Indiana Academic Standards 2014
Indiana Academic Standards 20142nd Grade English/Language ArtsStandards Correlation Guidance DocumentIndiana Academic Standards 20142.RF.1: Demonstrate an understandingof the five components of reading (printconcepts, phonemic awareness,phonics, vocabulary, and fluency andcomprehension) to build foundationalreading skills.2.RF.2.1: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.2.2: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.2.3: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.2.4: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.3.1: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.3.2: Students are expected to buildupon and continue applying conceptslearned previously.Indiana Academic Standards 2006Indiana Common Core StateStandards 2010READING: FoundationsRevised 5/28/2014Differences from PreviousStandardsThis IAS 2014 learning objective is anumbrella standard; focus skills are listedindividually.
2.RF.3.3: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.3.4: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.3.5: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.4.1: Students are expected to buildupon and continue applying conceptslearned previously.2.RF.4.2: Use knowledge of the sixmajor syllable patterns (CVC, CVr, V, VV,VCe, Cle) to decode two-syllable words,independent of context.2.RF.4.3: Apply knowledge of short andlong vowels (including vowel teams)when reading regularly spelled onesyllable words.2.RF.4.4: Recognize and read commonand irregularly spelled high-frequencywords and abbreviations by sight (e.g.,through, tough; Jan., Fri.).2.RF.4.5: Know and use common wordfamilies when reading unfamiliar words(e.g., -ale, -est, -ine, -ock).2.RF.4.6: Read multi-syllabic wordscomposed of roots, prefixes, andsuffixes; read contractions, possessives(e.g., kitten’s, sisters’), and compoundwords.2.1.3: Decode (sound out) regularwords with more than one syllable(dinosaur, vacation).2.RF.3a: Distinguish long and shortvowels when reading regularly spelledone-syllable words.2.RF.3b: Know spelling-soundcorrespondences for additionalcommon vowel teams.2.1.4: Recognize common abbreviations(Jan., Fri.).2.1.11: Know and use common wordfamilies (such as -ale, -est, -ine, -ock, ump) when reading unfamiliar words.2.1.9: Know the meaning of simpleprefixes (word parts added at thebeginning of words such as un-) andsuffixes (word parts added at the end ofwords such as -ful ).IAS 2014 clarifies the expectation byrequiring students to apply knowledgeof short and long vowels (includingvowel teams) when reading regularlyspelled one-syllable words.2.RF.3c: Decode regularly spelled twosyllable words with long vowels.2.RF.3f: Recognize and read gradeappropriate irregularly spelled words.IAS 2014 includes this standard from IAS2006.2.RF.3d: Decode words with commonprefixes and suffixes.2.L.4d: Use knowledge of the meaningof individual words to predict themeaning of compound words (e.g.,Revised 5/28/2014
2.RF.5: Orally read grade-levelappropriate or higher texts smoothlyand accurately, with expression thatconnotes comprehension at theindependent level.2.1.6: Read aloud fluently andaccurately with appropriate changes invoice and expression.birdhouse, lighthouse, housefly;bookshelf, notebook, bookmark).2.RF.4: Read with sufficient accuracyand fluency to support comprehension.2.RF.4a: Read on-level text withpurpose and understanding.2.RF.4b: Read on-level text orally withaccuracy, appropriate rate, andexpression on successive readings.Indiana Academic Standards 20142.RL.1: Read and comprehend a varietyof literature within a range ofcomplexity appropriate for grades 2-3.By the end of grade 2, students interactwith texts proficiently andindependently at the low end of therange and with scaffolding as needed atthe high end.2.RL.2.1: Ask and answer questions(e.g., who was the story about; why didan event happen; where did the storyhappen) to demonstrate understandingof main idea and key details in a text.2.RL.2.2: Recount the beginning,middle, and ending of stories, includingfables and folktales from diversecultures, and determine their centralmessage, lesson, or moral.2.RL.2.3: Describe how characters in astory respond to major events and howcharacters affect the plot.2.RL.2.4: Make predictions about thecontent of text using prior knowledge oftext features, explaining whether theywere confirmed or not confirmed andwhy.Indiana Academic Standards 2006Indiana Common Core StateStandards 2010READING: Literature2.3.7: Identify the meaning or lesson ofa story.IAS 2014 increases the expectation byrequiring students to orally read gradelevel appropriate or higher texts withexpression that connotescomprehension at the independentlevel.Differences from PreviousStandards2.RL.10: By the end of the year, readand comprehend literature, includingstories and poetry, in the grades 2-3text complexity band proficiently, withscaffolding as needed at the high end ofthe range.This IAS 2014 Learning Outcome is anumbrella standard that clarifies theexpectation that students are able tointeract with texts proficiently andindependently by the end of grade 2.2.RL.1: Ask and answer such questionsas who, what, where, when, why, andhow to demonstrate understanding ofkey details in a text.IAS 2014 increases the expectation byrequiring students to demonstrateunderstanding of main idea.2.RL.2: Recount stories, including fablesand folktales from diverse cultures, anddetermine their central message,lesson, or moral.IAS 2014 increases the expectation byrequiring students to recount thebeginning, middle, and ending ofstories.2.RL.3: Describe how characters in astory respond to major events andchallenges.Revised 5/28/2014This standard is NEW!
2.RL.3.1: Describe the overall structureof a story, including describing how thebeginning introduces the story and theending concludes the action.2.RL.3.2: Acknowledge differences inthe points of view of characters andidentify dialogue as words spoken bycharacters, usually enclosed inquotation marks.2.RL.4.1: Use information gained fromthe illustrations and words in a print ordigital text to demonstrateunderstanding of its characters, setting,or plot.2.RL.4.2: Compare and contrastversions of the same stories fromdifferent authors, time periods, orcultures from around the world.2.RL.5: Describe the overall structure ofa story, including describing how thebeginning introduces the story and theending concludes the action.2.RL.6: Acknowledge differences in thepoints of view of characters, includingby speaking in a different voice for eachcharacter when reading dialogue aloud.2.3.3: Compare and contrast versions ofsame stories from different cultures.2.RL.7: Use information gained from theillustrations and words in a print ordigital text to demonstrateunderstanding of its characters, setting,or plot.2.RL.9: Compare and contrast two ormore versions of the same story (e.g.,Cinderella stories) by different authorsor from different cultures.Revised 5/28/2014
Indiana Academic Standards 2014 Indiana Academic Standards 20062.RN.1: Read and comprehend avariety of nonfiction within a range ofcomplexity appropriate for grades 2-3.By the end of grade 2, students interactwith texts proficiently andindependently at the low end of therange and with scaffolding as neededat the high end.2.RN.2.1: Ask and answer questionsabout the main idea and supportingfacts and details in a text to confirmunderstanding.2.RN.2.2: Identify the main idea of amultiparagraph text and the topic ofeach paragraph.2.RN.2.3: Describe the connectionbetween a series of historical events,scientific ideas or concepts, and stepsin a process or procedure in a text.2.RN.3.1: Use various text features(e.g., table of contents, index,headings, captions) to locate key factsor information and explain how theycontribute to and clarify a text.2.RN.3.2: Identify how a nonfiction textcan be structured to compare andcontrast, to describe a procedure, andto explain a cause and effectrelationship.Indiana Common Core StateStandards 2010READING: Nonfiction2.2.4: Ask and respond to questions(when, who, where, why, what if, how)to aid comprehension about importantelements of informational texts.2.2.1: Use titles, tables of contents,and chapter headings to locateinformation in text.Differences from PreviousStandards2.RI.10: By the end of year, read andcomprehend informational texts,including history/social studies,science, and technical texts, in thegrades 2-3 text complexity bandproficiently, with scaffolding as neededat the high end of the range.This IAS 2014 Learning Outcome is anumbrella standard that clarifies theexpectation that students are able tointeract with texts proficiently andindependently by the end of grade 2.2.RI.1: Ask and answer such questionsas who, what, where, when, why, andhow to demonstrate understanding ofkey details in a text.2.RI.2: Identify the main topic of amulti-paragraph text as well as thefocus of specific paragraphs withinthe text.2.RI.3: Describe the connectionbetween a series of historical events,scientific ideas or concepts, or steps intechnical procedures in a text.2.RI.5: Know and use various textfeatures (e.g., captions, bold print,subheadings, glossaries, indexeselectronic menus, icons) to locate keyfacts or information in a textefficiently.IAS 2014 shifts the expectation byrequiring students to ask and answerquestions about the main idea.2.RI.7: Explain how specific images(e.g., a diagram showing how amachine works) contribute to andclarify a text.Revised 5/28/2014IAS 2014 shifts the expectation byrequiring students to use various textfeatures to locate key facts orinformation and explain how theycontribute to and clarify a text.This standard is NEW!
2.RN.3.3: Identify what the authorwants to answer, explain, or describein the text.2.RN.4.1: Describe how an author usesfacts to support specific points in atext.2.RN.4.2: Compare and contrast themost important points presented bytwo texts on the same topic.2.RN.4.3: Standard begins at sixthgrade.2.2.3: Use knowledge of the author’spurpose(s) to comprehendinformational text.2.RI.6: Identify the main purpose of atext, including what the author wantsto answer, explain, or describe.2.RI.8: Describe how reasons supportspecific points the author makes in atext.2.RI.9: Compare and contrast the mostimportant points presented by twotexts on the same topic.Revised 5/28/2014
Indiana Academic Standards 2014 Indiana Academic Standards 20062.RV.1: Use words, phrases, andstrategies acquired throughconversations, reading and being readto, and responding to literature andnonfiction texts to build and applyvocabulary.2.RV.2.1: Use context clues (e.g., wordsand sentence clues) and text features(e.g., table of contents, headings) todetermine the meanings of unknownwords.2.RV.2.2: Identify relationships amongwords, including common synonymsand antonyms, and simple multiplemeaning words (e.g., change, duck).2.RV.2.3: Standard begins at sixthgrade.2.RV.2.4: Use a known root word as aclue to the meaning of an unknownword with the same root, and identifywhen a common affix is added to aknown word.2.RV.2.5: Consult reference materials,both print and digital (e.g., dictionary),to determine or clarify the meanings ofwords and phrases.2.RV.3.1: Recognize that authors usewords (e.g., regular beats, repeatinglines, simile, alliteration,onomatopoeia, idioms) to provideIndiana Common Core StateStandards 2010READING: Vocabulary2.L.6: Use words and phrases acquiredthrough conversations, reading andbeing read to, and responding to texts,including using adjectives and adverbsto describe (e.g., When other kids arehappy, that makes me happy).Differences from PreviousStandardsThis IAS 2014 Learning Outcome is anumbrella standard that refers tobuilding and applying vocabularythrough conversations, literature andnonfiction texts.This standard is NEW!IAS 2014 includes this standard fromIAS 2006.2.1.7: Understand and explain commonsynonyms (words with the samemeaning) and antonyms (words withopposite meanings).2.1.10: Identify simple multiplemeaning words (change, duck).2.L.4b: Determine the meaning of thenew word formed when a known prefixis added to a known word (e.g.,happy/unhappy, tell/retell).2.L.4c: Use a known root word as a clueto the meaning of an unknown wordwith the same root (e.g., addition,additional).2.L.4e: Use glossaries and beginningdictionaries, both print and digital, todetermine or clarify the meaning ofwords and phrases.2.RL.4: Describe how words andphrases (e.g., regular beats,alliteration, rhymes, repeated lines)2.3.4: Identify the use of rhythm,rhyme, and alliteration (using wordswith repeating consonant sounds) inpoetry or fiction.Revised 5/28/2014IAS 2014 increases the expectation byrequiring students to recognize thatauthors use words to provide rhythmand meaning in a story, poem, or song.
rhythm and meaning in a story, poem,or song.2.RV.3.2: Determine the meanings ofwords and phrases in a nonfiction textrelevant to a second grade topic orsubject area.2.RV.3.3: Standard begins at thirdgrade.supply rhythm and meaning in a story,poem, or song.2.2.4: Ask and respond to questions(when, who, where, why, what if, how)to aid comprehension about importantelements of informational texts.2.L.4a: Use sentence-level context as aclue to the meaning of a word orphrase.2.RI.4: Determine the meaning ofwords and phrases in a text relevant toa grade 2 topic or subject area.Revised 5/28/2014
Indiana Academic Standards 2014 Indiana Academic Standards 20062.W.1: Write routinely over brief timeframes and for a variety of tasks,purposes, and audiences; apply readingstandards to write in response toliterature and nonfiction texts.WRITING2.5.6: Write for different purposes andto a specific audience or person.2.5.7: Write responses to literaturethat: demonstrate an understanding ofwhat is read. support statements with evidencefrom the text.2.W.2.1: Form letters correctly and2.6.1: Form letters correctly and spacespace words and sentences properly so words and sentences properly so thatthat writing can be read easily bywriting can be read easily by anotheranother person.person.2.W.2.2: Students are expected to buildupon and continue applying conceptslearned previously.2.W.3.1: Write a logically connectedparagraph or paragraphs, thatintroduce an opinion, with aconcluding statement or section andmultiple reasons to explain why acertain course of action should befollowed.2.W.3.2: Write a paragraph orparagraphs on a topic that introduce atopic, provide facts and details aboutthe topic, and provide a concludingstatement.2.W.3.3: Develop topics for friendlyletters, stories, poems, and othernarrative purposes that – Include a beginning. Use temporal words to signal eventorder (e.g., first of all).Indiana Common Core StateStandards 20102.5.2: Write a brief description of afamiliar object, person, place, or eventthat: develops a main idea. uses details to support the main idea.2.5.1: Write brief narratives based onexperiences that: move through a logical sequence ofevents (chronological order, order ofimportance). describe the setting, characters,objects, and events in detail.Differences from PreviousStandardsThis IAS 2014 Learning Outcome is anumbrella standard for the range ofwriting student should be able to do,including drawing evidence fromliterature and nonfiction texts.IAS 2014 includes this standard fromIAS 2006.2.W.1: Write opinion pieces in whichthey introduce the topic or book theyare writing about, state an opinion,supply reasons that support theopinion, use linking words (e.g.,because, and, also) to connect opinionand reasons, and provide a concludingstatement or section.2.W.2: Write informative/explanatorytexts in which they introduce a topic,use facts and definitions to developpoints, and provide a concludingstatement or section.2.W.3: Write narratives in which theyrecount a well-elaborated event orshort sequence of events, includedetails to describe actions, thoughts,and feelings, use temporal words tosignal event order, and provide a senseof closure.Revised 5/28/2014
Provide details to describe actions,thoughts, and feelings. Provide an ending.2.W.4: Apply the writing process to – Generate a draft by developing,selecting and organizing ideasrelevant to topic, purpose, andgenre; revise writing, usingappropriate reference materials, byadding details (e.g., organization,sentence structure, word choice);edit writing for format andconventions (e.g., spelling,capitalization, usage, punctuation);and provide feedback to otherwriters. Use available technology to publishlegible documents.2.W.5: With support, conduct shortresearch on a topic. Find information on a topic ofinterest (e.g., cardinals). Identify various visual and textreference sources Organize, summarize, and presentthe information, choosing from avariety of formats2.5.6: Write for different purposes andto a specific audience or person.2.4.1: Create a list of ideas for writing.2.4.2: Organize related ideas togetherto maintain a consistent focus.2.4.3: Find ideas for writing stories anddescriptions in pictures or books.2.4.6: Review, evaluate, and revisewriting for meaning and clarity.2.4.7: Proofread one’s own writing, aswell as that of others, using an editingchecklist or list of rules.2.L.5a: Identify real-life connectionsbetween words and their use (e.g.,describe foods that are spicy or juicy).2.W.5: With guidance and supportfrom adults and peers, focus on a topicand strengthen writing as needed byrevising and editing.2.W.6: With guidance and supportfrom adults, use a variety of digitaltools to produce and publish writing,including in collaboration with peers.2.L.2e: Consult reference materials,including beginning dictionaries, asneeded to check and correct spellings.2.4.8: Revise original drafts to improvesequence (the order of events) or toprovide more descriptive detail.2.4.5: Use a computer to draft, revise,and publish writing.2.5.8: Write or deliver a researchreport that has been developed using asystematic research process (definesthe topic, gathers information,determines credibility, reports findings)and that: uses a variety of resources (books,technology, pictures, charts, tables ofcontents, diagrams) and documentssources (titles and authors).2.W.7: Participate in shared researchand writing projects (e.g., read anumber of books on a single topic toproduce a report; record scienceobservations).2.W.8: Recall information fromexperiences or gather information fromprovided sources to answer aquestion. organizes information by categorizingit into single categories (such as sizeor color) or includes informationgained through observation.Revised 5/28/2014
2.W.6.1: Demonstrate command ofEnglish grammar and usage, focusingon:2.W.6.1a: Nouns/Pronouns – Writingsentences that include common,proper, possessive, and collectivenouns, irregular plural nouns, andpersonal and possessive pronouns.2.W.6.1b: Verbs – Writing sentences that use the pasttense of frequently occurringirregular verbs. Understanding the functions ofdifferent types of verbs (e.g., action,linking) in sentences.2.W.6.1c: Adjectives/ Adverbs –Writing sentences that use adjectivesand adverbs.2.W.6.1d: Prepositions – Standardbegins at fourth grade.2.W.6.1e: Usage –2.L.1: Demonstrate command of theconventions of Standard Englishgrammar and usage when writing orspeaking.2.1.5: Identify and correctly use regularplural words (mountain/mountains)and irregular plural words(child/children, mouse/mice).2.6.4: Identify and correctly writevarious parts of speech, includingnouns (words that name people,places, or things) and verbs (words thatexpress action or help ma
Indiana Academic Standards 2014 . 2nd Grade English/Language Arts . Standards Correlation Guidance Document . Indiana Academic Standards 2014 Indiana Academic Standards 2006 Indiana Common Core State Standards 2010 Differences from Previous Standards READING: Foundations 2.RF.1: Demonstrate
Indiana State University 2 5.0% University of Southern Indiana 0 0.0% Indiana University-Bloomington 6 15.0% Indiana University-East 0 0.0% Indiana University-Kokomo 1 2.5% Indiana University-Northwest 0 0.0% Indiana University-Purdue University-Indianapolis 4 10.0% Indiana University-South Bend 0 0.0% Indiana University-Southeast 1 2.5%
The Indiana Academic Standards for Mathematics are the result of a process designed to identify, evaluate, synthesize, and create the most high-quality, rigorous standards for Indiana students. The standards are designed to ensure that all Indiana students, upon graduation
Indiana Adopts Common Core Standards The Indiana Department of Education (IDOE) adopted the Common Core State Standards (CCSS) for English/Language Arts, Literacy, and Mathematics, following approval today from Indiana’s Education Roundtable and State Board of Education. Indiana joins a consortium of states that have adopted the standards so far.
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Geography and History of the World -Page 2 - January 14, 2020 . Introduction . The Indiana Academic Standards for Geography and History of the World are the result of a process designed to identify, evaluate, synthesize, and create the most high -quality, rigorous standards for Indiana students.
The purpose of the standards process was to design college and career ready standards that would ensure that students who complete high school in Indiana are ready for college and careers. . Indiana’s 2009 Math Academic Standard
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