
1	Writing	Organization: Persuasive Writing: Organize writing with a beginning, middle, and end
1	Writing	Organization: Persuasive Writing: Use simple transition words that show order (e.g. first, next finally) most of the time
1	Writing	Organization: Persuasive Writing: State a clear reason for choosing the position
1	Writing	Organization: Persuasive Writing: Attempt a closing
1	Writing	Organization: Persuasive Writing: Use paragraphs to transition between ideas when appropriate
1	Writing	Organization: Persuasive Writing: Attempt a closing
1	Writing	Organization: Persuasive Writing: State a clear reason for choosing the position
1	Writing	Organization: Persuasive Writing: Organize writing with a beginning, middle, and end
1	Writing	Organization: Persuasive Writing: Use simple transition words that show order (e.g. first, next finally) most of the time
1	Writing	Organization: Persuasive Writing: Organize writing with a beginning, middle, and end
1	Writing	Organization: Persuasive Writing: Use simple transition words that show order (e.g. first, next finally) most of the time
1	Writing	Organization: Persuasive Writing: Use paragraphs to transition between ideas when appropriate
1	Writing	Organization: Persuasive Writing: State a clear reason for choosing the position
1	Writing	Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to FRIENDLY LETTERS.
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to SIMPLE BOOK REPORTS
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to FRIENDLY LETTERS AND NOTES
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to JOURNAL ENTRIES
1	Writing	Development-Persuasive Writing: Support the ideas with examples and facts
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to 'ALL ABOUT ME' STORIES
1	Writing	Development-Persuasive Writing: Agree or disagree with an easily understood issue
1	Writing	Development-Informative Writing: Choose a title that reflects the subject when appropriate
1	Writing	Development-Informative Writing: Provide relevant information (e.g., personal experiences, facts, examples) to elaborate or clarify the subject
1	Writing	Development-Expressive Writing: Select an interesting idea for writing
1	Writing	Development-Expressive Writing: Choose a title, when appropriate
1	Writing	Development-Expressive Writing: Give relevant details about how things look, feel, sound, smell
1	Writing	Development-Informative Writing: Select an interesting subject for writing
1	Writing	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use standard spellings of common 2nd grade words and Word Wall words most of the time
1	Writing	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use periods, questions marks, and exclamation marks most of the time
1	Writing	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use appropriate pronouns most of the time
1	Writing	Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher)
1	Writing	Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive.
1	Writing	Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
1	Writing	Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice.
1	Writing	Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer?s feelings about events and their significance
1	Writing	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun "I"
1	Writing	Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write in a manner that makes sense to the reader
1	Writing	Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Use complete sentences to express thoughts
1	Writing	Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Use capital letters and end marks to indicate intended beginning and end of simple sentences
1	Writing	Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Begin to vary sentence length
1	Writing	Word Choice: Use some specific concrete nouns ("name" versus "girl";"cereal" vs "food")
1	Writing	Word Choice: Use adjectives to describe most of the time
1	Writing	Word Choice: Use appropriate verbs most of the time
1	Writing	Word Choice: Demonstrate appropriate style and voice
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to SIMPLE POEMS
1	Writing	Infer meanings of new words through read-alouds
1	Writing	Increase knowledge and vocabulary through independent reading
1	Writing	Retell stories and ideas
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. B) Alphabetic Principle
2	Constructing Meaning	Produce diphthongs and digraphs with automaticity
2	Constructing Meaning	Use advanced phonic elements to recognize words with multi-syllabic words with automaticity
2	Constructing Meaning	Read multi-syllabic words with automaticity
2	Constructing Meaning	Read more sight words accurately with automaticity
2	Constructing Meaning	Read possessives
2	Constructing Meaning	Identify and produce rhyming words with automaticity
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. C) Vocabulary
2	Constructing Meaning	Learn and use unfamiliar words that are introduced in stories and texts
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. E) Fluency
2	Constructing Meaning	Read (at a minimum) 90-100 words per minute
2	Constructing Meaning	Read orally from familiar text at an appropriate rate, accuracy, and prosody
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. F) Spelling
2	Constructing Meaning	Spell previously studied phonetically regular words correctly
2	Constructing Meaning	Use phonetic strategies to spell unfamiliar words
2	Constructing Meaning	Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by:
2	Constructing Meaning	Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2	Constructing Meaning	Using picture clues
2	Constructing Meaning	Looking for context clues provided by synonyms and antonyms
2	Constructing Meaning	Selecting the correct definition of words that have multiple meanings
2	Constructing Meaning	Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading.
2	Constructing Meaning	Assimilating prior knowledge
2	Constructing Meaning	Looking for context clues provided by synonyms and antonyms
2	Constructing Meaning	Selecting the correct definition of words that have multiple meanings
2	Constructing Meaning	Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading.
2	Constructing Meaning	Assimilating prior knowledge
2	Constructing Meaning	Summarizing
2	Constructing Meaning	Rereading to clarify information
2	Constructing Meaning	Adjusting reading rate
2	Constructing Meaning	Inferring information
2	Constructing Meaning	Using mental imagery
2	Constructing Meaning	Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2	Constructing Meaning	Recall and discuss what is understood in a text
2	Constructing Meaning	Reread difficult parts slowly and carefully
2	Constructing Meaning	Make, confirm, adjust predictions
2	Constructing Meaning	Create mental images
2	Constructing Meaning	Identify and question what is not understood in a text
2	Constructing Meaning	Restate in own words the main events in the text
2	Constructing Meaning	Ask and answer questions about the text
2	Constructing Meaning	Summarize while reading
2	Constructing Meaning	Visualize what was read
2	Constructing Meaning	Revisit text to search for connections between and among ideas
2	Constructing Meaning	Explain personal connections to the topics, events, characters, and actions in texts
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (a) making?. predictions as needed.
2	Constructing Meaning	Predict likely outcomes based on clues in a text
2	Constructing Meaning	Adjust previous predictions based on new information in a text
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2	Constructing Meaning	Identify essential information from text features (e.g., cover, table of contents, maps, captions, chapter headings, titles, information from diagrams and charts, graphs, illustrations, and glossaries) to enhance understanding of text
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of literary texts by (b) identifying the story elements (e.g. characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2	Constructing Meaning	Identify the main character in a literary text or the speaker in a poem
2	Constructing Meaning	Identify other characters in a story or poem
2	Constructing Meaning	Identify main setting (time and/or place)
2	Constructing Meaning	Identify the changes in setting
2	Constructing Meaning	Recognize that there is a main problem/ conflict and solution/ resolution in a story
2	Constructing Meaning	Identify significant details related to the plot to determine the pattern of organization (simple compare/ contrast)
2	Constructing Meaning	Identify that a story has a beginning, middle, and end
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (c) recognizing and interpreting figurative language and literary devices (e.g. simile, metaphor, allusion) and (e) differentiating between literal and non-literal meanings
2	Constructing Meaning	Identify rhyme alliteration, repetition, rhythm, and dialogue
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (d) retelling a story or restating an informative text trhough speaking and/or writing.
2	Constructing Meaning	Retell a story
2	Constructing Meaning	Recognize that stories and articles have a main idea and supporting details
2	Constructing Meaning	Recognize and arrange the major events of a story in sequence
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2	Constructing Meaning	Use a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details
2	Constructing Meaning	Identify main ideas that should be included in a summary of a text
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (f) identifying the author's purpose.
2	Constructing Meaning	Identify the author?s overall purpose for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2	Constructing Meaning	Identify the purpose of media messages
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (g) comparing information between and within texts.
2	Constructing Meaning	List similarities and differences between ideas/ characters in text(s)
2	Constructing Meaning	Students will demonstrate an overall understanding of printed texts by (h) discriminating between fact and opinion.
2	Constructing Meaning	Differentiate between a fact and an opinion
2	Constructing Meaning	Identify facts in a text
2	Constructing Meaning	Identify obvious opinions in a text
2	Constructing Meaning	Identify words that clue that a statement is an opinion (e.g., believe, feel, think)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of informative and technical printed texts by (i) making inferences.
2	Constructing Meaning	Make strongly implied inferences about content and concrete ideas in a text
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks.
2	Constructing Meaning	Make text-to-self connections to make meaning of text
2	Constructing Meaning	Make text-to-world connections to make meaning of text
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print by (a) connecting and synthesizing information from many sources.
2	Constructing Meaning	Connect information between similar texts to construct a basic understanding of the main concept in both texts (text-to-text connections)
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print by (b) formulating and expressing opinions.
2	Constructing Meaning	Use personal experiences to make judgments (e.g., polar concepts such as good/bad, happy/sad) about concepts in: literary text (e.g., character's actions, morals of narratives or poems) and nonfiction
2	Constructing Meaning	Identify information in a text to develop an opinion
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.Use prior knowledge of a concept along with information in a text to:
2	Constructing Meaning	Connect information between similar texts to construct a basic understanding of the main concept in both texts (text-to-text connections)
2	Constructing Meaning	describe the author?s viewpoint or attitude toward a topic or idea when strongly implied
2	Constructing Meaning	describe the effect of an author?s use of basic formatting and design techniques (e.g., paragraphing, headings/ subheadings, pictures/ illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print by (i) evaluating texts and media presentations for bias and misinformation, by (k) evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by (a) evaluating how the content, techniques, and form of texts and media affect them.
2	Constructing Meaning	Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) ac1nowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2	Constructing Meaning	Listen to different interpretations of the same reading and consider how these opinions were formed through classroom discussion
2	Constructing Meaning	Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2	Constructing Meaning	Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (i) recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc...).
2	Constructing Meaning	Listen to different interpretations of the same reading and consider how these opinions were formed through classroom discussion
2	Constructing Meaning	Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2	Constructing Meaning	Identify the effect of media messages
2	Constructing Meaning	Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by (a) offering a personal response to texts
2	Constructing Meaning	Revisit text to search for connections between and among ideas
2	Constructing Meaning	Explain personal connections to the topics, events, characters and actions in texts
3	Research	Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information
3	Research	Use multiple sources of information (e.g., books, television, video, resource people, cassettes, dictionaries, recordings, encyclopedias)
3	Research	Select sources appropriate to topic
3	Research	Identify, locate and obtain sources relevant to topic
3	Research	Begin to use text features, guide words, index, and glossaries, and table of contents to access information
3	Research	Develop and use procedures to gather information and ideas; (a1) (a) developing and following a process for research completion
3	Research	Develop a question to be answered
3	Research	Gather information from one or more sources
3	Research	Interpret objects, people, and settings in pictures
3	Research	Use reference and content-area materials to answer information questions
3	Research	Search for information from audio, visual, print, and electronic sources
3	Research	Independently extract information to achieve a specific purpose; extract information relevant to a specific purpose.
3	Research	Select among various technologies the most appropriate one for the task of extracting the needed information (e.g. appropriate word processing functions, photocopier,audiovisual equiptment)
3	Research	Create a system for organizing the information
3	Research	Use various methods to manage the selected, organized information.
3	Research	Use technology to synthesize information into a meaningful format to expressideas and experiences, and to create text, drawings, graph, diagrams, photographs, videos, and graphics
3	Research	Use bookmarks to reach teacher - selected sites
3	Research	Log on to the network using a student name according to local policy
3	Research	Minimize, maximize, and restore windows
3	Research	Print from within a program
3	Research	Use reference and content-area materials to answer information questions
3	Research	Search for information from audio, visual, print, and electronic sources
3	Research	Independently extract information to achieve a specific purpose; extract information relevant to a specific purpose.
3	Research	Select among various technologies the most appropriate one for the task of extracting the needed information (e.g. appropriate word processing functions, photocopier,audiovisual equiptment)
3	Research	Create a system for organizing the information
3	Research	Use various methods to manage the selected, organized information.
3	Research	Use technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graph, diagrams, photographs, videos, and graphics
3	Research	Use bookmarks to reach teacher - selected sites
3	Research	Log on to the network using a student name according to local policy
3	Research	Minimize, maximize, and restore windows
3	Research	Print from within a program
3	Research	Edit by inserting and deleting.
3	Research	Key in a paragraph with word wrap, capital letters, and punctuation.
3	Research	Insert and position clip art or a graphic into a document.
3	Research	Reorder slides in an existing presentation.
3	Research	Independently present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3	Research	Uses sentences to tell about a designated topic
3	Research	Incorporates information from one source
3	Research	Includes information relevant to topic
3	Research	Identifies source of information
3	Research	Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority
3	Research	Know the difference between fact and fiction
3	Research	Formulate conclusions based upon information relevant to a specific purpose
3	Research	Use information to express ideas relevant to specific purpose
3	Research	Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3	Research	Identify information in a text to draw conclusions (including implied main idea) that require a simple analysis and/or evaluation
3	Research	Identify the purpose of the author's choices about text layout and design including: Font styles (bold,underline, italics, caps) Punctuation choices (quotation marks, exclamation marks)
4	Reading Connections	Connect their own experience to those of literary characters by explaining the reasons for a character's actions; identify with characters
4	Reading Connections	Identify a reason for a character's actions in a literary text
4	Reading Connections	Connect own experiences to those of literary characters by seeing other literary texts and media as the result of literary experience.
4	Reading Connections	As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read before?, How is this text similar to other things I've read?, How is this different to other books I've read?, Have I read about something like this before?
4	Reading Connections	Respond to literary text by making inferences about content, events, characters, setting, and author's decisions
4	Reading Connections	Make strongly implied inferences about content, events, characters, setting
4	Reading Connections	Understand the difference between genres [?]
4	Reading Connections	Distinguish between poetry, fairy tales, and prose( fiction and non fiction)
4	Reading Connections	Distinguish between fantasy and reality
4	Reading Connections	Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media representative of various nations and cultures.
4	Reading Connections	Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4	Reading Connections	Listen to and read simple stories from different cultures and eras to broaden cultural awareness
4	Reading Connections	Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media representative of various nations and cultures.