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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Grade 1 |
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Genre: Myths/Narratives/Literature
The learner will be able to
recognize, examine, and use knowledge of themes, structure, and elements of myths, traditional narratives, and classical literature and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Genre |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 16 |
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Classic Literature: Retell/Dramatize
The learner will be able to
retell or dramatize classic literature.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 2, 16.2 |
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Drama: Stories/Plays/Poems/Rehearse
The learner will be able to
rehearse and perform stories, plays, and poems for an audience using appropriate eye contact, volume, and clear enunciation.
| Strand |
Scope |
Source |
| Drama |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 18.1 |
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Word Choice: Senses/Imagery/Mood
The learner will be able to
recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 15 |
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Nonfiction: Purpose/Structure/Elements
The learner will be able to
recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13 |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Classic Literature: Traditional/Familiar
The learner will be able to
recognize familiar genres of traditional literature read orally.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 2, 16.1 |
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Classic Literature: Recurring Phrases
The learner will be able to
recognize recurring phrases in classic literature, such as once upon a time.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 2, 16.3 |
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Classic Literature: Recurring Phrases
The learner will be able to
predict recurring phrases in classic literature, such as once upon a time.
| Strand |
Scope |
Source |
| Classic Literature |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 16.3 |
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Poetry: Structure/Apply
The learner will be able to
apply knowledge of structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Poetry: Theme/Identify
The learner will be able to
identify the theme of a given poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Poetry: Theme/Apply
The learner will be able to
apply knowledge of theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Characteristics: Identify
The learner will be able to
identify key characteristics of genres.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 10 |
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Characteristics: Contrast/Poetry/Prose
The learner will be able to
identify differences among characteristics of poetry, prose, fiction, nonfiction, and dramatic literature.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 10.1 |
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Characteristics: Knowledge/Use
The learner will be able to
use his/her knowledge of the characteristics for a variety of different texts.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 10 |
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Elements: Identify
The learner will be able to
identify poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Rhyme: Similar Sound/Recognize
The learner will be able to
recognize similar sounds in responding to rhyme.
| Strand |
Scope |
Source |
| Poetry: Rhythm/Rhyme |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14.1 |
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Rhythm: Regular Beat/Recognize
The learner will be able to
recognize a regular beat in responding to a poem's rhythm.
| Strand |
Scope |
Source |
| Poetry: Rhythm/Rhyme |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14.1 |
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Analyze: Theme
The learner will be able to
analyze the theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Expression: Standard English/Grammar
The learner will be able to
examine the role of Standard English grammar and usage and identify how its vocabulary has developed and been influenced by other languages.
| Strand |
Scope |
Source |
| Language Expression |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 5 |
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Sentence Structure: Characteristics
The learner will be able to
identify the distinguishing characteristics of a sentence.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
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Conventions: Standard English
The learner will be able to
demonstrate appropriate use of Standard English in writing.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22 |
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Formal/Informal: Stories/Poems/Plays
The learner will be able to
recognize formal and informal language in stories, poems, and plays.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 2, 6.1 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 2, 6 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 2, 6 |
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Endmark: Correct/Recognize
The learner will be able to
recognize the use of correct endmarks.
| Strand |
Scope |
Source |
| Endmark |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5.4 |
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Endmark: Use
The learner will be able to
use endmarks correctly.
| Strand |
Scope |
Source |
| Endmark |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Capitalization: Correct/Recognize/Names
The learner will be able to
recognize the correct capitalization of names.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5.3 |
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Capitalization: Correct/Recognize/Places
The learner will be able to
recognize the correct capitalization of places.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5.3 |
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Capitalization: Months/Recognize
The learner will be able to
recognize the correct capitalization for the months of the year.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5.3 |
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Capitalization: Days/Recognize
The learner will be able to
recognize the correct capitalization for days of the week.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5.3 |
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Capitalization: Names
The learner will be able to
capitalize names.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Capitalization: Months
The learner will be able to
capitalize the months of the year.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Capitalization: Days
The learner will be able to
capitalize the days of the week.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Capitalization: Places
The learner will be able to
capitalize the names of places.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Comma: Date/Identify
The learner will be able to
correctly identify a comma within a date.
| Strand |
Scope |
Source |
| Comma |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5.3 |
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Comma: Dates
The learner will be able to
correctly use a comma in dates.
| Strand |
Scope |
Source |
| Comma |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Mechanics: Use Correct
The learner will be able to
write using correct mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Capitalization: Beginning of Sentence
The learner will be able to
capitalize the beginning of a sentence.
| Strand |
Scope |
Source |
| Capitalization: Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Critical Listening: Senses/Recognize
The learner will be able to
recognize words appealing to the senses in oral language.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
MA: Curriculum Framework, 2001, Grade 2, 15.1 |
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Strategies: Connect/Contemporary
The learner will be able to
strengthen his or her understanding of literary or non-literary works by connecting it to its contemporary or historical context.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 2, 9 |
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Emergent Reading: Nature/Comprehend
The learner will be able to
comprehend the nature of written English.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7 |
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Structure: Recognize/Analyze/Apply
The learner will be able to
recognize, analyze, and apply his/her knowledge of the structure and elements in fictional material and support his/her answers with evidence from the text.
| Strand |
Scope |
Source |
| Structure |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 12 |
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Letter: Relationship/Letter/Sound/Oral
The learner will be able to
comprehend the relationship of letters and spelling patterns to the sounds of oral language.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7 |
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Emergent Reading: Features/Demonstrate
The learner will be able to
demonstrate comprehension of the features of written English.
| Strand |
Scope |
Source |
| Emergent Reading: Conventions |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
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Story Elements: Recognize/Illustrators
The learner will be able to
recognize various interpretations of plot, setting, and character in the same work by different illustrators.
| Strand |
Scope |
Source |
| Story Elements: Compare |
Master |
MA: Curriculum Framework, 2001, Grade 2, 9.2 |
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Story Elements: Plot/Setting/Compare
The learner will be able to
compare plot, setting, and characters among the works of an author or illustrator.
| Strand |
Scope |
Source |
| Story Elements: Compare |
Master |
MA: Curriculum Framework, 2001, Grade 2, 9.1 |
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Cause/Effect: Distinguish
The learner will be able to
distinguish between cause and effect in reading materials.
| Strand |
Scope |
Source |
| Cause/Effect |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 8.8 |
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Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 8 |
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Main Idea: Restate
The learner will be able to
restate the main idea of a reading selection.
| Strand |
Scope |
Source |
| Main Idea |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 8.10, 13.5 |
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Predict Outcome: Story/Explain
The learner will be able to
provide an explanation for his/her prediction of what will happen next in a story.
| Strand |
Scope |
Source |
| Predicting |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8.6 |
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Predict Content: Text Features
The learner will be able to
use text features to predict the content in reading materials.
| Strand |
Scope |
Source |
| Predicting |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8.9, 13.3 |
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Predictions: Reading Materials/Make
The learner will be able to
make predictions about reading materials.
| Strand |
Scope |
Source |
| Predicting |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8.6 |
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Theme: Identify/Support From Text
The learner will be able to
identify themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 11 |
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Theme: Apply/Support From Text
The learner will be able to
apply themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 2, 11 |
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Story Elements: Recognize/Preferred
The learner will be able to
recognize the elements of plot, character and setting in a preferred story.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 2, 12.1 |
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Strategies: Features/Identify
The learner will be able to
identify text features.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13.1 |
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Strategies: Features/Use/Find
The learner will be able to
use text features to find information in text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13.1 |
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Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4 |
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Dialogue: Characteristics/Identify
The learner will be able to
identify the characteristics of dialogue.
| Strand |
Scope |
Source |
| Dialogue |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 17.1 |
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Word: Objects/Actions/Names
The learner will be able to
know that names of objects can also be names of actions.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 5.2 |
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Describe: Senses/Recognize/Literature
The learner will be able to
recognize words appealing to the senses in literature.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 15.1 |
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Word: Endings/Understand
The learner will be able to
demonstrate an understanding of common word endings.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Word: Spelled/Irregularly
The learner will be able to
read irregularly spelled words.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Word: Sight Words/Irregular
The learner will be able to
read irregular sight words.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.6 |
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Word: Language/Spatial/Apply
The learner will be able to
apply language to express spatial relationships.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5.1 |
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Word: Language/Temporal/Apply
The learner will be able to
apply language to express temporal relationships.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5.1 |
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Word: Multiple Syllables
The learner will be able to
read words with multiple syllables.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Reading Aloud: Grade-Level/Comprehension
The learner will be able to
read aloud texts appropriate to his/her grade level with comprehension.
| Strand |
Scope |
Source |
| Reading Aloud |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Prior Knowledge: Predict Content
The learner will be able to
use prior knowledge to predict content.
| Strand |
Scope |
Source |
| Prior Knowledge |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8.9, 13.3 |
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Response: Facts/Retell
The learner will be able to
retell facts in the text to clarify ideas.
| Strand |
Scope |
Source |
| Reading Responses: General |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13.5 |
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Analyzing: Value/Informational
The learner will be able to
analyze text for informational value.
| Strand |
Scope |
Source |
| Analyzing |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 24 |
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Irregular Vowels: Strategies
The learner will be able to
use knowledge of irregular vowels to understand reading materials.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Letters and Sounds: Knowledge/Show
The learner will be able to
show his/her knowledge of letters and sounds.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Emergent Reading: Sequence/Letter/Sound
The learner will be able to
comprehend that letter sequence in a written word represents the sequence of sounds in a spoken word.
| Strand |
Scope |
Source |
| Emergent Reading: Conceptualizing |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
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Decode: Word Family/Complex/Recognize
The learner will be able to
recognize complex word families.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Decode: Word Family/Complex/Use
The learner will be able to
employ the use of complex word families to decode new words.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Fact: Reading Material/Identify
The learner will be able to
identify basic facts in what he/she has read.
| Strand |
Scope |
Source |
| Fact |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8 |
|
Confirm: Explain/Confirm/Disconfirm
The learner will be able to
explain whether predictions about text content were confirmed or disconfirmed and why.
| Strand |
Scope |
Source |
| Predicting: Confirm |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13.4 |
|
Predicting: Prior Knowledge/Confirm
The learner will be able to
apply his/her prior knowledge to confirm or reject predictions.
| Strand |
Scope |
Source |
| Predicting: Confirm |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 8.9 |
|
Confirm: Text Features/Use
The learner will be able to
use knowledge of text features to confirm or reject predictions.
| Strand |
Scope |
Source |
| Predicting: Confirm |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 8.9 |
|
Fluency: Read Aloud
The learner will be able to
read aloud with fluency.
| Strand |
Scope |
Source |
| Reading Aloud: Fluency |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Retell: Beginning/Middle/Ending
The learner will be able to
retell a story's beginning, middle, and ending.
| Strand |
Scope |
Source |
| Reading Responses: Retell |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8.7 |
|
Human Experience: Connect/Personal
The learner will be able to
connect themes in fiction and nonfiction to personal experience.
| Strand |
Scope |
Source |
| Themes: Human Experience |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 11.1 |
|
Formal/Informal: Situation
The learner will be able to
use appropriate formal/informal language for a given situation.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 2, 6 |
|
Strategies: Questions/Ideas/Information
The learner will be able to
ask questions, listen to others' ideas, and contribute his or her own ideas or information in group discussions or interviews as a way of acquiring new knowledge.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 2, 2 |
|
Formal: Audience/Purpose/Create/Deliver
The learner will be able to
create and deliver formal presentations appropriate to specific audiences and purposes.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Framework, 2001, Grade 2, 3 |
|
General: Interests/Experiences
The learner will be able to
deliver presentations about his/her personal interests and experiences.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Grade 2, 3.1 |
|
Restating: Main Idea
The learner will be able to
restate the main idea in auditory materials.
| Strand |
Scope |
Source |
| Paraphrasing/Restating |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13.5 |
|
Discussion: Informal/Large Group
The learner will be able to
follow guidelines for informal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 2, 1 |
|
Discussion: Informal/Small Group
The learner will be able to
follow guidelines for informal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 2, 1 |
|
Discussion: Formal/Large Group
The learner will be able to
follow guidelines for formal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 2, 1 |
|
Discussion: Formal/Small Group
The learner will be able to
follow guidelines for formal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 2, 1 |
|
Discussion: Knowledge/Topic/Project
The learner will be able to
provide knowledge in a class discussion as a way of developing a topic for a class project.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 2, 2.1 |
|
Discussion: Rules
The learner will be able to
apply knowledge of agreed upon rules in various discussion formats.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 2, 1.1 |
|
Strategies: Phonemes/Use/Change
The learner will be able to
use and change phonemes when speaking.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
|
General: Information/Consideration
The learner will be able to
give a presentation with appropriate consideration to the information being conveyed.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Grade 2, 3 |
|
Practices: Maintain/Topic
The learner will be able to
maintain topic when speaking.
| Strand |
Scope |
Source |
| Communication Practices |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 3.2 |
|
Skills: Facts/Important/Retell
The learner will be able to
retell important facts from auditory materials.
| Strand |
Scope |
Source |
| Communication Skills |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13.5 |
|
Enunciate: Appropriate
The learner will be able to
use appropriate enunciation when giving oral presentations.
| Strand |
Scope |
Source |
| Pronunciation: Enunciate |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 3.1 |
|
Volume: Appropriate
The learner will be able to
use appropriate volume when giving oral presentations.
| Strand |
Scope |
Source |
| Vocal Characteristic: Volume |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 3.1 |
|
Sight Words: Spell Words Correctly
The learner will be able to
spell sight words correctly.
| Strand |
Scope |
Source |
| Sight Word |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
|
Emergent Spelling: Identify Correct
The learner will be able to
identify the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
|
|
Study and Research Skills
|
|
|
Organizing Information: Using
The learner will be able to
obtain and use information from a variety of sources for different purposes.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 2, 24 |
|
Sources: Dictionary/Construct Meaning
The learner will be able to
use a beginner's dictionary to construct word meaning.
| Strand |
Scope |
Source |
| Reference |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 4.8 |
|
Book Parts: Title
The learner will be able to
identify the title of a book.
| Strand |
Scope |
Source |
| Book Parts |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
|
Book Parts: Author
The learner will be able to
identify the author of a book.
| Strand |
Scope |
Source |
| Book Parts |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
|
Alphabetizing: Recite
The learner will be able to
recite the alphabet.
| Strand |
Scope |
Source |
| Alphabetizing |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
|
Table of Contents: Use
The learner will be able to
use a table of contents to locate desired information.
| Strand |
Scope |
Source |
| Table of Contents |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
|
Graphical Format: Information/Recognize
The learner will be able to
recognize graphical information that enhances text.
| Strand |
Scope |
Source |
| Graphical Format |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13.2 |
|
Graphical Formats: Locate Information
The learner will be able to
use graphical features to locate information.
| Strand |
Scope |
Source |
| Graphical Format |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 13.2 |
|
Evaluating: Support/Activities
The learner will be able to
support evaluations about classroom activities or presentations.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 2, 25.1 |
|
Expand: Vocabulary
The learner will be able to
expand his/her vocabulary.
| Strand |
Scope |
Source |
| Vocabulary: Expand/Build |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4 |
|
Word Relationships: Identify/Sort
The learner will be able to
identify and sort words into conceptual categories.
| Strand |
Scope |
Source |
| Word Relationships |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4.3 |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4 |
|
Compound Words: Meaning/Determine
The learner will be able to
determine the meaning of unknown compound words by using his/her knowledge of the individual words within the compound word.
| Strand |
Scope |
Source |
| Compound Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4.7 |
|
Synonym: Basic/Identify
The learner will be able to
identify basic synonyms.
| Strand |
Scope |
Source |
| Synonym |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4.6 |
|
Antonym: Basic/Identify
The learner will be able to
identify basic antonyms.
| Strand |
Scope |
Source |
| Antonym |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4.6 |
|
Unfamiliar Words: Known/Decode
The learner will be able to
use known words to decode unfamiliar words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Word Structure: Sounds/Produce
The learner will be able to
produce all letter sounds and letter patterns, including consonant blends and long and short vowel patterns, and blend into words.
| Strand |
Scope |
Source |
| Word Building |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
|
Vowels: Digraphs/Diphthongs
The learner will be able to
use digraphs and diphthongs.
| Strand |
Scope |
Source |
| Vowel |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Vowels: Diphthongs/Reading
The learner will be able to
use diphthongs to aid in reading.
| Strand |
Scope |
Source |
| Vowel |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
|
Vowel: R-Controlled/Read
The learner will be able to
apply his/her knowledge of r-controlled letter sound relationships to read words.
| Strand |
Scope |
Source |
| Vowel |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
|
Word: Letter-Sound/Understand
The learner will be able to
use letter-sound relationships to understand words.
| Strand |
Scope |
Source |
| Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Word: Apply Knowledge/Letter/Sound
The learner will be able to
apply knowledge of letter-sound correspondence.
| Strand |
Scope |
Source |
| Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Word: Digraphs/Reading
The learner will be able to
use digraphs to aid in reading.
| Strand |
Scope |
Source |
| Word |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
|
Word: Onsets/Rimes/Sounds/Combine
The learner will be able to
generate sounds using onsets and rimes and combine these sounds into understandable words.
| Strand |
Scope |
Source |
| Word |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
|
Phonetic Decoding: Context
The learner will be able to
use phonetic strategies to decode words of one or more syllables in context.
| Strand |
Scope |
Source |
| Phonetic Clues |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Consonants: Blends/Knowledge/Apply
The learner will be able to
apply knowledge of consonant blends.
| Strand |
Scope |
Source |
| Consonant |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Decoding: Nonsense Words
The learner will be able to
decode nonsense words that are similar in difficulty and structure to real words.
| Strand |
Scope |
Source |
| Phonetic Clues: Decoding |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
|
Orally Read: Printed/Match
The learner will be able to
match words read orally to their printed counterparts.
| Strand |
Scope |
Source |
| Word: Orally Read |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 20 |
|
Organization: Information/Sequence
The learner will be able to
write to place information in sequence.
| Strand |
Scope |
Source |
| Organization |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 23.1 |
|
Organization: Structure/Coherence
The learner will be able to
write with an organizing structure that creates coherence.
| Strand |
Scope |
Source |
| Organization |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 19 |
|
Organization: Purpose/Support
The learner will be able to
organize information to support his/her purpose in writing.
| Strand |
Scope |
Source |
| Organization |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 23 |
|
Poetry: Original
The learner will be able to
write original poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19.6 |
|
Story Elements: Beginning/Middle/End
The learner will be able to
write a story which contains a beginning, middle and end.
| Strand |
Scope |
Source |
| Story Elements |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 19.5 |
|
Sequence: Events/Dictate
The learner will be able to
dictate a sequence of events in order.
| Strand |
Scope |
Source |
| Sequence |
Master |
MA: Curriculum Framework, 2001, Grade 2, 23.1 |
|
Sequence: Letter/Directions/Experience
The learner will be able to
write or dictate letters, directions, or brief accounts of personal experiences that are in logical sequence.
| Strand |
Scope |
Source |
| Sequence |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19.7 |
|
Sequence: Logical Order
The learner will be able to
sequence ideas in logical order.
| Strand |
Scope |
Source |
| Sequence |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 23.2 |
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to edit written works.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 22 |
|
Print: Word Spacing
The learner will be able to
print words and space them evenly.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
|
Print: Upper Case/Accuracy
The learner will be able to
print upper case letters with identifiable accuracy.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
|
Print: Lower Case/Accuracy
The learner will be able to
print lower case letters with identifiable accuracy.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
|
Forming Letters
The learner will be able to
apply knowledge of letters of the alphabet to write words.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
|
Revise: English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to revise written works.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 22 |
|
Dictate: Stories/Beginning/Middle/End
The learner will be able to
dictate stories that contain a beginning, middle, and end.
| Strand |
Scope |
Source |
| Emergent Writing: Dictate |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19.5 |
|
Dictate: Questions
The learner will be able to
dictate questions to explore a topic.
| Strand |
Scope |
Source |
| Emergent Writing: Dictate |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 19.8 |
|
Dictate: Poetry
The learner will be able to
dictate the writing of a poem.
| Strand |
Scope |
Source |
| Emergent Writing: Dictate |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19.6 |
|
Sentence: Main Idea/Focus
The learner will be able to
create sentences focusing clearly on a main idea.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Introduce |
MA: Curriculum Framework, 2001, Grade 2, 19 |
|
|
