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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Grade 2 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 16 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 18.1 |
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Drama: Theme/Structure/Elements
The learner will be able to
recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 2, 17 |
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Drama: Readings/Recitations/Performances
The learner will be able to
plan and present dramatic readings, recitations, and performances that show appropriate consideration of audience and purpose.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 2, 18 |
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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 |
Master |
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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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 |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
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 |
Master |
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 |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 10 |
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Analyze: Characteristics
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Elements: Knowledge/Apply
The learner will be able to
apply knowledge of poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Elements: Analyze
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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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 |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 5 |
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Paragraph: Distinguishing Characteristic
The learner will be able to
identify the distinguishing characteristics of a paragraph.
| Strand |
Scope |
Source |
| Paragraph Structure |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
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Formal/Informal: Analyze/Role/Informal
The learner will be able to
analyze 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: Analyze/Role/Formal
The learner will be able to
analyze 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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Mechanics: Use Correct
The learner will be able to
write using correct mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Media: Conventions/Elements/Techniques
The learner will be able to
recognize, analyze, and use knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emergent technologies, and produce evidence from the works to support his or her understanding.
| Strand |
Scope |
Source |
| Media |
Master |
MA: Curriculum Framework, 2001, Grade 2, 26 |
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Media Production: Plan/Create/Idea
The learner will be able to
plan and create media productions with a controlling idea, detail, and consideration of audience, purpose, and medium.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Grade 2, 27 |
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Television: Techniques/Recognize
The learner will be able to
recognize techniques used in television.
| Strand |
Scope |
Source |
| Television |
Master |
MA: Curriculum Framework, 2001, Grade 2, 26.1 |
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Television: Fact/Differentiate
The learner will be able to
differentiate between facts and misleading information presented on television.
| Strand |
Scope |
Source |
| Television |
Master |
MA: Curriculum Framework, 2001, Grade 2, 26.1 |
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Media Production: Radio Scripts
The learner will be able to
develop radio scripts, audiotapes, or videotapes for display or transmission.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Grade 2, 27.1 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 12 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
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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 |
Master |
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 |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8.10, 13.5 |
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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 |
Master |
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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Purposes: Answer Questions
The learner will be able to
read to locate information necessary to answer a question.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 2, 24 |
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Interpretation: Facts/Main Ideas/Apply
The learner will be able to
apply facts and main ideas as the basis for interpretation.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8 |
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Support: Structure/Poem
The learner will be able to
use examples from the text to support his/her understanding of structure in a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Support: Elements/Poem
The learner will be able to
use examples from the text to support his/her understanding of the elements of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Support: Theme/Poem
The learner will be able to
use examples from the text to support his/her understanding of the theme of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 2, 14 |
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Dialogue: Characteristics/Identify
The learner will be able to
identify the characteristics of dialogue.
| Strand |
Scope |
Source |
| Dialogue |
Master |
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 |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 15.1 |
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Word: Spelled/Irregularly
The learner will be able to
read irregularly spelled words.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.6 |
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Word: Multiple Syllables
The learner will be able to
read words with multiple syllables.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Evaluating: Value/Informational
The learner will be able to
evaluate text for informational value.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 2, 24 |
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Analyzing: Value/Informational
The learner will be able to
analyze text for informational value.
| Strand |
Scope |
Source |
| Analyzing |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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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 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8.9 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 8.9 |
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Analyze: Support
The learner will be able to
analyze themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 2, 11 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 11.1 |
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Practices: Maintain/Topic
The learner will be able to
maintain topic when speaking.
| Strand |
Scope |
Source |
| Communication Practices |
Master |
MA: Curriculum Framework, 2001, Grade 2, 3.2 |
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Enunciate: Appropriate
The learner will be able to
use appropriate enunciation when giving oral presentations.
| Strand |
Scope |
Source |
| Pronunciation: Enunciate |
Master |
MA: Curriculum Framework, 2001, Grade 2, 3.1 |
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Volume: Appropriate
The learner will be able to
use appropriate volume when giving oral presentations.
| Strand |
Scope |
Source |
| Vocal Characteristic: Volume |
Master |
MA: Curriculum Framework, 2001, Grade 2, 3.1 |
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Sight Words: Spell Words Correctly
The learner will be able to
spell sight words correctly.
| Strand |
Scope |
Source |
| Sight Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Spelling: Content Area Words
The learner will be able to
spell content area spelling words correctly.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22.2 |
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Spelling: High Frequency/Write
The learner will be able to
write using correct spelling of high frequency words.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.4 |
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Study and Research Skills
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Sources: Classroom
The learner will be able to
gather information from classroom resources.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 2, 24.1 |
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Sources: School
The learner will be able to
use school sources to gather information.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 2, 24.1 |
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Sources: Dictionary/Construct Meaning
The learner will be able to
use a beginner's dictionary to construct word meaning.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4.8 |
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Graphical Formats: Locate Information
The learner will be able to
use graphical features to locate information.
| Strand |
Scope |
Source |
| Graphical Format |
Master |
MA: Curriculum Framework, 2001, Grade 2, 13.2 |
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Research Skills: Questions/Research
The learner will be able to
generate questions that can be researched.
| Strand |
Scope |
Source |
| Research Skills |
Master |
MA: Curriculum Framework, 2001, Grade 2, 24.1 |
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Homonym: Select
The learner will be able to
select the correct definition for words with multiple meanings when such words are presented in context.
| Strand |
Scope |
Source |
| Homonym |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4.5 |
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Unfamiliar Words: Known/Decode
The learner will be able to
use known words to decode unfamiliar words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Writing: Use/Expand
The learner will be able to
use an expanded vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
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Vowels: Digraphs/Diphthongs
The learner will be able to
use digraphs and diphthongs.
| Strand |
Scope |
Source |
| Vowel |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Vowels: Diphthongs/Reading
The learner will be able to
use diphthongs to aid in reading.
| Strand |
Scope |
Source |
| Vowel |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
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Word Building: Roots/Suffix/Inflectional
The learner will be able to
identify the roots of words which contain inflectional suffixes.
| Strand |
Scope |
Source |
| Word Building |
Master |
MA: Curriculum Framework, 2001, Grade 2, 4.4 |
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Letters: Syllables/Patterns/Use
The learner will be able to
use letter patterns to recognize syllables.
| Strand |
Scope |
Source |
| Letters |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Word: Digraphs/Reading
The learner will be able to
use digraphs to aid in reading.
| Strand |
Scope |
Source |
| Word |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.5 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 7.7 |
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Revise: Improvement/Demonstrate/Content
The learner will be able to
show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 2, 21 |
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Writing Behaviors: Forms/Purposes
The learner will be able to
merge a variety of forms and purposes together in writing.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 2, 20.1 |
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Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 2, 20 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Framework, 2001, Grade 2, 20 |
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Criteria: Rhetorical/Logical/Stylistic
The learner will be able to
create and use rhetorical, logical, and stylistic criteria for evaluating final versions of his or her compositions or research projects before presenting them to a variety of audiences.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Framework, 2001, Grade 2, 25 |
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Revise: Words/Clearer/Logical/Expressive
The learner will be able to
after writing or dictating a work, identify words or phrases that could enrich the work to make it clearer, more logical, or more expressive.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 2, 21.1 |
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Organization: Information/Sequence
The learner will be able to
write to place information in sequence.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 2, 23.1 |
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Organization: Structure/Coherence
The learner will be able to
write with an organizing structure that creates coherence.
| Strand |
Scope |
Source |
| Organization |
Master |
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 |
Master |
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19.5 |
|
Genre: Purpose/Use
The learner will be able to
use an appropriate genre to achieve a given purpose.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 2, 20.1 |
|
Drama: Dialogue/Use
The learner will be able to
use dialogue to compose short plays.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 2, 17.1 |
|
Sequence: Logical Order
The learner will be able to
sequence ideas in logical order.
| Strand |
Scope |
Source |
| Sequence |
Master |
MA: Curriculum Framework, 2001, Grade 2, 23.2 |
|
Research Paper: Questions/Generate
The learner will be able to
use writing to generate concrete questions for research.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19.8 |
|
Purposes: Resources/Find/Information
The learner will be able to
utilize library resources to find information.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 2, 24.1 |
|
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22 |
|
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 |
Master |
MA: Curriculum Framework, 2001, Grade 2, 22 |
|
Dictate: Questions
The learner will be able to
dictate questions to explore a topic.
| Strand |
Scope |
Source |
| Emergent Writing: Dictate |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19.8 |
|
Sentence: Main Idea/Focus
The learner will be able to
create sentences focusing clearly on a main idea.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19 |
|
Detail: Sufficient/Developed/Use
The learner will be able to
use sufficient, developed supporting details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 2, 19 |
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