2nd grade english language arts pacing guide and
TRANSCRIPT
Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
2011-2012 2nd
English Language Arts Grade
Pacing Guide and Curriculum Map
Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)
will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single
child that you come into contact with over the course of the school year. As you begin to look through the document, you
will first see that it is designed differently than what we have used before. Please allow me to describe each of the
different sections in detail.
Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is
designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so
that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have
the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will
notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are
listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are
covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.
This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong
instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide
provides a broad overview of when during the year, specific concepts should be taught.
Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard
deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly
language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student
friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by
posting on the board) in order to help them take more ownership and accountability for their own learning. Words and
phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before
posting on the board.
You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please
pay special attention as it may mean that the intent is to review previously learned content or it may mean that different
targets within that standard are being taught each time.
Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012
school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during
this school year. At the end of the year, we will begin to add them to the district document.
As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will
continually work to improve it as we collaborate together for the benefit of our students.
- Matt Thompson, Director of Elementary Schools 6/24/11
This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!
Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams
Maria Bennett
Amy Brannock
Crissy Ellison
Elizabeth Gabehart
Jessica Grant
Missie Hickey
Christa Kelly
Robin Lowe
Ashlee McCullough
Carla Prather
Paula Richey
Leah Riney
Annie Starnes
Ashley Beckett
Dana Boggs
Andrea Caudill
Stephanie Chenault
Ed Denney
Amanda Ford
Meghan Hillman
Lori Beth Mays
Jaime Moore
Rebecca Sargent
Morganne Vance
Rusty Andes
Ginny Barnes
Lori Bergman
Donna Cox
Amanda Featherston
Lisa Hanson
Rachel Lukacsko
Melissa Mullins
Angela Perkins
Misty Portwood
Theresa Shoup
Mary Frances Watts
Lori Wise
Kelley Bush
Monica Campbell
Melissa Chandler
Stephanie Foley
Debra Hunley
Judi Hunter
Wanda Johnson
Micah Rumer
Brittany Thomas
Marcie Ward
Tracey Werkheiser
Olivia Winkle
Dana Young
Bryan Blankenship
Laura Brock
Brooke Donovan
Marsha Downey
Jennifer Fraley
Jean Gillespie
Lori Graves
Judy Halasek
Shannon Marshall
Tammy Moore
Angela Schmidt
Angie Wallace
Robyn Bays
Stacey Carpenter
Kim Duncan
Betsy Fredericks
Amy Fryman
Wendy Holbrook
Jill Ingram
Paul Krueger
Bettie Ann Monroe
Jessica Napier
Kendle Nicholson
Sarah Price
Debbie Walker
Amy Baker
Corbie Bennett
Tammy Bisotti
Cari Bradley
Shannon Christopher
Peggy Cullen
Dorothy Daley
Cathy Gaebler
Deborah Haddad
Laura Johnson
Jeanne Keller
Amy McGuire
Heidi Mullins
Janet Parker
Lerin Parker
Terri Sutton
Page 2 of 170
Domain Key KID CS IKI RRLTC PC PA PWR F TTP PDW RBPK RW CC PKI CSE KL VAU
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Print Concepts Phonological Awareness
Phonics and Word
Recognition
Fluency Text Types and Purposes
Production and
Distribution of Writing
Research to Build and Present
Knowledge
Range of Writing
Comprehension and
Collaboration
Presentation of Knowledge
and Ideas
Conventions of Standard
English
Knowledge of Language
Vocabulary Acquisition
and Use
Scott County Pacing Guide Second Grade English Language Arts
Strand Reading Literature Reading Informational Foundational Skills Writing Speaking and Listening Language
Clusters KID CS IKI RRLTC KID CS IKI RRLTC PC PA PWR F TTP PDW RBPK RW CC PKI CSE KL VAU
1st Nine
Weeks
1 2 3
4 5 6
7 10 1
4 6
7 8
10 3
4 1 2 3
5 7 8
1 2 3
4 5 6
1 2
3 4 5 6
2nd Nine
Weeks
1 2 3
6 7 9
10 1 3
4 5 6
7 8 9
10 3 4 1 2 3
5 7 8
1 2 3
4 5 6
1 2
3 4 5 6
3rd Nine
Weeks
1 2 3
6 7 10 1 2 3
4 5 6
7 8 9
10 3 4 1 2
5 6
7 8
1 2 3
4 5 6
1 2
3 4 5 6
4th Nine
Weeks
2 3
4 10 1 2 3
4 5 6
7 8 9
10 3 4 2 5 6
7 8
1 2 3
4 5 6
1 2
3 4 5 6
Page 3 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify key details in text. I can identify key details in text.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.2 K R S P
College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development, summarize key supporting details and ideas.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K I can define fiction. 4 K Recall details from stories
(e.g., fables and folktales) I can summarize details from stories (character, setting, plot).
5 R Recount details of a story (e.g., fables and folktales)
I can summarize details of a story.
This means I can retell a story in sequence including character, setting, and plot.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Describe how characters in a story respond to major events and challenges.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define character I can define character. 2 K Define major events I can define major events. 3
K Identify major events or challenges of a story
I can define challenges. 4 I can identify major events
or challenges of a story.
5 R Describe how characters respond to major events and challenges
I can describe how characters respond to major events and challenges.
This means I can tell how the characters think, feel, and act about major events and challenges in the story.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.4 K R S P
College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Strand Cluster Reading Literature Craft and Structure
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify rhyming words I can identify rhyming words.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.5 K R S P
College and Career Readiness Anchor Standard Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the texts (e.g., a section, chapter, scene or a stanza) relate to each other and the whole.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Strand Cluster Reading Literature Craft and Structure
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the structure of the
story
I can define structure. 2 I can identify the structure
of the story.
3 K Describe how the beginning introduces the story
I can describe how the beginning introduces the story.
4 K Describe the action that takes place in the middle of the story
I can describe the action that takes place in the middle of the story.
5 K Describe how the ending concludes the action.
I can describe how the ending concludes the action.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.6 K R S P
College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of text. Acknowledge differences in the points of view of characters, including by speaking in a different voice for
each character when reading dialogue aloud. Strand Cluster Reading Literature Craft and Structure
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify characters I can identify characters. 2 K Identify traits of each
character I can identify traits of each character.
3
K Recognize dialogue to determine who is speaking.
I can define dialogue. 4 I can recognize quotation
marks are used in dialogue.
5 I can recognize dialogue to determine who is speaking.
6 K Define point of view I can define point of view.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Use information gained from the illustrations and words used in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Strand Cluster Reading Literature Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify plot I can identify plot. 4 K Obtain information from
illustrations and words in various types of text
I can get information from illustrations and words in different kinds of text.
5
R
Explain characters, setting, and plot obtained from illustrations and words in print.
I can look at the illustrations and read the words to explain the character.
6 I can look at the illustrations and read the words to explain the setting.
7 I can look at the illustrations and read the words to explain the plot.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Strand Cluster Reading Literature Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
4 K Identify/understand in literary text (stories and poetry):
• Key ideas and details Craft and structure •• Integration of
knowledge and ideas
opriate complexity at appr(Qualitative, quantitative, Readers and task) as seen in 1-9 with scaffolding as needed.
I can identify important ideas and details in stories and poetry.
Scott County Schools 2 Grade English Language Arts
nd
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.1 K R S P
College and Career Readiness Anchor Standard Standard
Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Identify key details in an
informational text
I can define nonfiction text.
2 I can identify key details.
3 K Describe key details in an
informational text using the
questions who, what,
when, where, why, and
how
I can describe key details
using the questions who,
what, when, where, why,
and how.
4 R Determine the answer to
questions about
informational text using the
questions who, what,
when, where, why, and
how.
I can answer who, what,
when, where, why, and
how questions.
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.4 K R S P
College and Career Readiness Anchor Standard Standard
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
Determine the meaning of words and phrases in a text, relevant to a grade 2 topic or subject area.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify words and phrases
in a text relevant to a grade
2 topic or subject area
I can identify words and
phrases in a text or subject
area that connect to what
we are learning in class.
2 R Determine meaning of
words and phrases in a text
relevant to a grade 2 topic
or subject area
I can decide (determine)
the meaning of words and
phrases in a text that
connect to what we are
learning in class.
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.6 K R S P
College and Career Readiness Anchor Standard Standard
Assess how point of view or purpose shapes the content and style of a text. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the author’s
purpose
I can identify the author’s
purpose.
2 K Identify the main idea I can identify the main
idea.
3 K Identify what the author
wants to answer, explain,
or describe
I can explain what the
author is trying to get
across to the reader.
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.7 K R S P
College and Career Readiness Anchor Standard Standard
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Strand Cluster
Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify images in an
informational text.
I can identify images.
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.8 K R S P
College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Describe how reasons support specific points the author makes in a text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the key points in a text
I can identify the key points the author makes in a text.
2 K Identify details that support key points
I can identify two or more details that support key points.
nd
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.10 K R S P
College and Career Readiness Anchor Standard Standard
Read and comprehend complex literary and informational texts independently and
proficiently.
By the end of the year, read and comprehend informational texts, including history/social studies, science
and technical texts, in the 2-3 text complexity bands proficiently, with scaffolding as needed at the high
end of the range. Strand Cluster
Reading Informational Text Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Identify/understand in an
informational text:
Key ideas and details
Craft and structure
Knowledge and ideas
at appropriate complexity
(Qualitative, Quantitative
and Reader and Task) as
seen in standards 1-9
independently and
proficiently.
I can identify key ideas and
details in a text.
2 I can identify craft and
structure in a text.
5 R Comprehend independently
in an informational text:
Key ideas and details
Craft and structure
Integration of
knowledge and ideas
at appropriate complexity
(Qualitative, Quantitative
and Reader and Task) as
seen in standards 1-9
independently and
proficiently.
I can take what I know and
what I have read and apply
it to the story.
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RF.3 K R S P
College and Career Readiness Anchor Standard Standard
Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Strand Cluster
Reading: Foundational Skills Phonics and Word Recognition
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Know grade-level phonics
and word analysis skills in
decoding words
I can use different
strategies to decode words.
2 I can recognize the rules
for short and long vowel
sounds.
3 I can identify long vowel
and short sounds in one-
syllable words.
4 I can identify long and
short sounds made by
vowel teams.
12 R Apply grade-level phonics
and word analysis skills in
decoding words.
I can read unfamiliar words
by quickly by using
different strategies (root
words, chunks, prefixes,
suffixes)
13 S Read grade-appropriate
irregularly spelled words
I can read words on my
grade level that do not
follow the spelling rules.
5 K Know the rules for long
vowels in two-syllable
words
I can identify the rules for
long vowels in two-syllable
words.
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Scott County Schools 2nd Grade English Language Arts
6 K Read two-syllable words
with long vowel sounds
I can read two-syllable
words with long vowel
sounds.
11 K Recognize that some words
have inconsistent spelling-
sound correspondence
(e.g., cow, row, bow, or
pint, mint)
I can recognize that some
words are not spelled like
they sound.
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RF.4 K R S P
College and Career Readiness Anchor Standard Standard
Foundational Skills Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Strand Cluster
Reading: Foundational Skills Fluency
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K To support comprehension:
identify the purpose and
understand the text
I can identify the author’s
purpose of the passage.
2 K To support comprehension:
identify oral reading with
accuracy, appropriate rate,
and expression on
successive readings
I can identify fluent oral
reading.
3 K To support comprehension:
identify rereading, when
necessary, as a strategy
when confirming or self-
correcting words in text
I can identify when to
reread to check on myself
and correct errors that
don’t make sense, sound
right, or look right.
4 K To support comprehension:
understand how context
can help to confirm or self-
correct word recognition
I can identify how
checking and self-
correcting can help me
make sense of the passage.
5 R To support comprehension:
determine the purpose for
reading on-level text
I can decide (determine)
why it is important for me
to read on my level.
This means I will choose
books that are not too easy
or too hard for me and
explain why those books
are right for me.
6 R To support comprehension:
apply reading strategies to
be used with text for
accuracy, appropriate rate,
I can figure out words
quickly as I read using
many different strategies.
This means I can use
strategies such as slide my
finger, reread, using words
I know, noticing endings,
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Scott County Schools 2nd Grade English Language Arts
and expression on
successive readings
chunking to figure out
unknown words.
7 R To support comprehension:
confirm or self-correct
word recognition and
understanding by using
context.
I can self-correct by
thinking about what makes
sense in the passage.
8 S To support comprehension:
read on-level text fluently
and accurately
I can read on-level texts
fluently.
9 S To support comprehension:
reread with fluency as
necessary
I can reread with fluency.
10 S Read with accuracy,
appropriate rate, expression
on successive readings
I can read fluently. This means I can read
between 75-125 words a
minute by the end of the
year.
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.1 K R S P
College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and to provide a concluding statement or section. Strand Cluster
Writing Text Types and Purposes
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 K Identify a topic or title of a book to write about.
I can identify a topic or title of a book to write about.
10 R Link ideas with effective words in order to connect opinions and reasons
I can use linking words to connect my opinions and reasons.
nd
Page 22 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.2 K R S P
College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or selection.
Strand Cluster Writing Text Types and Purposes
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize an informative text
I can recognize an informative text (feature article, brochure, report)
2 K Recognize an explanatory text
I can recognize an explanatory text (how-to, explain an process)
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.3 K R S P
College and Career Readiness Anchor Standard Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Write narratives in which they recount a well-elaborated event or sort sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Strand Cluster
Writing Text Types and Purposes
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Identify: • Components of
narrative including beginning and ending
• Sequence of events • Details related to
event temporal words
I can identify the parts of a narrative including beginning and ending.
2 I can identify the sequence of events and the details related to the events.
3 I can identify transition words (first, then, next, last, finally).
4 R Choose relevant details that correspond to a chosen event
I can choose important details about my event.
This means I can choose at least 3 details that are important when explaining my event.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.5 K R S P
College and Career Readiness Anchor Standard Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Strand Cluster Writing Production and Distribution of Writing
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
With guidance and support from adults and peers, students recognize how to:
• Focus on a topic • Revise and edit
I can focus on a topic for my writing.
2 I can revise and edit my writing.
3 R With guidance and support from peers and adults, students strengthen writing as needed by revising and editing
I can make my writing better by revising and editing.
This means that I use suggestions from adults and other students to improve my writing.
nd
Page 25 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.7 K R S P
College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Strand Cluster Writing Research to Build and Present Knowledge
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Apply sources and tools to conduct shared research on a single topic
I can find information on a topic.
nd
Page 26 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.8 K R S P
College and Career Readiness Anchor Standard Standard Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of source, and integrate the information while avoiding plagiarism.
Recall information from experiences or gather information from provided sources to answer a question.
Strand Cluster Writing Research to Build and Present Knowledge
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recall information I can recall information. 3 R Answer a question:
recalling information from experiences
I can answer a question by using what I already know.
nd
Page 27 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.1 K R S P
College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening toothers with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of ot
b. hers. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Printed Resources
Techno ulatives Strategies Remediation ESL Success Criteria (If Appropriate)
logy Manip Extension
1 K Identify agreed-upon rules for discussion listening and speaking our
I can identify the rules for
room.
2 K others listen, ask questions on listen, ask questions about
Recognize how
topics and move conversations along.
I can recognize how others
the conversation, and keep the conversation going.
3 K second Identify ideas fromgrade topics and texts.
I can identify topics that are right for me.
4 R Determine if agreed-upon discussion rules are being followed.
I can decide (determine) iI have followed discussion
f
rules in our room.
5 R ppropriate to the stions
rs.
Formulate comments and questions atopic of discussion
I can create and share comments and queabout a topic with othe
6 S n Follow agreed-upon rules for discussion
I can follow the discussiorules in our room.
7 S Connect comments to the comments of others
I can listen to the comments of others and add my own comment about the topic.
Scott County Schools 2nd Grade English Language Arts
8 S Participate in conversations about grade 2 topics and er and speaker
rom
texts
I can participate as an active listenabout topics and texts f
Page 28 of 170
Scott County Schools 2nd Grade English Language Arts
my grade level. 9 S
understand topics and text. Ask questions to better I can ask questions to make
sure I understand the topic and text.
Page 29 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.2 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media in formats, including visually, quantitatively, and orally.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recount key ideas and/or details from a text read aloud, from information presented orally, through other media
I can retell key ideas and details from a text read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held device).
2 K Describe key ideas or details from a test read aloud, information presented orally, through other media
I can describe key ideas and details from a test read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held devices).
nd
Page 30 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.3 K R S P
College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue. Strand Cluster Speaking and Listening Comprehension and Collaboration
Scott County Schools 2nd nglish Language Arts Grade E
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify a speaker’s topic or issue
I can identify a speaker’s topic.
2 K Identify situations where information is needed, understanding could be deepened, and comprehension needs to be clarified about what a speaker says.
I can identify times when I need to ask questions to understand the speaker’s topic.
3 R Formulate appropriate questions about what a speaker says in order to clarify comprehension, gather additional information, and deepen understanding of a topic or issue.
I can create appropriate questions to understand the speaker’s topic.
4 R Formulate appropriate answers to questions about what a speaker says in order to clarify comprehension, provide additional information, deepen understanding of a topic or issue
I can create appropriate answers to questions to understand the speaker’s topic.
5 P Ask and answer questions about what a speaker says in order to clarify
I can ask and answer appropriate questions to understand the speaker’s
Page 31 of 170
Scott County Schools 2nd Grade English Language Arts
comprehension, gather additional information, deepen understanding of a topic or issue
topic.
Page 32 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.4 K R S P
College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify appropriate facts and relevant, descriptive details
I can identify appropriate facts and details.
2 K Identify and recall an experience
I can identify and recall something that has happened to me.
3 K Recognize what constitutes a coherent sentence
I can recognize what makes a sentence make sense.
4 K Recognize what constitutes an adequate audible volume
I can recognize the appropriate voice volume that I should use to speak in different situations.
5 R Determine appropriate facts and relevant, descriptive details
I can decide (determine) appropriate facts and details.
6 R Formulate coherent sentences
I can create sentences that make sense.
7 S Tell a story or recount an experience aloud, with appropriate facts, and relevant, descriptive details speaking audibly in coherent sentences
I can tell aloud a story of something that has happened to me with appropriate fats and details using an appropriate voice level when I speak.
nd
Page 33 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.5 K R S P
College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize an audio recording
I can recognize an audio recording.
2 K Recount an experience I can tell about something that has happened to me.
3 K Know how to create an audio recording
I can tell how to create an audio recording.
4 R Determine when it’s appropriate to clarify ideas, thoughts, and feelings with drawings or other visual displays.
I can decide (determine) when I need to add a drawing or something visual to make my ideas, thoughts, and feelings clearer.
5 R Clarify ideas, thoughts, feeling by adding drawings/visual displays
I can make my ideas, thoughts, and feelings clearer by adding drawings or something visual.
6 S Create audio recordings of stories or poems
I can create audio recordings of stories or poems.
7 S Add drawings/visual displays to stories and experiences
I can add drawings or something visual to my stories.
nd
Page 34 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.6 K R S P
College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K Recognize complete sentences in writing and when spoken
I can recognize complete sentences in writing.
2 I can recognize complete sentences when spoken.
3 K Identify audience I can define and identify audience.
4 K Recognize task
I can recognize a task. 5 I can recognize the
situation.
6 R Differentiate when situation calls for speaking in complete sentences
I can decide (determine) when I need to speak in complete sentences.
7 R Formulate a response I can respond appropriately when someone speaks to me.
8 R Interpret requested detail or clarification
I can add detail to be clearer.
9 S Speak in complete sentences when appropriate to task and situation
I can speak in complete sentences when appropriate.
10 S Respond to, answer questions, or clarify
I can answer questions to make things clearer.
nd
Page 35 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.1 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate command of the conventions of standard English grammar and usage when
writing and speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing and
speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched
the movie; the little boy watched the movie; The action movie was watched by the little boy).
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Recognize irregular plural
nouns and reflexive
pronouns
I can recognize irregular
plural nouns.
2 I can recognize reflexive
pronouns.
3 K Identify collective nouns I can identify collective
nouns.
7 K
Identify adjectives and
adverbs
I can identify adjectives.
8 I can identify adverbs.
Page 36 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.2 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate command of the convention of standard English capitalization, punctuation,
and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closing of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage to badge, boy to boil)
e. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Apply correct
capitalization
I can use correct
capitalization when
writing.
2 K Capitalize holidays I can capitalize the names
of Holidays.
6 K Apply correct spelling I can use correct spelling
when writing.
Page 37 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.3 K R S P
College and Career Readiness Anchor Standard Standard
Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify conventions of
language for formal use of
English and informal use
of English
I can identify formal and
informal use of English.
2
K
Recognize conventions of
language for writing,
speaking, reading, and
listening
I can recognize proper
rules for language when
writing.
3 I can recognize proper
rules for language when
speaking.
4 I can recognize proper
rules for language when
reading.
5 I can recognize proper
rules for language when
listening.
6 R Compare formal and
informal use of English
I can compare formal and
informal use of English.
This means I can explain
when and why it is
appropriate to use either
formal or informal English.
7 R Use knowledge of
language conventions
when writing, reading, and
listening
I can appropriately use
correct language skills and
rules when writing,
reading, and speaking.
8 R Use knowledge of
language when writing,
I can use appropriate
language when writing,
This means I can make
things sound right, look
Page 38 of 170
Scott County Schools 2nd Grade English Language Arts
reading, and listening speaking, and reading. right, and make sense when
writing, speaking, and
reading.
9 S Use knowledge of
language when speaking
I can use correct language
when speaking.
10 S Use knowledge of
language conventions
when speaking
I can use correct language
skills and rules when
speaking.
Page 39 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.4 K R S P
College and Career Readiness Anchor Standard Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning
of words and phrases.
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 K Identify grade appropriate
root words and their
meanings
I can identify root words
and their meanings.
6 K Apply ABD order to
appropriate resources
I can use ABC order with
appropriate material to the
third letter.
9 R Choose flexibly from an
array of vocabulary
strategies
I can choose which
vocabulary strategy I need.
10 R Apply knowledge of
common root words to
problem solve novel words
with same root (e.g.,
addition, additional)
I can use my knowledge of
root words to figure out
new words with the same
root.
Page 40 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.5 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate understanding of figurative language, word relationships, and nuances in
word meaning.
Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy.)
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny, scrawny).
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Identify verbs and
adjectives
I can identify verbs.
3 K Demonstrate understanding
of word relationships and
nuances in word meanings
I can identify synonyms.
7 K Identify real life
connections between words
and their use
I can identify connections
between words and their
use.
Page 41 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.6 K R S P
College and Career Readiness Anchor Standard Standard
Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
3
K
Use words and phrases
acquired through
conversations, reading,
being read to, and
responding to texts.
I can use words and
phrases I learned in
conversations.
4 I can use words and
phrases read in a text.
5 I can use words and
phrases that were read to
me.
6 I can use words and
phrases I learned when
speaking or writing about
text.
7
R
Distinguish between words
and phrases acquired
through conversations,
reading, being read to, and
responding to texts.
I can tell the differences
between words and phrases
I learned in conversation.
8 I can tell the differences
between words and phrases
I read.
9 I can tell the differences
between words and phrases
I learned when speaking or
writing about text.
Page 42 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Describe key details of the text using who, what, where, when, why and how
I can describe the key (important) details of the text using how, what, where, when, why, and how.
nd
Page 43 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RL.2 K R S P
College and Career Readiness Anchor Standard Standard
Determine central ideas or themes of a text and analyze their development, summarize key
supporting details and ideas.
Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson or moral.
Strand Cluster
Reading Literature Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Define diverse cultures I can define diverse
cultures.
3 K Identify fables and
folktales from diverse
cultures
I can identify fables and
folktales about people from
diverse cultures.
5 K Recount details of a story
(e.g., fables and folktales)
I can summarize details of
a story.
This means I can retell a
story in sequence including
character, setting, and plot.
6 R Determine the message,
lesson or moral of a story
(e.g., fables and folktales)
I can decide (determine)
the theme, lesson, or moral
of a story.
Page 44 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Describe how characters in a story respond to major events and challenges.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define character I can define character. 2 K Define major events I can define major events. 3
K Identify major events or challenges of a story
I can define challenges. 4 I can identify major events
or challenges of a story.
5 R Describe how characters respond to major events and challenges
I can describe how characters respond to major events and challenges.
This means I can tell how the characters think, feel, and act about major events and challenges in the story.
nd
Page 45 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.6 K R S P
College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of text. Acknowledge differences in the points of view of characters, including by speaking in a different voice for
each character when reading dialogue aloud. Strand Cluster Reading Literature Craft and Structure
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
7 R Analyze character to know what type of voice to use when speaking the part
I can use what I know about the character to imagine what type of voice they would use.
8 R Determine differences in each character’s point of view
I can decide (determine) how each character feels.
This means I use information from the text to understand the character’s point of view.
9 S Read the dialogue in text using appropriate voices for different characters
I can use what I know about the character to read the dialogue in the text using a voice the character would use.
nd
Page 46 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Use information gained from the illustrations and words used in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Strand Cluster Reading Literature Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Recognize digital text I can define digital text. 3 I can recognize digital text.
nd
Page 47 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.9 K R S P
College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Compare and contrast two or more versions (e.g., Cinderella stories) of the same story by different authors from different cultures.
Strand Cluster Reading Literature Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recall details and events from two or more versions of a story by different authors
I can identify details and events (from two or more versions) of a story.
2 K Identify characters of two or more versions of a story by different authors
I can identify characters from the same story (two or more versions).
3 R Compare and contrast two or more versions of the same story by different authors representing different cultures
I can compare and contrast stories (different versions of the same story from different authors and cultures).
This means I can explain how the stories are alike and how they are different.
nd
Page 48 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Strand Cluster Reading Literature Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Identify/understand in literary text (stories and poetry):
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, quantitative, Readers and task) as seen in 1-9 with scaffolding as needed.
I can define craft. 2 I can define structure. 3 I can identify craft and
structure in stories and poetry.
4 I can identify key ideas and details in stories and poetry.
5
R
Comprehend independently in literary text (stories and poetry):
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, Quantitative, and Readers and task) as seen in 1-9 with scaffolding as needed.
I can describe the craft and structure of stories and poetry.
6 I can describe key ideas and details about stories and poetry.
Scott County Schools 2 Grade English Language Arts
nd
Page 49 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.1 K R S P
College and Career Readiness Anchor Standard Standard
Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Identify key details in an
informational text
I can define nonfiction text.
2 I can identify key details.
3 K Describe key details in an
informational text using the
questions who, what,
when, where, why, and
how
I can describe key details
using the questions who,
what, when, where, why,
and how.
4 R Determine the answer to
questions about
informational text using the
questions who, what,
when, where, why, and
how.
I can answer who, what,
when, where, why, and
how questions.
Page 50 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.3 K R S P
College and Career Readiness Anchor Standard Standard
Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Identify the historical
events that occurred in a
text
I can define historical
events.
2 I can identify historical
events in a text.
3 K Identify scientific ideas or
concepts that occur in a
text
I can identify scientific
ideas in a text.
4 K Identify the steps in a
procedure
I can identify the steps of a
process in a text.
5
R
Describe the connection
that occurs in a text
between a series of:
Historical events
Scientific ideas or
concepts
The steps from a
procedure
I can describe the
connection between the
text and historical events.
6 I can describe the
connection between text
and scientific ideas.
7 I can describe why the
steps of a process are
important to the text.
Page 51 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.4 K R S P
College and Career Readiness Anchor Standard Standard
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
Determine the meaning of words and phrases in a text, relevant to a grade 2 topic or subject area.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify words and phrases
in a text relevant to a grade
2 topic or subject area
I can identify words and
phrases in a text or subject
area that connect to what
we are learning in class.
2 R Determine meaning of
words and phrases in a text
relevant to a grade 2 topic
or subject area
I can decide (determine)
the meaning of words and
phrases in a text that
connect to what we are
learning in class.
Page 52 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.5 K R S P
College and Career Readiness Anchor Standard Standard
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.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts and information in a text efficiently.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify various text
features
I can identify different text
features (e.g., captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, icons).
2 K Determine how readers use
different text features
I can decide (determine)
how readers use different
text features (e.g., captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, icons).
3 K Use various text features to
locate key facts or
information in a text.
I can use different text
features to locate key facts
or information in a text
(e.g., captions, bold print,
subheadings, glossaries,
indexes, electronic menus,
icons).
Page 53 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.6 K R S P
College and Career Readiness Anchor Standard Standard
Assess how point of view or purpose shapes the content and style of a text. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the author’s
purpose
I can identify the author’s
purpose.
2 K Identify the main idea I can identify the main
idea.
3 K Identify what the author
wants to answer, explain,
or describe
I can explain what the
author is trying to get
across to the reader.
Page 54 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Understand the terms: • Explain • Contribute • Clarify
I can tell what explain means.
3 I can tell what contribute means.
4 I can tell what clarify means.
Scott County Schools 2 Grade English Language Arts
nd
Page 55 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.8 K R S P
College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Describe how reasons support specific points the author makes in a text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the key points in a text
I can identify the key points the author makes in a text.
2 K Identify details that support key points
I can identify two or more details that support key points.
3 R Describe how reasons support the author’s specific points
I can describe how details from the story support the author’s points.
nd
Page 56 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.9 K R S P
College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Compare and contrast the most important points presented by two texts on the same topic.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the important points presented in two informational texts on the same topic
I can identify the important points in different texts on the same topic.
2 R Compare the important point sin two informational texts on the same topic.
I can compare two texts on the same topic (e.g., t-charts, venn diagrams, or other organizers).
This means I can explain which important points are the same from two texts.
3 R Contrast the important points in two informational texts on the same topic
I can contrast two texts on the same topic (e.g., t-charts, venn diagrams, or other organizers).
This means I can explain which important points are different from two texts.
nd
Page 57 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, in the 2-3 text complexity bands proficiently, with scaffolding as needed at the high end of the range. Strand Cluster
Reading Informational Text Range of Reading and Level of Text Complexity
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Identify/understand in an informational text:
• Key ideas and details • Craft and structure • Knowledge and ideas
at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 independently and proficiently.
I can identify key ideas and details in a text.
2 I can identify craft and structure in a text.
This means I can identify and understand the way an author uses words and phrases to convey a message and how a text is organized.
3
R
Comprehend independently in an informational text:
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 independently and proficiently.
I can comprehend on my own, key ideas and details in a text.
4 I can comprehend craft and structure in a text.
nd
Page 58 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RF.3 K R S P
College and Career Readiness Anchor Standard Standard
Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Strand Cluster
Reading: Foundational Skills Phonics and Word Recognition
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Know grade-level phonics
and word analysis skills in
decoding words
I can use different
strategies to decode words.
2 I can recognize the rules
for short and long vowel
sounds.
3 I can identify long vowel
and short sounds in one-
syllable words.
4 I can identify long and
short sounds made by
vowel teams.
12 R Apply grade-level phonics
and word analysis skills in
decoding words.
I can read unfamiliar words
by quickly by using
different strategies (root
words, chunks, prefixes,
suffixes)
13 S Read grade-appropriate
irregularly spelled words
I can read words on my
grade level that do not
follow the spelling rules.
5 K Know the rules for long
vowels in two-syllable
words
I can identify the rules for
long vowels in two-syllable
words.
Page 59 of 170
Scott County Schools 2nd Grade English Language Arts
6 K Read two-syllable words
with long vowel sounds
I can read two-syllable
words with long vowel
sounds.
11 K Recognize that some words
have inconsistent spelling-
sound correspondence
(e.g., cow, row, bow, or
pint, mint)
I can recognize that some
words are not spelled like
they sound.
Page 60 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RF.4 K R S P
College and Career Readiness Anchor Standard Standard
Foundational Skills Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Strand Cluster
Reading: Foundational Skills Fluency
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K To support comprehension:
identify the purpose and
understand the text
I can identify the author’s
purpose of the passage.
2 K To support comprehension:
identify oral reading with
accuracy, appropriate rate,
and expression on
successive readings
I can identify fluent oral
reading.
3 K To support comprehension:
identify rereading, when
necessary, as a strategy
when confirming or self-
correcting words in text
I can identify when to
reread to check on myself
and correct errors that
don’t make sense, sound
right, or look right.
4 K To support comprehension:
understand how context
can help to confirm or self-
correct word recognition
I can identify how
checking and self-
correcting can help me
make sense of the passage.
5 R To support comprehension:
determine the purpose for
reading on-level text
I can decide (determine)
why it is important for me
to read on my level.
This means I will choose
books that are not too easy
or too hard for me and
explain why those books
are right for me.
6 R To support comprehension:
apply reading strategies to
be used with text for
accuracy, appropriate rate,
I can figure out words
quickly as I read using
many different strategies.
This means I can use
strategies such as slide my
finger, reread, using words
I know, noticing endings,
Page 61 of 170
Scott County Schools 2nd Grade English Language Arts
and expression on
successive readings
chunking to figure out
unknown words.
7 R To support comprehension:
confirm or self-correct
word recognition and
understanding by using
context.
I can self-correct by
thinking about what makes
sense in the passage.
8 S To support comprehension:
read on-level text fluently
and accurately
I can read on-level texts
fluently.
9 S To support comprehension:
reread with fluency as
necessary
I can reread with fluency.
10 S Read with accuracy,
appropriate rate, expression
on successive readings
I can read fluently. This means I can read
between 75-125 words a
minute by the end of the
year.
Page 62 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.W.1 K R S P
College and Career Readiness Anchor Standard Standard
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,
supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and
reasons, and to provide a concluding statement or section. Strand Cluster
Writing Text Types and Purposes
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize what an opinion
is
I can recognize what an
opinion is.
2 K I can define a fact.
4
K
Recognize and define:
Opinions
Concluding sections
or statements
Linking words (e.g.,
because, and, also)
I can recognize and define
opinions.
5 I can recognize and define
conclusion.
6 I can recognize and define
linking words (e.g.,
because, and, also).
7 R Formulate and articulate an
opinion about a text or
topic
I can state my opinion
about a text or topic.
8 R Generate supporting
reasons for stated opinions.
I can give reasons for my
opinion.
This means I can give 2-3
reasons that support my
opinion.
Page 63 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.2 K R S P
College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or selection.
Strand Cluster Writing Text Types and Purposes
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 K Identify topic sentences I can identify topic sentences.
4 K Identify facts I can identify facts. 5 K Identify definitions I can identify definitions. 6 K Identify concluding
statement I can identify a concluding statement.
nd
Page 64 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.W.3 K R S P
College and Career Readiness Anchor Standard Standard
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Write narratives in which they recount a well-elaborated event or sort sequence of events, include details
to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense
of closure. Strand Cluster
Writing Text Types and Purposes
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Identify:
Components of
narrative including
beginning and ending
Sequence of events
Details related to
event temporal words
I can identify the parts of a
narrative including
beginning and ending.
2 I can identify the sequence
of events and the details
related to the events.
3 I can identify transition
words (first, then, next,
last, finally).
5 R Reflect on identified event I can think about the event
I chose and describe my
feelings.
6 R Create relevant and
elaborated details to
support events of narrative
I can create important
details to create a clear
picture of my event.
This means I can develop
at least three important
details to help my audience
picture my event in their
head.
7 R Apply appropriate
temporal words in order to
signal change of events in
narrative
I can use transition words
correctly.
This means I can use at
least three transition words
in my narrative to show
when things change.
8
P
Write a narrative that:
Recounts a well-
elaborated event or
short sequence of
events
Includes supporting
details, temporal
I can write a narrative
piece that retells an event
in my life.
9 I can use supporting details
in my writing.
10 I can use transition words
Page 65 of 170
Scott County Schools 2nd Grade English Language Arts
words, and a sense of
closure in my writing.
11 P I can write an appropriate
conclusion.
Page 66 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.5 K R S P
College and Career Readiness Anchor Standard Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Strand Cluster Writing Production and Distribution of Writing
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
With guidance and support from adults and peers, students recognize how to:
• Focus on a topic • Revise and edit
I can focus on a topic for my writing.
2 I can revise and edit my writing.
3 R With guidance and support from peers and adults, students strengthen writing as needed by revising and editing
I can make my writing better by revising and editing.
This means that I use suggestions from adults and other students to improve my writing.
nd
Page 67 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.7 K R S P
College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Strand Cluster Writing Research to Build and Present Knowledge
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Apply sources and tools to conduct shared research on a single topic
I can find information on a topic.
2 R Participate in shared research and writing projects
I can work with others to find information and create research and writing projects.
3 R Organize relevant information on a topic (e.g., share information, produce a report)
I can organize my information to be shared with others (create a written/oral report, research projects)
nd
Page 68 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.8 K R S P
College and Career Readiness Anchor Standard Standard Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of source, and integrate the information while avoiding plagiarism.
Recall information from experiences or gather information from provided sources to answer a question.
Strand Cluster Writing Research to Build and Present Knowledge
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recall information I can recall information. 3 R Answer a question:
recalling information from experiences
I can answer a question by using what I already know.
nd
Page 69 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.1 K R S P
College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening toothers with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of ot
b. hers. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Printed Resources
Techno ulatives Strategies Remediation ESL Success Criteria (If Appropriate)
logy Manip Extension
1 K Identify agreed-upon rules for discussion listening and speaking our
I can identify the rules for
room.
2 K others listen, ask questions on listen, ask questions about
Recognize how
topics and move conversations along.
I can recognize how others
the conversation, and keep the conversation going.
3 K second Identify ideas fromgrade topics and texts.
I can identify topics that are right for me.
4 R Determine if agreed-upon discussion rules are being followed.
I can decide (determine) iI have followed discussion
f
rules in our room.
5 R ppropriate to the stions
rs.
Formulate comments and questions atopic of discussion
I can create and share comments and queabout a topic with othe
6 S n Follow agreed-upon rules for discussion
I can follow the discussiorules in our room.
7 S Connect comments to the comments of others
I can listen to the comments of others and add my own comment about the topic.
Scott County Schools 2nd Grade English Language Arts
8 S Participate in conversations about grade 2 topics and er and speaker
rom
texts
I can participate as an active listenabout topics and texts f
Page 70 of 170
Scott County Schools 2nd Grade English Language Arts
my grade level. 9 S
understand topics and text. Ask questions to better I can ask questions to make
sure I understand the topic and text.
Page 71 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.2 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media in formats, including visually, quantitatively, and orally.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recount key ideas and/or details from a text read aloud, from information presented orally, through other media
I can retell key ideas and details from a text read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held device).
2 K Describe key ideas or details from a test read aloud, information presented orally, through other media
I can describe key ideas and details from a test read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held devices).
nd
Page 72 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.3 K R S P
College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue. Strand Cluster Speaking and Listening Comprehension and Collaboration
Scott County Schools 2nd nglish Language Arts Grade E
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify a speaker’s topic or issue
I can identify a speaker’s topic.
2 K Identify situations where information is needed, understanding could be deepened, and comprehension needs to be clarified about what a speaker says.
I can identify times when I need to ask questions to understand the speaker’s topic.
3 R Formulate appropriate questions about what a speaker says in order to clarify comprehension, gather additional information, and deepen understanding of a topic or issue.
I can create appropriate questions to understand the speaker’s topic.
4 R Formulate appropriate answers to questions about what a speaker says in order to clarify comprehension, provide additional information, deepen understanding of a topic or issue
I can create appropriate answers to questions to understand the speaker’s topic.
5 P Ask and answer questions about what a speaker says in order to clarify
I can ask and answer appropriate questions to understand the speaker’s
Page 73 of 170
Scott County Schools 2nd Grade English Language Arts
comprehension, gather additional information, deepen understanding of a topic or issue
topic.
Page 74 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.4 K R S P
College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify appropriate facts and relevant, descriptive details
I can identify appropriate facts and details.
2 K Identify and recall an experience
I can identify and recall something that has happened to me.
3 K Recognize what constitutes a coherent sentence
I can recognize what makes a sentence make sense.
4 K Recognize what constitutes an adequate audible volume
I can recognize the appropriate voice volume that I should use to speak in different situations.
5 R Determine appropriate facts and relevant, descriptive details
I can decide (determine) appropriate facts and details.
6 R Formulate coherent sentences
I can create sentences that make sense.
7 S Tell a story or recount an experience aloud, with appropriate facts, and relevant, descriptive details speaking audibly in coherent sentences
I can tell aloud a story of something that has happened to me with appropriate fats and details using an appropriate voice level when I speak.
nd
Page 75 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.5 K R S P
College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Recount an experience I can tell about something that has happened to me.
4 R Determine when it’s appropriate to clarify ideas, thoughts, and feelings with drawings or other visual displays.
I can decide (determine) when I need to add a drawing or something visual to make my ideas, thoughts, and feelings clearer.
6 S Create audio recordings of stories or poems
I can create audio recordings of stories or poems.
7 S Add drawings/visual displays to stories and experiences
I can add drawings or something visual to my stories.
nd
Page 76 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.6 K R S P
College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
6 R Differentiate when situation calls for speaking in complete sentences
I can decide (determine) when I need to speak in complete sentences.
7 R Formulate a response I can respond appropriately when someone speaks to me.
8 R Interpret requested detail or clarification
I can add detail to be clearer.
9 S Speak in complete sentences when appropriate to task and situation
I can speak in complete sentences when appropriate.
10 S Respond to, answer questions, or clarify
I can answer questions to make things clearer.
nd
Page 77 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.1 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate command of the conventions of standard English grammar and usage when
writing and speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing and
speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched
the movie; the little boy watched the movie; The action movie was watched by the little boy).
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
4 K Know past tense forms of
irregular verbs
I can identify the past tense
form of irregular verbs.
5 K
Identify adjectives and
adverbs
I can identify subjects.
6 I can identify predicates.
7 K
Identify adjectives and
adverbs
I can identify adjectives.
8 I can identify adverbs.
Page 78 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.2 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate command of the convention of standard English capitalization, punctuation,
and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closing of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage to badge, boy to boil)
e. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Apply correct
capitalization
I can use correct
capitalization when
writing.
3 K Capitalize product names I can capitalize the names
of products
4 K Capitalize geographic
names
I can capitalize the names
of geographic places.
5 K Apply correct punctuation I can use correct
punctuation when writing.
6 K Apply correct spelling I can use correct spelling
when writing.
Page 79 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.3 K R S P
College and Career Readiness Anchor Standard Standard
Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Recognize conventions of
language for writing,
speaking, reading, and
listening
I can recognize proper
rules for language when
writing.
3 I can recognize proper
rules for language when
speaking.
4 I can recognize proper
rules for language when
reading.
5 I can recognize proper
rules for language when
listening.
7 R Use knowledge of
language conventions
when writing, reading, and
listening
I can appropriately use
correct language skills and
rules when writing,
reading, and speaking.
8 R Use knowledge of language
when writing, reading, and
listening
I can use appropriate
language when writing,
speaking, and reading.
This means I can make things
sound right, look right, and
make sense when writing,
speaking, and reading.
9 S Use knowledge of language
when speaking
I can use correct language
when speaking.
10 S Use knowledge of language
conventions when speaking
I can use correct language
skills and rules when
speaking.
Page 80 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.4 K R S P
College and Career Readiness Anchor Standard Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning
of words and phrases.
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 K Identify grade appropriate
root words and their
meanings
I can identify root words
and their meanings.
4 K Identify compound words I can identify compound
words.
5 K Identify and define
individual words within a
compound word
I can identify and define
the words that make up a
compound word.
6 K Apply ABD order to
appropriate resources
I can use ABC order with
appropriate material to the
third letter.
7 K Use print glossaries and
beginning dictionaries to
determine or clarify
meanings of words or
phrases
I can use glossaries and
dictionaries to help
understand words or
phrases.
9 R Choose flexibly from an I can choose which
Page 81 of 170
Scott County Schools 2nd Grade English Language Arts
array of vocabulary
strategies
vocabulary strategy I need.
10 R Apply knowledge of
common root words to
problem solve novel words
with same root (e.g.,
addition, additional)
I can use my knowledge of
root words to figure out
new words with the same
root.
11 R Predict the meaning of
compound words by using
the meaning of individual
parts (e.g., birdhouse,
lighthouse, housefly;
bookshelf, notebook,
bookmark)
I can predict the meaning
of compound words by
using the meanings of the
individual words.
12 R Choose to use a glossary or
dictionary (print or digital)
to determine or clarify
meaning of an unknown
word
I can clarify the meaning of
an unknown word by using
a glossary or dictionary.
Page 82 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.5 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate understanding of figurative language, word relationships, and nuances in
word meaning.
Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy.)
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny, scrawny).
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify verbs and
adjectives
I can identify adjectives.
3
K
Demonstrate understanding
of word relationships and
nuances in word meanings
I can identify synonyms.
4 I can identify antonyms.
5 I can identify word
relationships.
6 I can identify small
differences in word
meanings (e.g., toss, hurl,
throw).
7 K Identify real life
connections between words
and their use
I can identify connections
between words and their
use.
8
R
Distinguish meaning
between closely related
verbs
I can tell the difference
between verbs that are very
similar in meaning.
9 I can tell the difference
between adjectives that are
very similar in meaning.
Page 83 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.6 K R S P
College and Career Readiness Anchor Standard Standard
Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify and use adjectives I can identify and use
adjectives.
3
K
Use words and phrases
acquired through
conversations, reading,
being read to, and
responding to texts.
I can use words and
phrases I learned in
conversations.
4 I can use words and
phrases read in a text.
5 I can use words and
phrases that were read to
me.
6 I can use words and
phrases I learned when
speaking or writing about
text.
7
R
Distinguish between words
and phrases acquired
through conversations,
reading, being read to, and
responding to texts.
I can tell the differences
between words and phrases
I learned in conversation.
8 I can tell the differences
between words and phrases
I read.
9 I can tell the differences
between words and phrases
I learned when speaking or
writing about text.
10 R Determine when an I can decide (determine)
Page 84 of 170
Scott County Schools 2nd Grade English Language Arts
adjective or adverb should
be used to describe
when to use an adjective.
11 I can decide (determine)
when to use an adverb.
12
R
Use words and phrases,
including adjectives and
adverbs, acquired through
conversations, reading,
being read to, and
responding to texts
accurately and
appropriately
I can correctly use words
and phrases I learned
through conversations.
13 I can correctly use words
and phrases I learned from
my reading.
14 I can correctly use words
and phrases I learned from
what is read to me.
15 I can correctly use words
and phrases I learned from
reading or writing about
text.
Page 85 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 R Determine the answers of literary text using who, what, where, when, why, and how
I can answer who, what, where, when, why, and how questions.
nd
Page 86 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.2 K R S P
College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development, summarize key supporting details and ideas.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
Strand Cluster Reading Literature Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
5 K Recount details of a story (e.g., fable sand folktales)
I can summarize details of a story.
This means I can retell a story in sequence including character, setting, and plot.
6 R Determine the message, lesson or moral of a story (e.g., fables and folktales)
I can decide (determine) the theme, lesson, or moral of a story.
Scott County Schools 2 Grade English Language Arts nd
Page 87 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Describe how characters in a story respond to major events and challenges.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define character I can define character. 2 K Define major events I can define major events. 3
K Identify major events or challenges of a story
I can define challenges. 4 I can identify major events
or challenges of a story.
5 R Describe how characters respond to major events and challenges
I can describe how characters respond to major events and challenges.
This means I can tell how the characters think, feel, and act about major events and challenges in the story.
nd
Page 88 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.6 K R S P
College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of text. Acknowledge differences in the points of view of characters, including by speaking in a different voice for
each character when reading dialogue aloud. Strand Cluster Reading Literature Craft and Structure
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
9 S Read the dialogue in text using appropriate voices for different characters
I can use what I know about the character to read the dialogue in the text using a voice the character would use.
nd
Page 89 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Use information gained from the illustrations and words used in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Strand Cluster Reading Literature Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
8
K
Understand characters, setting, and plot obtained from illustrations and words in digital text.
I can describe characters from illustrations and words from digital text.
9 I can describe setting from illustrations and words from digital text.
10 I can describe plot from illustrations and words from digital text.
nd
Page 90 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Strand Cluster Reading Literature Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
4 K Identify/understand in literary text (stories and poetry):
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, quantitative, Readers and task) as seen in 1-9 with scaffolding as needed.
I can identify key ideas and details in stories and poetry.
5
R
Comprehend independently in literary text (stories and poetry):
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, Quantitative, and Readers and task) as seen in 1-9 with scaffolding as needed.
I can describe the craft and structure of stories and poetry.
6 I can describe key ideas and details about stories and poetry.
Scott County Schools 2 Grade English Language Arts
nd
Page 91 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.1 K R S P
College and Career Readiness Anchor Standard Standard
Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Identify key details in an
informational text
I can define nonfiction text.
2 I can identify key details.
3 K Describe key details in an
informational text using the
questions who, what,
when, where, why, and
how
I can describe key details
using the questions who,
what, when, where, why,
and how.
4 R Determine the answer to
questions about
informational text using the
questions who, what,
when, where, why, and
how.
I can answer who, what,
when, where, why, and
how questions.
Page 92 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.2 K R S P
College and Career Readiness Anchor Standard Standard
Determine central ideas of a theme of a text and analyze their development, summarize the
key supporting details and ideas.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize the main topic
of multi-paragraph
informational text
I can recognize the main
topic of a text with more
than one paragraph.
2 K Identify the focus of
specific paragraphs that
support the main topic of a
text.
I can identify each
paragraph’s main idea and
explain how it supports the
main topic of a text.
Page 93 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.3 K R S P
College and Career Readiness Anchor Standard Standard
Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
4 K Identify the steps in a
procedure
I can identify the steps of a
process in a text.
5
R
Describe the connection
that occurs in a text
between a series of:
Historical events
Scientific ideas or
concepts
The steps from a
procedure
I can describe the
connection between the
text and historical events.
6 I can describe the
connection between text
and scientific ideas.
7 I can describe why the
steps of a process are
important to the text.
Page 94 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.4 K R S P
College and Career Readiness Anchor Standard Standard
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
Determine the meaning of words and phrases in a text, relevant to a grade 2 topic or subject area.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify words and phrases
in a text relevant to a grade
2 topic or subject area
I can identify words and
phrases in a text or subject
area that connect to what
we are learning in class.
2 R Determine meaning of
words and phrases in a text
relevant to a grade 2 topic
or subject area
I can decide (determine)
the meaning of words and
phrases in a text that
connect to what we are
learning in class.
Page 95 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.5 K R S P
College and Career Readiness Anchor Standard Standard
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.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts and information in a text efficiently.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify various text
features
I can identify different text
features (e.g., captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, icons).
2 K Determine how readers use
different text features
I can decide (determine)
how readers use different
text features (e.g., captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, icons).
3 K Use various text features to
locate key facts or
information in a text.
I can use different text
features to locate key facts
or information in a text
(e.g., captions, bold print,
subheadings, glossaries,
indexes, electronic menus,
icons).
Page 96 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.6 K R S P
College and Career Readiness Anchor Standard Standard
Assess how point of view or purpose shapes the content and style of a text. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the author’s
purpose
I can identify the author’s
purpose.
2 K Identify the main idea I can identify the main
idea.
3 K Identify what the author
wants to answer, explain,
or describe
I can explain what the
author is trying to get
across to the reader.
Page 97 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Understand the terms: • Explain • Contribute • Clarify
I can tell what explain means.
3 I can tell what contribute means.
4 I can tell what clarify means.
5 R Discuss how specific I can discuss how specific
images add to and clarify informational text
images (e.g., diagrams pictures, charts, etc.) addinformation and clarify the text.
Scott County Schools 2 Grade English Language Arts
nd
Page 98 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.8 K R S P
College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Describe how reasons support specific points the author makes in a text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the key points in a text
I can identify the key points the author makes in a text.
2 K Identify details that support key points
I can identify two or more details that support key points.
3 R Describe how reasons support the author’s specific points
I can describe how details from the story support the author’s points.
nd
Page 99 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.9 K R S P
College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Compare and contrast the most important points presented by two texts on the same topic.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the important points presented in two informational texts on the same topic
I can identify the important points in different texts on the same topic.
2 R Compare the important point sin two informational texts on the same topic.
I can compare two texts on the same topic (e.g., t-charts, venn diagrams, or other organizers).
This means I can explain which important points are the same from two texts.
3 R Contrast the important points in two informational texts on the same topic
I can contrast two texts on the same topic (e.g., t-charts, venn diagrams, or other organizers).
This means I can explain which important points are different from two texts.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, in the 2-3 text complexity bands proficiently, with scaffolding as needed at the high end of the range. Strand Cluster
Reading Informational Text Range of Reading and Level of Text Complexity
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Identify/understand in an informational text:
• Key ideas and details • Craft and structure • Knowledge and ideas
at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 independently and proficiently.
I can identify key ideas and details in a text.
2 I can identify craft and structure in a text.
This means I can identify and understand the way an author uses words and phrases to convey a message and how a text is organized.
3
R
Comprehend independently in an informational text:
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 independently and proficiently.
I can comprehend on my own, key ideas and details in a text.
4 I can comprehend craft and structure in a text.
nd
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RF.3 K R S P
College and Career Readiness Anchor Standard Standard
Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Strand Cluster
Reading: Foundational Skills Phonics and Word Recognition
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Know grade-level phonics
and word analysis skills in
decoding words
I can use different
strategies to decode words.
2 I can recognize the rules
for short and long vowel
sounds.
3 I can identify long vowel
and short sounds in one-
syllable words.
4 I can identify long and
short sounds made by
vowel teams.
12 R Apply grade-level phonics
and word analysis skills in
decoding words.
I can read unfamiliar words
by quickly by using
different strategies (root
words, chunks, prefixes,
suffixes)
13 S Read grade-appropriate
irregularly spelled words
I can read words on my
grade level that do not
follow the spelling rules.
5 K Know the rules for long
vowels in two-syllable
words
I can identify the rules for
long vowels in two-syllable
words.
Page 102 of 170
Scott County Schools 2nd Grade English Language Arts
6 K Read two-syllable words
with long vowel sounds
I can read two-syllable
words with long vowel
sounds.
7
K Recognize a prefix and a
suffix in words
I can recognize a prefix in
words.
8 I can recognize a suffix in
words.
9 I can read common
prefixes and suffixes.
10 I can read words with
common prefixes and
suffixes.
11 K Recognize that some words
have inconsistent spelling-
sound correspondence
(e.g., cow, row, bow, or
pint, mint)
I can recognize that some
words are not spelled like
they sound.
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Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RF.4 K R S P
College and Career Readiness Anchor Standard Standard
Foundational Skills Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Strand Cluster
Reading: Foundational Skills Fluency
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K To support comprehension:
identify the purpose and
understand the text
I can identify the author’s
purpose of the passage.
2 K To support comprehension:
identify oral reading with
accuracy, appropriate rate,
and expression on
successive readings
I can identify fluent oral
reading.
3 K To support comprehension:
identify rereading, when
necessary, as a strategy
when confirming or self-
correcting words in text
I can identify when to
reread to check on myself
and correct errors that
don’t make sense, sound
right, or look right.
4 K To support comprehension:
understand how context
can help to confirm or self-
correct word recognition
I can identify how
checking and self-
correcting can help me
make sense of the passage.
5 R To support comprehension:
determine the purpose for
reading on-level text
I can decide (determine)
why it is important for me
to read on my level.
This means I will choose
books that are not too easy
or too hard for me and
explain why those books
are right for me.
6 R To support comprehension:
apply reading strategies to
be used with text for
accuracy, appropriate rate,
I can figure out words
quickly as I read using
many different strategies.
This means I can use
strategies such as slide my
finger, reread, using words
I know, noticing endings,
Page 104 of 170
Scott County Schools 2nd Grade English Language Arts
and expression on
successive readings
chunking to figure out
unknown words.
7 R To support comprehension:
confirm or self-correct
word recognition and
understanding by using
context.
I can self-correct by
thinking about what makes
sense in the passage.
8 S To support comprehension:
read on-level text fluently
and accurately
I can read on-level texts
fluently.
9 S To support comprehension:
reread with fluency as
necessary
I can reread with fluency.
10 S Read with accuracy,
appropriate rate, expression
on successive readings
I can read fluently. This means I can read
between 75-125 words a
minute by the end of the
year.
Page 105 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.1 K R S P
College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and to provide a concluding statement or section. Strand Cluster
Writing Text Types and Purposes
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
7 R Formulate and articulate an opinion about a text or topic
I can state my opinion about a text or topic.
8 R Generate supporting reasons for stated opinions.
I can give reasons for my opinion.
This means I can give 2-3 reasons that support my opinion.
9 R Organize writing to introduce, support, and conclude
I can write an opinion piece and organize it.
This means I can write an introduction, supporting paragraphs, and a conclusion.
11 P Write an opinion piece which:
• Introduces the topic or book
• States an opinion • Supplies at least 2
supporting reasons for the opinion
• Uses effective words to link opinions and reasons
• Provides a concluding statement or section
I can write an opinion piece with an introduction, at least 2 supporting reasons, linking words, and a conclusion.
nd
Page 106 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.2 K R S P
College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or selection.
Strand Cluster Writing Text Types and Purposes
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
7 R Use facts and definitions appropriately to develop points
I can use facts and definitions to support my topic.
This means I can give three facts about my topic that support it.
8 R Determine an appropriate concluding statement or section
I can decide (determine) an appropriate conclusion for my writing.
nd
Page 107 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.5 K R S P
College and Career Readiness Anchor Standard Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Strand Cluster Writing Production and Distribution of Writing
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
With guidance and support from adults and peers, students recognize how to:
• Focus on a topic • Revise and edit
I can focus on a topic for my writing.
2 I can revise and edit my writing.
3 R With guidance and support from peers and adults, students strengthen writing as needed by revising and editing
I can make my writing better by revising and editing.
This means that I use suggestions from adults and other students to improve my writing.
nd
Page 108 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.6 K R S P
College and Career Readiness Anchor Standard Standard Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Strand Cluster Writing Production and Distribution of Writing
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With guidance and support, use basic computer skills (e.g., turn on computer, log on, use common software, basic word processing tools)
I can use the computer (e.g., turn on, log on, use common software, basic word processing).
nd
Page 109 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.7 K R S P
College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Strand Cluster Writing Research to Build and Present Knowledge
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Apply sources and tools to conduct shared research on a single topic
I can find information on a topic.
2 R Participate in shared research and writing projects
I can work with others to find information and create research and writing projects.
3 R Organize relevant information on a topic (e.g., share information, produce a report)
I can organize my information to be shared with others (create a written/oral report, research projects)
nd
Page 110 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.8 K R S P
College and Career Readiness Anchor Standard Standard Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of source, and integrate the information while avoiding plagiarism.
Recall information from experiences or gather information from provided sources to answer a question.
Strand Cluster Writing Research to Build and Present Knowledge
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recall information I can recall information. 3 K Gather information from
sources I can gather information from several sources (books, internet, interviews, articles, newspapers)
3 R Answer a question recalling information from experiences
I can answer a question by using what I already know.
4 R Answer a question using information from a provided source or multiple sources
I can answer a question by looking back at my sources (books, internet, interviews, articles, newspapers)
nd
Page 111 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.1 K R S P
College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening toothers with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of ot
b. hers. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Printed Resources
Techno ulatives Strategies Remediation ESL Success Criteria (If Appropriate)
logy Manip Extension
1 K Identify agreed-upon rules for discussion listening and speaking our
I can identify the rules for
room.
2 K others listen, ask questions on listen, ask questions about
Recognize how
topics and move conversations along.
I can recognize how others
the conversation, and keep the conversation going.
3 K second Identify ideas fromgrade topics and texts.
I can identify topics that are right for me.
4 R Determine if agreed-upon discussion rules are being followed.
I can decide (determine) iI have followed discussion
f
rules in our room.
5 R ppropriate to the stions
rs.
Formulate comments and questions atopic of discussion
I can create and share comments and queabout a topic with othe
6 S n Follow agreed-upon rules for discussion
I can follow the discussiorules in our room.
7 S Connect comments to the comments of others
I can listen to the comments of others and add my own comment about the topic.
Scott County Schools 2nd Grade English Language Arts
8 S Participate in conversations about grade 2 topics and er and speaker
rom
texts
I can participate as an active listenabout topics and texts f
Page 112 of 170
Scott County Schools 2nd Grade English Language Arts
my grade level. 9 S
understand topics and text. Ask questions to better I can ask questions to make
sure I understand the topic and text.
Page 113 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.2 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media in formats, including visually, quantitatively, and orally.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recount key ideas and/or details from a text read aloud, from information presented orally, through other media
I can retell key ideas and details from a text read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held device).
2 K Describe key ideas or details from a test read aloud, information presented orally, through other media
I can describe key ideas and details from a test read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held devices).
nd
Page 114 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.3 K R S P
College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue. Strand Cluster Speaking and Listening Comprehension and Collaboration
Scott County Schools 2nd nglish Language Arts Grade E
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify a speaker’s topic or issue
I can identify a speaker’s topic.
2 K Identify situations where information is needed, understanding could be deepened, and comprehension needs to be clarified about what a speaker says.
I can identify times when I need to ask questions to understand the speaker’s topic.
3 R Formulate appropriate questions about what a speaker says in order to clarify comprehension, gather additional information, and deepen understanding of a topic or issue.
I can create appropriate questions to understand the speaker’s topic.
4 R Formulate appropriate answers to questions about what a speaker says in order to clarify comprehension, provide additional information, deepen understanding of a topic or issue
I can create appropriate answers to questions to understand the speaker’s topic.
5 P Ask and answer questions about what a speaker says in order to clarify
I can ask and answer appropriate questions to understand the speaker’s
Page 115 of 170
Scott County Schools 2nd Grade English Language Arts
comprehension, gather additional information, deepen understanding of a topic or issue
topic.
Page 116 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.4 K R S P
College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify appropriate facts and relevant, descriptive details
I can identify appropriate facts and details.
2 K Identify and recall an experience
I can identify and recall something that has happened to me.
3 K Recognize what constitutes a coherent sentence
I can recognize what makes a sentence make sense.
4 K Recognize what constitutes an adequate audible volume
I can recognize the appropriate voice volume that I should use to speak in different situations.
5 R Determine appropriate facts and relevant, descriptive details
I can decide (determine) appropriate facts and details.
6 R Formulate coherent sentences
I can create sentences that make sense.
7 S Tell a story or recount an experience aloud, with appropriate facts, and relevant, descriptive details speaking audibly in coherent sentences
I can tell aloud a story of something that has happened to me with appropriate fats and details using an appropriate voice level when I speak.
nd
Page 117 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.5 K R S P
College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Recount an experience I can tell about something that has happened to me.
3 K Know how to create an audio recording
I can tell how to create an audio recording.
4 R Determine when it’s appropriate to clarify ideas, thoughts, and feelings with drawings or other visual displays.
I can decide (determine) when I need to add a drawing or something visual to make my ideas, thoughts, and feelings clearer.
5 R Clarify ideas, thoughts, feeling by adding drawings/visual displays
I can make my ideas, thoughts, and feelings clearer by adding drawings or something visual.
6 S Create audio recordings of stories or poems
I can create audio recordings of stories or poems.
7 S Add drawings/visual displays to stories and experiences
I can add drawings or something visual to my stories.
nd
Page 118 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.6 K R S P
College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
6 R Differentiate when situation calls for speaking in complete sentences
I can decide (determine) when I need to speak in complete sentences.
7 R Formulate a response I can respond appropriately when someone speaks to me.
8 R Interpret requested detail or clarification
I can add detail to be clearer.
9 S Speak in complete sentences when appropriate to task and situation
I can speak in complete sentences when appropriate.
10 S Respond to, answer questions, or clarify
I can answer questions to make things clearer.
nd
Page 119 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.1 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate command of the conventions of standard English grammar and usage when
writing and speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing and
speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched
the movie; the little boy watched the movie; The action movie was watched by the little boy).
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
7 K
Identify adjectives and
adverbs
I can identify adjectives.
8 I can identify adverbs.
9 R Demonstrate command of
the conventions of standard
English grammar and
usage when writing:
Use collective nouns
Form irregular plural
nouns
Use reflexive
pronouns
Use past tense of
irregular verbs
Choose between
adjectives and
adverbs
Rearrange complete
simple and compound
sentences
I can use (demonstrate)
appropriate grammar when
writing.
This means I can use
collective nouns, irregular
plural nouns, reflexive
pronouns, past tense of
irregular verbs, choose
between adjectives and
adverbs, and rearrange
complete simple and
compound sentences
independently in my
writing.
10 S Demonstrate command of
the conventions of standard
I can use (demonstrate)
appropriate grammar when
This means I can use
collective nouns, irregular
Page 120 of 170
Scott County Schools 2nd Grade English Language Arts
English grammar and
usage when writing:
Use collective nouns
Form irregular plural
nouns
Use reflexive
pronouns
Use past tense of
irregular verbs
Choose between
adjectives and
adverbs
Rearrange complete
simple and compound
sentences
Produce, expand, and
rearrange complete
simple and compound
sentences
speaking. plural nouns, reflexive
pronouns, past tense of
irregular verbs, choose
between adjectives and
adverbs, change word
order in complete simple
and compound sentences
independently when I
speak.
Page 121 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.2 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate command of the convention of standard English capitalization, punctuation,
and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closing of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage to badge, boy to boil)
e. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Apply correct
capitalization
I can use correct
capitalization when
writing.
3 K Capitalize product names I can capitalize the names
of products
4 K Capitalize geographic
names
I can capitalize the names
of geographic places.
5 K Apply correct punctuation I can use correct
punctuation when writing.
6 K Apply correct spelling I can use correct spelling
when writing.
7 K Use commas in greetings
and closing of letters
I can use commas in
greetings and closings of
letters.
8
K
Use an apostrophe to form
contractions and frequently
occurring possessives.
I can use apostrophes in
contractions.
9 I can use apostrophes in
possessives.
10 K Use spelling rules and
patterns.
I can use spelling rules and
patterns.
11 K Use reference materials, I can use reference This means I can use
Page 122 of 170
Scott County Schools 2nd Grade English Language Arts
including beginning
dictionaries, as needed to
check and correct spelling
materials to check and
correct my spelling.
dictionaries and spell check
on the computer to check
and correct my spelling.
Page 123 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.3 K R S P
College and Career Readiness Anchor Standard Standard
Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Recognize conventions of
language for writing,
speaking, reading, and
listening
I can recognize proper
rules for language when
writing.
3 I can recognize proper
rules for language when
speaking.
4 I can recognize proper
rules for language when
reading.
5 I can recognize proper
rules for language when
listening.
7 R Use knowledge of
language conventions
when writing, reading, and
listening
I can appropriately use
correct language skills and
rules when writing,
reading, and speaking.
8 R Use knowledge of language
when writing, reading, and
listening
I can use appropriate
language when writing,
speaking, and reading.
This means I can make things
sound right, look right, and
make sense when writing,
speaking, and reading.
9 S Use knowledge of language
when speaking
I can use correct language
when speaking.
10 S Use knowledge of language
conventions when speaking
I can use correct language
skills and rules when
speaking.
Page 124 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.4 K R S P
College and Career Readiness Anchor Standard Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning
of words and phrases.
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify context clues
within sentences and know
how to use these to
construct meaning of
unknown or multiple
meaning words
I can identify context clues
and explain how they help
figure the meaning of
unknown words or multiple
meaning words.
3 K Identify grade appropriate
root words and their
meanings
I can identify root words
and their meanings.
6 K Apply ABD order to
appropriate resources
I can use ABC order with
appropriate material to the
third letter.
8 K Use digital glossaries and
beginning dictionaries to
determine or clarify the
meaning of words or
phrases
I can use digital glossaries
and dictionaries to help
understand words or
phrases.
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Scott County Schools 2nd Grade English Language Arts
9 R Choose flexibly from an
array of vocabulary
strategies
I can choose which
vocabulary strategy I need.
10 R Apply knowledge of
common root words to
problem solve novel words
with same root (e.g.,
addition, additional)
I can use my knowledge of
root words to figure out
new words with the same
root.
Page 126 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.5 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate understanding of figurative language, word relationships, and nuances in
word meaning.
Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy.)
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny, scrawny).
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify verbs and
adjectives
I can identify adjectives.
7 K Identify real life
connections between words
and their use
I can identify connections
between words and their
use.
9 R Distinguish meaning
between closely related
verbs
I can tell the difference
between adjectives that are
very similar in meaning.
Page 127 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.6 K R S P
College and Career Readiness Anchor Standard Standard
Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Identify and use adverbs I can identify and use
adverbs.
3
K
Use words and phrases
acquired through
conversations, reading,
being read to, and
responding to texts.
I can use words and
phrases I learned in
conversations.
4 I can use words and
phrases read in a text.
5 I can use words and
phrases that were read to
me.
6 I can use words and
phrases I learned when
speaking or writing about
text.
7
R
Distinguish between words
and phrases acquired
through conversations,
reading, being read to, and
responding to texts.
I can tell the differences
between words and phrases
I learned in conversation.
8 I can tell the differences
between words and phrases
I read.
9 I can tell the differences
between words and phrases
I learned when speaking or
writing about text.
10 R Determine when an I can decide (determine)
Page 128 of 170
Scott County Schools 2nd Grade English Language Arts
adjective or adverb should
be used to describe
when to use an adjective.
11 I can decide (determine)
when to use an adverb.
12
R
Use words and phrases,
including adjectives and
adverbs, acquired through
conversations, reading,
being read to, and
responding to texts
accurately and
appropriately
I can correctly use words
and phrases I learned
through conversations.
13 I can correctly use words
and phrases I learned from
my reading.
14 I can correctly use words
and phrases I learned from
what is read to me.
15 I can correctly use words
and phrases I learned from
reading or writing about
text.
Page 129 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.2 K R S P
College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development, summarize key supporting details and ideas.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
Strand Cluster Reading Literature Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
5 K Recount details of a story (e.g., fable sand folktales)
I can summarize details of a story.
This means I can retell a story in sequence including character, setting, and plot.
6 R Determine the message, lesson or moral of a story (e.g., fables and folktales)
I can decide (determine) the theme, lesson, or moral of a story.
Scott County Schools 2 Grade English Language Arts nd
Page 130 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Describe how characters in a story respond to major events and challenges.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define character I can define character. 2 K Define major events I can define major events. 3
K Identify major events or challenges of a story
I can define challenges. 4 I can identify major events
or challenges of a story.
5 R Describe how characters respond to major events and challenges
I can describe how characters respond to major events and challenges.
This means I can tell how the characters think, feel, and act about major events and challenges in the story.
nd
Page 131 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.4 K R S P
College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Strand Cluster Reading Literature Craft and Structure
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K Identify alliteration and other types of figurative language
I can define alliteration. 3 I can define figurative
language.
4 I can identify alliteration and other types of figurative language.
5 K Recognize regular beats and repeated lines in a story, poem, and song
I can recognize regular beats and repeated lines in a story, poem, and song.
6 K Recognize rhythm within a story, poem, song
I can recognize rhythm within a story, poem, and song.
7 R Describe how words and phrases supply rhythm or impact meaning in a story, poem, song.
I can describe how words and phrases give rhythm to a story, poem, or song.
nd
Page 132 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RL.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Strand Cluster Reading Literature Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
4 K Identify/understand in literary text (stories and poetry):
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, quantitative, Readers and task) as seen in 1-9 with scaffolding as needed.
I can identify key ideas and details in stories and poetry.
5
R
Comprehend independently in literary text (stories and poetry):
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, Quantitative, and Readers and task) as seen in 1-9 with scaffolding as needed.
I can describe the craft and structure of stories and poetry.
6 I can describe key ideas and details about stories and poetry.
Scott County Schools 2 Grade English Language Arts
nd
Page 133 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.1 K R S P
College and Career Readiness Anchor Standard Standard
Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Identify key details in an
informational text
I can define nonfiction text.
2 I can identify key details.
3 K Describe key details in an
informational text using the
questions who, what,
when, where, why, and
how
I can describe key details
using the questions who,
what, when, where, why,
and how.
4 R Determine the answer to
questions about
informational text using the
questions who, what,
when, where, why, and
how.
I can answer who, what,
when, where, why, and
how questions.
Page 134 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.2 K R S P
College and Career Readiness Anchor Standard Standard
Determine central ideas of a theme of a text and analyze their development, summarize the
key supporting details and ideas.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize the main topic
of multi-paragraph
informational text
I can recognize the main
topic of a text with more
than one paragraph.
2 K Identify the focus of
specific paragraphs that
support the main topic of a
text.
I can identify each
paragraph’s main idea and
explain how it supports the
main topic of a text.
Page 135 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.3 K R S P
College and Career Readiness Anchor Standard Standard
Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
Strand Cluster
Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
4 K Identify the steps in a
procedure
I can identify the steps of a
process in a text.
5
R
Describe the connection
that occurs in a text
between a series of:
Historical events
Scientific ideas or
concepts
The steps from a
procedure
I can describe the
connection between the
text and historical events.
6 I can describe the
connection between text
and scientific ideas.
7 I can describe why the
steps of a process are
important to the text.
Page 136 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.4 K R S P
College and Career Readiness Anchor Standard Standard
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
Determine the meaning of words and phrases in a text, relevant to a grade 2 topic or subject area.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify words and phrases
in a text relevant to a grade
2 topic or subject area
I can identify words and
phrases in a text or subject
area that connect to what
we are learning in class.
2 R Determine meaning of
words and phrases in a text
relevant to a grade 2 topic
or subject area
I can decide (determine)
the meaning of words and
phrases in a text that
connect to what we are
learning in class.
Page 137 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.5 K R S P
College and Career Readiness Anchor Standard Standard
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.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts and information in a text efficiently.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify various text
features
I can identify different text
features (e.g., captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, icons).
2 K Determine how readers use
different text features
I can decide (determine)
how readers use different
text features (e.g., captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, icons).
3 K Use various text features to
locate key facts or
information in a text.
I can use different text
features to locate key facts
or information in a text
(e.g., captions, bold print,
subheadings, glossaries,
indexes, electronic menus,
icons).
Page 138 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RI.6 K R S P
College and Career Readiness Anchor Standard Standard
Assess how point of view or purpose shapes the content and style of a text. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Strand Cluster
Reading Informational Text Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the author’s
purpose
I can identify the author’s
purpose.
2 K Identify the main idea I can identify the main
idea.
3 K Identify what the author
wants to answer, explain,
or describe
I can explain what the
author is trying to get
across to the reader.
Page 139 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Understand the terms: • Explain • Contribute • Clarify
I can tell what explain means.
3 I can tell what contribute means.
4 I can tell what clarify means.
Scott County Schools 2 Grade English Language Arts
nd
Page 140 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.8 K R S P
College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Describe how reasons support specific points the author makes in a text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the key points in a text
I can identify the key points the author makes in a text.
2 K Identify details that support key points
I can identify two or more details that support key points.
3 R Describe how reasons support the author’s specific points
I can describe how details from the story support the author’s points.
nd
Page 141 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.9 K R S P
College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Compare and contrast the most important points presented by two texts on the same topic.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the important points presented in two informational texts on the same topic
I can identify the important points in different texts on the same topic.
2 R Compare the important point sin two informational texts on the same topic.
I can compare two texts on the same topic (e.g., t-charts, venn diagrams, or other organizers).
This means I can explain which important points are the same from two texts.
3 R Contrast the important points in two informational texts on the same topic
I can contrast two texts on the same topic (e.g., t-charts, venn diagrams, or other organizers).
This means I can explain which important points are different from two texts.
nd
Page 142 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.RI.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, in the 2-3 text complexity bands proficiently, with scaffolding as needed at the high end of the range. Strand Cluster
Reading Informational Text Range of Reading and Level of Text Complexity
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Identify/understand in an informational text:
• Key ideas and details • Craft and structure • Knowledge and ideas
at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 independently and proficiently.
I can identify key ideas and details in a text.
2 I can identify craft and structure in a text.
This means I can identify and understand the way an author uses words and phrases to convey a message and how a text is organized.
3
R
Comprehend independently in an informational text:
• Key ideas and details • Craft and structure • Integration of
knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 independently and proficiently.
I can comprehend on my own, key ideas and details in a text.
4 I can comprehend craft and structure in a text.
nd
Page 143 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RF.3 K R S P
College and Career Readiness Anchor Standard Standard
Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Strand Cluster
Reading: Foundational Skills Phonics and Word Recognition
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Know grade-level phonics
and word analysis skills in
decoding words
I can use different
strategies to decode words.
2 I can recognize the rules
for short and long vowel
sounds.
3 I can identify long vowel
and short sounds in one-
syllable words.
4 I can identify long and
short sounds made by
vowel teams.
12 R Apply grade-level phonics
and word analysis skills in
decoding words.
I can read unfamiliar words
by quickly by using
different strategies (root
words, chunks, prefixes,
suffixes)
13 S Read grade-appropriate
irregularly spelled words
I can read words on my
grade level that do not
follow the spelling rules.
5 K Know the rules for long
vowels in two-syllable
words
I can identify the rules for
long vowels in two-syllable
words.
Page 144 of 170
Scott County Schools 2nd Grade English Language Arts
6 K Read two-syllable words
with long vowel sounds
I can read two-syllable
words with long vowel
sounds.
7
K Recognize a prefix and a
suffix in words
I can recognize a prefix in
words.
8 I can recognize a suffix in
words.
9 I can read common
prefixes and suffixes.
10 I can read words with
common prefixes and
suffixes.
11 K Recognize that some words
have inconsistent spelling-
sound correspondence
(e.g., cow, row, bow, or
pint, mint)
I can recognize that some
words are not spelled like
they sound.
Page 145 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.RF.4 K R S P
College and Career Readiness Anchor Standard Standard
Foundational Skills Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Strand Cluster
Reading: Foundational Skills Fluency
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K To support comprehension:
identify the purpose and
understand the text
I can identify the author’s
purpose of the passage.
2 K To support comprehension:
identify oral reading with
accuracy, appropriate rate,
and expression on
successive readings
I can identify fluent oral
reading.
3 K To support comprehension:
identify rereading, when
necessary, as a strategy
when confirming or self-
correcting words in text
I can identify when to
reread to check on myself
and correct errors that
don’t make sense, sound
right, or look right.
4 K To support comprehension:
understand how context
can help to confirm or self-
correct word recognition
I can identify how
checking and self-
correcting can help me
make sense of the passage.
5 R To support comprehension:
determine the purpose for
reading on-level text
I can decide (determine)
why it is important for me
to read on my level.
This means I will choose
books that are not too easy
or too hard for me and
explain why those books
are right for me.
6 R To support comprehension:
apply reading strategies to
be used with text for
accuracy, appropriate rate,
I can figure out words
quickly as I read using
many different strategies.
This means I can use
strategies such as slide my
finger, reread, using words
I know, noticing endings,
Page 146 of 170
Scott County Schools 2nd Grade English Language Arts
and expression on
successive readings
chunking to figure out
unknown words.
7 R To support comprehension:
confirm or self-correct
word recognition and
understanding by using
context.
I can self-correct by
thinking about what makes
sense in the passage.
8 S To support comprehension:
read on-level text fluently
and accurately
I can read on-level texts
fluently.
9 S To support comprehension:
reread with fluency as
necessary
I can reread with fluency.
10 S Read with accuracy,
appropriate rate, expression
on successive readings
I can read fluently. This means I can read
between 75-125 words a
minute by the end of the
year.
Page 147 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.2 K R S P
College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or selection.
Strand Cluster Writing Text Types and Purposes
Scott County Schools 2 Grade English Language Arts nd
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
9 P Write an informative/explanatory text that:
• Focuses on a specific topic
• Uses facts and definitions to develop the topic
• Includes a concluding statement or section
I can write an informative/explanatory piece that has a topic, at least three facts about the topic, and a conclusion.
Page 148 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.5 K R S P
College and Career Readiness Anchor Standard Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Strand Cluster Writing Production and Distribution of Writing
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
With guidance and support from adults and peers, students recognize how to:
• Focus on a topic • Revise and edit
I can focus on a topic for my writing.
2 I can revise and edit my writing.
3 R With guidance and support from peers and adults, students strengthen writing as needed by revising and editing
I can make my writing better by revising and editing.
This means that I use suggestions from adults and other students to improve my writing.
nd
Page 149 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.6 K R S P
College and Career Readiness Anchor Standard Standard Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Strand Cluster Writing Production and Distribution of Writing
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With guidance and support, use basic computer skills (e.g., turn on computer, log on, use common software, basic word processing tools)
I can use the computer (e.g., turn on, log on, use common software, basic word processing).
2 R With guidance and support, choose digital tools for producing and publishing writing
I can choose technology to produce and publish my writing.
3 S With guidance and support, use technology to produce and publish writing individually and with peers
I can use technology to produce and publish my writing.
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.7 K R S P
College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Strand Cluster Writing Research to Build and Present Knowledge
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Apply sources and tools to conduct shared research on a single topic
I can find information on a topic.
2 R Participate in shared research and writing projects
I can work with others to find information and create research and writing projects.
3 R Organize relevant information on a topic (e.g., share information, produce a report)
I can organize my information to be shared with others (create a written/oral report, research projects)
nd
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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.W.8 K R S P
College and Career Readiness Anchor Standard Standard Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of source, and integrate the information while avoiding plagiarism.
Recall information from experiences or gather information from provided sources to answer a question.
Strand Cluster Writing Research to Build and Present Knowledge
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recall information I can recall information. 3 K Gather information from
sources I can gather information from several sources (books, internet, interviews, articles, newspapers)
3 R Answer a question recalling information from experiences
I can answer a question by using what I already know.
4 R Answer a question using information from a provided source or multiple sources
I can answer a question by looking back at my sources (books, internet, interviews, articles, newspapers)
nd
Page 152 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.1 K R S P
College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening toothers with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of ot
b. hers. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Printed Resources
Techno ulatives Strategies Remediation ESL Success Criteria (If Appropriate)
logy Manip Extension
1 K Identify agreed-upon rules for discussion listening and speaking our
I can identify the rules for
room.
2 K others listen, ask questions on listen, ask questions about
Recognize how
topics and move conversations along.
I can recognize how others
the conversation, and keep the conversation going.
3 K second Identify ideas fromgrade topics and texts.
I can identify topics that are right for me.
4 R Determine if agreed-upon discussion rules are being followed.
I can decide (determine) iI have followed discussion
f
rules in our room.
5 R ppropriate to the stions
rs.
Formulate comments and questions atopic of discussion
I can create and share comments and queabout a topic with othe
6 S n Follow agreed-upon rules for discussion
I can follow the discussiorules in our room.
7 S Connect comments to the comments of others
I can listen to the comments of others and add my own comment about the topic.
Scott County Schools 2nd Grade English Language Arts
8 S Participate in conversations about grade 2 topics and er and speaker
rom
texts
I can participate as an active listenabout topics and texts f
Page 153 of 170
Scott County Schools 2nd Grade English Language Arts
my grade level. 9 S
understand topics and text. Ask questions to better I can ask questions to make
sure I understand the topic and text.
Page 154 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.2 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media in formats, including visually, quantitatively, and orally.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recount key ideas and/or details from a text read aloud, from information presented orally, through other media
I can retell key ideas and details from a text read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held device).
2 K Describe key ideas or details from a test read aloud, information presented orally, through other media
I can describe key ideas and details from a test read aloud, from listening to someone speak, or by listening to other sources (e.g., T.V., computer, radio, hand held devices).
nd
Page 155 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.3 K R S P
College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue. Strand Cluster Speaking and Listening Comprehension and Collaboration
Scott County Schools 2nd nglish Language Arts Grade E
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify a speaker’s topic or issue
I can identify a speaker’s topic.
2 K Identify situations where information is needed, understanding could be deepened, and comprehension needs to be clarified about what a speaker says.
I can identify times when I need to ask questions to understand the speaker’s topic.
3 R Formulate appropriate questions about what a speaker says in order to clarify comprehension, gather additional information, and deepen understanding of a topic or issue.
I can create appropriate questions to understand the speaker’s topic.
4 R Formulate appropriate answers to questions about what a speaker says in order to clarify comprehension, provide additional information, deepen understanding of a topic or issue
I can create appropriate answers to questions to understand the speaker’s topic.
5 P Ask and answer questions about what a speaker says in order to clarify
I can ask and answer appropriate questions to understand the speaker’s
Page 156 of 170
Scott County Schools 2nd Grade English Language Arts
comprehension, gather additional information, deepen understanding of a topic or issue
topic.
Page 157 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.4 K R S P
College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify appropriate facts and relevant, descriptive details
I can identify appropriate facts and details.
2 K Identify and recall an experience
I can identify and recall something that has happened to me.
3 K Recognize what constitutes a coherent sentence
I can recognize what makes a sentence make sense.
4 K Recognize what constitutes an adequate audible volume
I can recognize the appropriate voice volume that I should use to speak in different situations.
5 R Determine appropriate facts and relevant, descriptive details
I can decide (determine) appropriate facts and details.
6 R Formulate coherent sentences
I can create sentences that make sense.
7 S Tell a story or recount an experience aloud, with appropriate facts, and relevant, descriptive details speaking audibly in coherent sentences
I can tell aloud a story of something that has happened to me with appropriate fats and details using an appropriate voice level when I speak.
nd
Page 158 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.5 K R S P
College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Recount an experience I can tell about something that has happened to me.
4 R Determine when it’s appropriate to clarify ideas, thoughts, and feelings with drawings or other visual displays.
I can decide (determine) when I need to add a drawing or something visual to make my ideas, thoughts, and feelings clearer.
5 R Clarify ideas, thoughts, feeling by adding drawings/visual displays
I can make my ideas, thoughts, and feelings clearer by adding drawings or something visual.
7 S Add drawings/visual displays to stories and experiences
I can add drawings or something visual to my stories.
nd
Page 159 of 170
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.SL.6 K R S P
College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
Strand Cluster Speaking and Listening Presentation of Knowledge and ideas
Scott County Schools 2 Grade English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
6 R Differentiate when situation calls for speaking in complete sentences
I can decide (determine) when I need to speak in complete sentences.
7 R Formulate a response I can respond appropriately when someone speaks to me.
8 R Interpret requested detail or clarification
I can add detail to be clearer.
9 S Speak in complete sentences when appropriate to task and situation
I can speak in complete sentences when appropriate.
10 S Respond to, answer questions, or clarify
I can answer questions to make things clearer.
nd
Page 160 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.1 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate command of the conventions of standard English grammar and usage when
writing and speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing and
speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched
the movie; the little boy watched the movie; The action movie was watched by the little boy).
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
7 K
Identify adjectives and
adverbs
I can identify adjectives.
8 I can identify adverbs.
9 R Demonstrate command of
the conventions of standard
English grammar and
usage when writing:
Use collective nouns
Form irregular plural
nouns
Use reflexive
pronouns
Use past tense of
irregular verbs
Choose between
adjectives and
adverbs
Rearrange complete
simple and compound
sentences
I can use (demonstrate)
appropriate grammar when
writing.
This means I can use
collective nouns, irregular
plural nouns, reflexive
pronouns, past tense of
irregular verbs, choose
between adjectives and
adverbs, and rearrange
complete simple and
compound sentences
independently in my
writing.
10 S Demonstrate command of
the conventions of standard
I can use (demonstrate)
appropriate grammar when
This means I can use
collective nouns, irregular
Page 161 of 170
Scott County Schools 2nd Grade English Language Arts
English grammar and
usage when writing:
Use collective nouns
Form irregular plural
nouns
Use reflexive
pronouns
Use past tense of
irregular verbs
Choose between
adjectives and
adverbs
Rearrange complete
simple and compound
sentences
Produce, expand, and
rearrange complete
simple and compound
sentences
speaking. plural nouns, reflexive
pronouns, past tense of
irregular verbs, choose
between adjectives and
adverbs, change word
order in complete simple
and compound sentences
independently when I
speak.
Page 162 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.2 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate command of the convention of standard English capitalization, punctuation,
and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closing of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage to badge, boy to boil)
e. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Apply correct
capitalization
I can use correct
capitalization when
writing.
3 K Capitalize product names I can capitalize the names
of products
4 K Capitalize geographic
names
I can capitalize the names
of geographic places.
5 K Apply correct punctuation I can use correct
punctuation when writing.
6 K Apply correct spelling I can use correct spelling
when writing.
7 K Use commas in greetings
and closing of letters
I can use commas in
greetings and closings of
letters.
8
K
Use an apostrophe to form
contractions and frequently
occurring possessives.
I can use apostrophes in
contractions.
9 I can use apostrophes in
possessives.
10 K Use spelling rules and
patterns.
I can use spelling rules and
patterns.
11 K Use reference materials, I can use reference This means I can use
Page 163 of 170
Scott County Schools 2nd Grade English Language Arts
including beginning
dictionaries, as needed to
check and correct spelling
materials to check and
correct my spelling.
dictionaries and spell check
on the computer to check
and correct my spelling.
Page 164 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.3 K R S P
College and Career Readiness Anchor Standard Standard
Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Strand Cluster
Language Conventions of Standard English
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Recognize conventions of
language for writing,
speaking, reading, and
listening
I can recognize proper
rules for language when
writing.
3 I can recognize proper
rules for language when
speaking.
4 I can recognize proper
rules for language when
reading.
5 I can recognize proper
rules for language when
listening.
7 R Use knowledge of
language conventions
when writing, reading, and
listening
I can appropriately use
correct language skills and
rules when writing,
reading, and speaking.
8 R Use knowledge of language
when writing, reading, and
listening
I can use appropriate
language when writing,
speaking, and reading.
This means I can make things
sound right, look right, and
make sense when writing,
speaking, and reading.
9 S Use knowledge of language
when speaking
I can use correct language
when speaking.
10 S Use knowledge of language
conventions when speaking
I can use correct language
skills and rules when
speaking.
Page 165 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.4 K R S P
College and Career Readiness Anchor Standard Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning
of words and phrases.
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify context clues
within sentences and know
how to use these to
construct meaning of
unknown or multiple
meaning words
I can identify context clues
and explain how they help
figure the meaning of
unknown words or multiple
meaning words.
2 K Identify meaning of
common grade appropriate
prefixes and new words
formed with them (e.g.,
happy/unhappy, tell/retell)
I can identify what a prefix
is and how it changes the
meaning of a word.
3 K Identify grade appropriate
root words and their
meanings
I can identify root words
and their meanings.
6 K Apply ABD order to
appropriate resources
I can use ABC order with
appropriate material to the
third letter.
Page 166 of 170
Scott County Schools 2nd Grade English Language Arts
9 R Choose flexibly from an
array of vocabulary
strategies
I can choose which
vocabulary strategy I need.
10 R Apply knowledge of
common root words to
problem solve novel words
with same root (e.g.,
addition, additional)
I can use my knowledge of
root words to figure out
new words with the same
root.
12 R Choose to use a glossary or
dictionary (print or digital)
to determine or clarify
meaning of an unknown
word
I can clarify the meaning of
an unknown word by using
a glossary or dictionary.
13 R Determine or clarify the
meaning of unknown or
multiple-meaning words
and phrases
I can determine or clarify
the meaning of unknown or
multiple-meaning words
and phrases.
This means I can figure out
words and phrases that I
don’t know or that have
more than one meaning.
Page 167 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.5 K R S P
College and Career Readiness Anchor Standard Standard
Demonstrate understanding of figurative language, word relationships, and nuances in
word meaning.
Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy.)
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny, scrawny).
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
7 K Identify real life
connections between words
and their use
I can identify connections
between words and their
use.
Page 168 of 170
Scott County Schools 2nd Grade English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.L.6 K R S P
College and Career Readiness Anchor Standard Standard
Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Strand Cluster
Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
3
K
Use words and phrases
acquired through
conversations, reading,
being read to, and
responding to texts.
I can use words and
phrases I learned in
conversations.
4 I can use words and
phrases read in a text.
5 I can use words and
phrases that were read to
me.
6 I can use words and
phrases I learned when
speaking or writing about
text.
7
R
Distinguish between words
and phrases acquired
through conversations,
reading, being read to, and
responding to texts.
I can tell the differences
between words and phrases
I learned in conversation.
8 I can tell the differences
between words and phrases
I read.
9 I can tell the differences
between words and phrases
I learned when speaking or
writing about text.
12
R
Use words and phrases,
including adjectives and
adverbs, acquired through
I can correctly use words
and phrases I learned
through conversations.
Page 169 of 170
Scott County Schools 2nd Grade English Language Arts
15 conversations, reading,
being read to, and
responding to texts
accurately and
appropriately
I can correctly use words
and phrases I learned from
reading or writing about
text.
Page 170 of 170