Understanding The NC English Language Arts Standard Course .

3y ago
1.11 MB
67 Pages
Last View : 6d ago
Last Download : 6m ago
Upload by : Nixon Dill

Understanding the NC English Language ArtsStandard Course of StudyGRADE2ELA STANDARDS WITH CLARIFICATIONS AND GLOSSARYPUBLIC SCHOOLS OF NORTH CAROLINAState Board of Education Department of Public InstructionAdopted 2017Implementation 2018-19

STATE BOARD OF EDUCATIONSBE VISION: Every public school student, through access to needed resources and rigor, will graduate ready for post-secondary education and work, prepared to bea globally engaged and productive citizen.SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina that guaranteesevery student in this state an opportunity to receive a sound basic education.WILLIAM COBEYChair: Chapel Hill – At-LargeBECKY TAYLORGreenville – Northeast RegionTODD CHASTEENBlowing Rock – Northwest RegionA.L. COLLINSVice Chair: Kernersville – Piedmont Triad RegionREGINALD KENANRose Hill – Southeast RegionWAYNE MCDEVITTAsheville – Western RegionDAN FORESTLieutenant Governor: Raleigh – Ex OfficioAMY WHITEGarner – North Central RegionERIC DAVISCharlotte – At-LargeDALE FOLWELLState Treasurer: Raleigh – Ex OfficioOLIVIA OXENDINELumberton – Sandhills RegionPATRICIA N. WILLOUGHBYRaleigh – At-LargeMARK JOHNSONSecretary to the Board: RaleighGREG ALCORNSalisbury – Southwest RegionNC DEPARTMENT OF PUBLIC INSTRUCTIONMark Johnson, State Superintendent / 301 N. Wilmington Street / Raleigh, North Carolina 27601-2825In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions withoutdiscrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.Inquiries or complaints regarding discrimination issues should be directed to:Maria Pitre-Martin, Ph.D., Deputy State Superintendent / 6307 Mail Service Center, Raleigh, NC 27699-6307 / Phone: (919) 807-3759 / Fax: (919) 807-4065Visit us on the Web: www.ncpublicschools.orgM0318

Grade 2 ELA Standards, Clarifications and GlossaryUnderstanding the English Language Arts Standard Course of Study for Grade 2ELA Standards with Clarification and GlossaryPurposeThis document provides the Grade 2 NC Standard Course of Study for English Language Arts (2017) in a format that includes aclarification of each standard and glossary. The standards define what students should know and be able to do. The clarificationsinclude an explanation of the standards, ideas for instruction, and examples. The standards appear in the left column with glossaryterms bolded. The middle column contains the clarification of the standard with ideas for “In the Classroom.” The right column isthe glossary.These standards will be implemented in all North Carolina schools beginning in the 2018-19 school year.1

Grade 2 ELA Standards, Clarifications and GlossaryGRADE 2READING STRAND: K-12 Standards for Reading define what students should understand and be able to do by the end of each grade.Students should demonstrate their proficiency of these standards both orally and through writing. For students to be college andcareer ready, they must read from a wide range of high-quality, increasingly challenging literary and informational texts. One of the keyrequirements of the Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity asthey progress through school. Students should also acquire the habits of reading closely and independently for sustained periods oftime. They need to connect prior knowledge and experiences to text. They must also show a steadily growing ability to discern morefrom and make fuller use of text.CCR Anchor Standards for ReadingKey Ideas and Evidence1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writingor speaking to support conclusions drawn from the text.2. Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft and Structure4. Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.5. 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.6. Assess how point of view, perspective, or purpose shapes the content and style of a text.Integration of Ideas and Analysis7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance andsufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Complexity10. Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiencesto text.2

Grade 2 ELA Standards, Clarifications and GlossaryReading Standards for LiteratureSTANDARDCluster: Key Ideas and EvidenceRL.2.1 Ask and answer such questionsas who, what, where, when,why, and how to demonstrateunderstanding of key detailsin a text.CLARIFICATIONStudents show their understanding of important detailsby asking and answering questions about the who, what,when, where, why, and how in a text that has been readand/or heard.In the Classroom:The teacher reads aloud to students and models his/herthinking when asking questions about key details inthe text.GLOSSARYkey details – specific and important parts ofthe text that provide information, support, andelaborationtext – anything that students can read, write,view, listen to, or explore, including books,photographs, films, articles, music, art, and moreAs students read, they periodically stop to check theirunderstanding by annotating a text or using sticky notesto ask and answer questions about what they have read.RL.2.2Recount stories, includingfables and folktales fromdiverse cultures, and determinetheir central message, lesson,or moral.Students read or listen to a text. They roll question cubesto answer questions. Some of the sides are blank. If astudent rolls a blank side of the cube, he/she asks aquestion about the text. If students cannot answer questionscorrectly, then they reread and retry the questions.Students recount fictional stories that include, but arecentral message – the unifying concept within anot limited to, fables and folktales from many differenttext to which other elements and ideas relate;cultures. Students also establish the central messages,often referred to as theme in upper gradesmorals, or lessons of the stories.fable – a short story, typically featuring animalsas characters, that attempts to express life truth,In the Classroom:usually through a moralStudents use the major events of stories and the actionsof the characters to determine the messages, morals, orfolktales – stories originating in popular culture,lessons the author is trying to convey.often passed on through the oral tradition(i.e., word of mouth)During whole group reading, the teacher uses story mapsand graphic organizers to map the events and key detailsof a story.3

Grade 2 ELA Standards, Clarifications and GlossarySTANDARDCLARIFICATIONThe teacher asks students questions about a character’sactions, and students work with partners to use keydetails about the main character to discuss the centralmessage, lesson, or moral.RL.2.3Describe how characters in astory respond to major eventsand challenges.Students explain how characters react and respond to theimportant events or challenges in the story.In the Classroom:While thinking aloud during shared reading, the teacherconsiders what the character’s reaction to an eventreveals about the character and his/her motivations.During guided reading, students choose a major eventfrom the story and use story webs to describe how eachcharacter reacted to the event.In whole or small group reading, the teacher selectsa particular event from a story and asks students towrite about what the main character did in response tothe event.GLOSSARYmoral – relating to the principles of right andwrong concerning human behavior; a lesson orgeneral truth learned from a story or experiencerecount – to give an account of an event or anexperience in chronological order (a skillbetween retelling and summarizing)describe, description, descriptive details – toexplain something in words; the detailsnecessary to give a full and precise accountmajor events – the most important events thatoccur within a literary work; similar to mainideas, major events cannot be eliminatedwithout changing the primary progression of thework or the development of the charactersrespond – to say, show, and/or act in responseto a prompt which may be a question, an actionor event, a claim or counterclaim, etc.Students create timelines of the major events in a storyand include character actions and responses in thedescription of each event.Cluster: Craft and StructureRL.2.4 Describe how words and phrasessupply rhythm and meaning in astory, poem, or song.Students explain how words and phrases provide rhythmand meaning to a story, poem, or song such as regularbeats, repeated lines, rhyme, and alliteration.describe, description, descriptive details –to explain something in words; the detailsnecessary to give a full and precise accountIn the Classroom:During shared reading of a poem/song, studentshighlight rhyming words and demonstrate how thephrase(s) – a small group of words representinga conceptual unit, containing either a subject ora verb, but not both. Both a subject and a verb4

Grade 2 ELA Standards, Clarifications and GlossarySTANDARDRL.2.5Describe the overall structure of astory, including describing howthe beginning introduces thestory, the events unfold in themiddle, and the ending concludesthe action.CLARIFICATIONGLOSSARYrhyming words give the poem rhythm by performing thepoem for partners.would constitute a clause (e.g., “Running throughthe forest, she breathed in the fresh, crisp air.”)During guided reading, the teacher points out words orphrases that repeat in a text and discusses with thestudents why the author chose to repeat those wordsand how the repeated words can help readers understandthe text.poem – a literary work, generally composedin verse and using figurative language,typically composed using a set structure(i.e., organizational rules)Students describe how the story is structured from thebeginning to the end. Students understand that thebeginning is where the story is introduced, the middleof the text describes the major events and action thattakes place, and the end of the story tells how theaction concludes.rhythm – the pattern of beats, sounds, etc.,usually within poetic verse or song, that alertsreaders or listeners to the tempo and pacing ofthe text; the flow of words and other elementsrelated to stressed and unstressed (or short andlong) syllablesdescribe, description, descriptive details –to explain something in words; the detailsnecessary to give a full and precise accountevent – a thing that happens; an occurrenceIn the Classroom:During shared reading, students use graphic organizersand story maps to chart the events of a story. They thendiscuss which events take place in the beginning, whichoccur in the middle, and which take place at the end.RL.2.6Distinguish differences in thepoints of view of characters,including by speaking in aThe teacher reads aloud a mentor text. He/she thinksaloud, noting the structure of the story, such as whathappens at the beginning, in the middle, and at the endof the story. The students and teacher create a graphicorganizer, showing the overall structure of the story.Students recognize the differences in the points of view ofcharacters. When reading aloud, students use differentvoices for each character.point of view – a narrator’s, writer’s, orspeaker’s position with regard to the events of anarrative; one’s stance on events or informationgiven his/her orientation (physically and/or5

Grade 2 ELA Standards, Clarifications and GlossarySTANDARDdifferent voice for each characterwhen reading dialogue aloud.CLARIFICATIONGLOSSARYIn the Classroom:Using a different color for each character, the teacherhighlights the text to indicate which character is speaking.mentally) to the events or information; thevantage point from which one relates the eventsof a story or makes an argumentWhile reading text aloud, the teacher helps studentsidentify how the characters are thinking and feeling. Theteacher and students consider how they might expressthose thoughts or feelings when reading what thecharacters say. For example, the teacher might ask what“voice” (loud, quiet, afraid, excited) might best fit eachcharacter. Students can then read that part of the text inthe voice of that character.Cluster: Integration of Ideas and AnalysisRL.2.7 Use information gained from the Students explain the characters, setting, or plot usingillustrations and words in a printor digital text to demonstrateunderstanding of its characters,setting, or plot.what they learn from the illustrations and words in a text.These texts can be print and/or digital.In the Classroom:Students independently read a text. Students completegraphic organizers that focus on the setting. In onecolumn, they explain the setting. In the second column,they tell what words and/or illustrations providedinformation that helped them understand the setting.Students create character maps for the main character atthe beginning of the story, based on the

Grade 2 ELA Standards, Clarifications and Glossary 2 GRADE 2 READING STRAND: K-12 Standards for Reading define what students should understand and be able to do by the end of each grade. Students should demonstrate their proficiency of these standards both orally and through writing. For students to be college and

Related Documents:

Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .

May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)

On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.

̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions

Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have

Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được

MARCH 1973/FIFTY CENTS o 1 u ar CC,, tonics INCLUDING Electronics World UNDERSTANDING NEW FM TUNER SPECS CRYSTALS FOR CB BUILD: 1;: .Á Low Cóst Digital Clock ','Thé Light.Probé *Stage Lighting for thé Amateur s. Po ROCK\ MUSIC AND NOISE POLLUTION HOW WE HEAR THE WAY WE DO TEST REPORTS: - Dynacó FM -51 . ti Whárfedale W60E Speaker System' .

Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.