reading standards for literature

Second Grade English Language Arts 2015

1

Reading Standards for Literature

Key Ideas and Details (Literature)

Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter

Focus

RL.2.1 Ask and answer such

questions as who, what,

where, when, why, and how

to demonstrate understanding

of key details in a text.

Identify the characters, setting, plot, problem,

and solution.

Ask who, what, when, where, how, and why

questions to show that I understand important

parts of a text.

Why/How is the setting important?

Who are the main characters and what did they

do?

Where and when did the story take place?

Why/How did the characters do ___ (feelings,

actions)? (1, 2, 3, 4*)

Predict the outcome throughout the story

based on pictures and text.

Identify

Predict

Main

Leveled Readers- Journeys

Guided Reading Library

Reading A-Z (pilot)

TPT Lessons

**Use “Write About

Reading” for each lesson in

Journeys*

Weekly

Assessments/

Unit Test

1-4

RL.2.2 Recount stories,

including fables and folktales

from diverse cultures, and

determine their central

message, lesson, or moral.

Identify Genres :folk tale, fantasy, fables,

realistic fiction, nonfiction texts..

Retell stories including fables and folktales

Identify the (main idea)

Or moral the story is teaching

Explain the message or moral the story is

teaching me.

Genres

Sequence

Paragraph

Indent

School Library

Various websites

(Starfall)

Writing Suggestion:

Use Tall Tale online template

to have students create and

illustrate their personal tall tale

Weekly

Assessments

2

RL.2.3 Describe how

characters in a story respond

Identify and describe major events and

challenges in a story.

Respond Classroom library

Leveled Readers

Weekly

Assessments

2


2


Key Ideas and Details (Literature)


Focus

to major events and

challenges.

Tell how characters behave to events

and challenges in a story (positive and

negative challenges)

Make a text to self connection.


Craft and Structure

Standard I Can Statement Vocabulary Supplemental

Resources Assessments

Quarter

Focus

RL.2.4 Describe how

words and phrases (e.g.,

regular beats, alliteration,

rhymes, repeated lines)

supply rhythm and meaning

in a story, poem, or song.

Identify the beat of a story, poem, or song

Identify the rhymes in a

story, poem , or song e.g., clapping

Use a rhythm to read a story, poem, or song

(beats, alliteration, rhymes, repeated lines)

Indentify words, key words that give meaning

in a story, poim, or song.

School Library/

Poem books

Shel Silverstein Books

Writing Sugsestion:

“How would you describe a

_________ to someone?”

(Pretend you are the author

and illustrator)

Alliteration Activity:

Use SuperTeacher online

resources

Use online biography poem

templates for students to write

their poems

Poetry- BrainPop Jr

Weekly

Assessments

2, 3


3


Craft and Structure



Quarter

Focus

RL.2.5 Describe the overall

structure of a story, including

describing how the

beginning introduces the

story and the ending

concludes the action.

Arrange the text in sequential order and

explain the order.

Describe how the beginning shows what will

happen in the story.

Identify the event that concludes the story

Tell in my own words a summary of the story

including beginning, middle, and end

Identify different points of view or feelings of

each character each character

Non fiction

Informational text

National Geographic

TPT- Make your own text

features book

(pictures/captions)

Weekly

Assessments

1-4

RL.2.6 Acknowledge

differences in the points of

view of characters, including

by speaking in a different

voice for each character

when reading dialogue aloud.

Identify the different points/feelings of view

of each character.

Speak in a different voice for each character

when reading dialogue aloud.

Show by the expression in my voice, the

character’s point of

view in the story

Fluency Binders/partner

reading

** Create/use rubric

for prosody

2


4


Integration of Knowledge and Ideas (Literature)



Quarter

Focus

RL.2.7 Use information

gained from the illustrations

and words in a print or

digital text to demonstrate

understanding of its

characters, setting, or plot.

Use pictures and words to identify the

characters in the text

Use pictures and words to understand where

the story takes place.

Use picture and words to predict what the

story is about

Book walks through leveled

texts-

Create Picture/Story Map

(Re-tell the story using

pictures)

Weekly

Assessments

(references to

illustrations)

4

RL.2.8 (Not applicable to

literature)

RL.2.9 Compare and

contrast two or more

versions of the same story

(e.g., Cinderella stories) by

different authors or from

different cultures.

Describe in my own words how two versions

of the same story are similar e and/or

different.

(Considering entire story, not just characters,

etc.)

Similarities – similar

Differences - different

** NEED classroom sets of

similar stories/different

authors

(Suess/Silverstein)

Writing Response:

“Which story did you make a

connection with?” Tell why.

3 Little Pigs- various versions

Little Red Riding Hood-

Various versions

Weekly

Assessments/Unit

Tests

4


5


Range of Reading and Level of Text Complexity


Focus

RL.2.10 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.

Read and comprehend literature with

increasing text complexity and proficiency.

Read closer to the high end of the RCBM.

Comprehend texts by responding to, talking,

and thinking about what I read.

Comprehend texts by thinking back and

looking back at what I have read.

RCBM

Guided Reading

Library

1-4


6

Reading Standards for Informational Text

Key Ideas and Details (Informational Text)


Focus

RI.2.1 Ask and answer such

questions as who, what,

where, when, why, and how

to demonstrate understanding

of key details in a text.

Ask and answer the question: Who, what

where, why, when, how to show I understand

key points.

Leveled readers/companion

texts

Vocab readers

**Use “Write About

Reading” for each Lesson in

Journeys*

Read various non-fiction

leveled text and list 10

important details from the story

Weekly

Assessments

3

RI.2.2 Identify the main

topic of a multi-paragraph

text as well as the focus of

specific paragraphs within

the text.

Find the main idea in a single paragraph text

Find evidence in a single paragraph text.

Find the main idea of each paragraph in a

multi paragraph text.

Identify the main idea of the entire text.

Leveled readers/companion

texts

TPT Main Idea Activities

BrainPop Jr Main Idea video

with quiz

Super Teacher activities

Weekly

Assessments

1-2

RI.2.3 Describe the

connection between a series

of historical events, scientific

ideas or concepts, or steps in

technical procedures in a

text.

Examine various informational texts to

determine cause and effect ( the connection)

and similarities/differences (historical events,

scientific ideas or concepts, or steps in

technical procedures).

National Georgraphic

Non fiction library books

Brain pop Jr- online

Weekly

Assessments

1


7


Craft and Structure (Informational Text)



Quarter

Focus

RI.2.4 Determine the

meaning of words and

phrases in a text relevant to a

grade 2 topic or subject area.

Use phrases /(context clues) to figure out

words I do not know or understand.

Explain what words/phrases in a text mean by

using context clues.

Context clues Vocab readers

Vocab cards- online and paper

SuperTeacher- context clues

activities

Weekly

Assessments

2

RI.2.5 Know and use

various text features (e.g.,

captions, bold print,

subheadings, glossaries,

indexes, electronic menus,

icons) to locate key facts or

information in a text

efficiently.

Text features

Identify the parts of a book (title page, title,

author, illustrator, glossary, etc.

Use text (e.g., captions, bold print,

subheadings, glossaries indexes, electronic

menus, icons) to find facts or information in a

text.

Phrases

Locate

Vocab Readers

Leveled Readers/companion

text

TPT- center work

Make your own text features

book

Weekly

Assessment

2

RI.2.6 Identify the main

purpose of a text, including

what the author wants to

answer, explain, or describe.

Locate the main idea and some details

Tell if the author is trying to entertain me,

persuade me, or give me information.

Tell the difference between types of texts

w/emphasis on RI)

Persuade Leveled Readers

TPT- center work

Common Core Writing

Handbook- pg. 8-9

Weekly

Assessment

1-4


8


Integration of Knowledge and Ideas (Informational Text)



Quarter

Focus

RI.2.7 Explain how specific

images (e.g., a diagram

showing how a machine

works) contribute to and

clarify a text.

Use images/pictures to help me understand

what the text is about.

Tell in my own words how a

picture helps me understand the text

Diagram

Charts

Graphs

Leveled Readers

Common Core Writing

Handbook- pg. 126

Weekly

Assessments

1

RI.2.8 Describe how

reasons support specific

points the author makes in a

text.

With support tell in my own words what the

author is trying to say in the text by giving

examples with support.

With prompting find the authors main ideas.

Facts Leveled readers-looking for

evidence

Small group- use a story map

to re-tell story in own words

2-4

RI.2.9 Compare and

contrast the most important

points presented by two texts

on the same topic.

Compare and contrast the important details

from two texts on the same topic.

*NEED- classroom sets of

texts by different authors to

use for comparison

Create Venn Diagrams/

T Chart to compare and

contrast

2


9

Reading Standards for Information Text

Range of Reading and Level of Text Complexity (Informational Text)



Quarter

Focus

RI.2.10 By the end of year,

read and comprehend

informational texts,

including history/social

studies, science, and

technical texts, in the grades

2-3 text complexity band

proficiently, with scaffolding

as needed at the high end of

the range.

Read and understand text (informational text)

between Lexile scores 450 - 790.

Read closer to the high end of the Lexile

score 450 - 790.

(Comprehend texts by responding to, talking,

and thinking a out what I read.

Comprehend texts by looking back and

evaluating what I read. (whole /small groups)

Guided Reading Library

Reading A-Z (pilot)

Small group

discussion/observations

Running Records (?)

R-CBM

4


10

Reading Standards for Foundational Skills

Phonics and Word Recognition (Foundational Skills)



Quarter

Focus

RF.2.1 (Applies only to

Kdg and 1st grade.)

RF.2.2 (Applies only to Kdg

and 1st grade.)

RF.2.3 Know and apply

grade-level phonics and

word analysis skills in

decoding words.

Interactive White Board

Lessons

Weebly.com

Weekly

Grammar/phonic

tests

RF.2.3a Distinguish long

and short vowels when

reading regularly spelled

one-syllable words.

Read long and short vowels in one syllable

words. (


Lessons

Weebly.com

Weekly

Grammar/phonic

tests

1,2,3

RF.2.3b Know spelling-

sound correspondences for

additional common vowel

teams.

Spell words with common vowel teams

(digraphs, dipthongs, r-controlled.


Lessons

Weebly.com

Weekly

Grammar/phonic

tests

1-4

RF.2.3c Decode regularly

spelled two-syllable words

with long vowels.

Decode two-syllable words with long vowels. Interactive White Board

Lessons

Weebly.com

Weekly

Grammar/Phonic

tests

RF.2.3d Decode words

with common prefixes and

suffixes.

Decode common prefixes and suffixes


Lessons

Weebly.com

1,3

RF.2.3e Identify words

with inconsistent but

common spelling-sound

correspondences.

Identify words with different but common

spelling sounds

(ph, wr, ough, igh, ought, eigh, kn, igh, gn


Lessons

Weebly.com

1

RF.2.3f Recognize and read

grade-appropriate irregularly

spelled words.

Recognize and read grade appropriate

irregularly spelled words.

Weekly Spelling

Tests

1,2 & 4


11

Reading Standards for Foundational Skills

Fluency (Foundational Skills)



Quarter

Focus

RF.2.4 Read with sufficient

accuracy and fluency to

support comprehension.

Read with accuracy and fluency to support

comprehension and understanding

***Need to create rubric for

prosody/fluency

RF.2.4a Read grade-level

text with purpose and

understanding.

Fluency

Confirm

Accurate


prosody/fluency

RF.2.4b Read grade-level

text orally with accuracy,

appropriate rate, and

expression on successive

readings.

Read on -level text orally with accuracy,

appropriate rate, and expression on

successive readings.

(A second grader should read a minimum of

90 words per minute in a connected text by

the end of 2nd 9 weeks. (at Benchmark)

Read a minimum of 275 words and a goal of

300 words by the end of 2nd grade.

Read 115 words by the end of 2nd grade


prosody/fluency

RF.2.4c Use context to

confirm or self-correct word

recognition and

understanding, rereading as

necessary.

Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.

Fluency

Confirm

Accurate


prosody/fluency

2


12

Writing Standards

Text Types and Purposes



Quarter

Focus

W.2.1 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 provide a

concluding statement or

section.

Organize writing (introduce, support,

conclude)

Identify topic or title of a book to write about

Formulate an opinion

Generate supporting reasons for stating

opinion

Use linking words to connect opinions and

reasons

Create a concluding statement/section (see

standard)

Fact

Opinion

*NEED FORMAL WRITING

PROGRAM**

Journeys:

Common Core Writing

Handbook, pg. 36-37

2

W.2.2 Write informative

/explanatory texts in which

they introduce a topic, use

facts and definitions to

develop points, and provide a

concluding statement or

section.

Identify topics and facts


conclude)

Write about a topic using supporting details

(facts and definitions)

(Write a concluding statement or section

about a topic

Inform Journeys- Common Core

Writing Handbook-

Pg. 158, various activities

listed

1,2, 3, 4

W.2.3 Write narratives in

which they recount a well

elaborated event or short

sequence of events, include

details to describe actions,

thoughts, and feelings, use

temporal words to signal

Identify a personal event in which to write a

personal narrative.


conclude)

Sequence and describe (actions, thoughts,

feelings) the events.

Event

Sequence

Transition words

Journeys- Common Core

Writing Handbook-

Personal Narrative Writing-

pg. 136

Transition/Time order words,

pg. 88

1-4


13

Writing Standards

Text Types and Purposes



Quarter

Focus

event order, and provide a

sense of closure.

Use transitional (time order) words to signal

event order. (e.g., first, next, then, last)


14

Writing Standers

Production and Distribution of Writing



Quarter

Focus

W.2.4 (Begins in grade 3)

W.2.5 With guidance and

support from adults and

peers, focus on a topic and

strengthen writing as

needed by revising and

editing.

Revise sentences in a paragraph to better

organize writing.

Add /delete details to clarify ideas in writing

Edit sentences and paragraphs for

capitalization, punctuation, and spelling

Recognize the characteristics of quality

writing

Analyze writing samples and make

corrections as needed.

Revise

Edit

Common Core Writing

Handbook- pg. 78

W.2.6 With guidance and

support from adults, use

variety of digital tools to

produce and publish writing,

including in collaboration

with peers

With guidance and support:

Use basic computer skills to produce and

publish my writing with or without a peer

—utilizing various software

.

W.2.7 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).

Collaborate with peers and collect and record

research information.

Using a number of books, present my

findings.

Common Core Writing

Handbook- pg. 60, 62, 124,


15

Writing Standers

Production and Distribution of Writing



Quarter

Focus

W.2.8 Recall information

from experiences or gather

information from provided

sources to answer a question.

Locate information from sources (books,

internet, etc) and past experience to answer

questions


Writing Standards

Range of Writing


Focus



16

Speaking and Listening

Comprehension and Collaboration


Focus

SL.2.1 Participate in

collaborative conversations

with diverse partners about

grade 2 topics and texts with

peers and adults in small and

larger groups.

Agree upon rules to follow (in group work).

**Need to create partner rubric,

student friendly

Literature circles

Use pre-determined list of

questions (WH questions and

story element questions created

by teacher) to orally ask

questions of small

groups/partner reading

SL.2.1a Follow agreed-upon

rules for discussions (e.g.,

gaining the floor in respectful

ways, listening to others with

care, speaking one at a time

about the topics and texts

under discussion).

Can follow agreed up rules in discussion. (

1

SL.2.1b Build on others’

talk in conversations by

linking their comments to the

remarks of others.

Give feedback to the person speaking.

Respectfully add to one’s remarks.

**Need to create student

friendly rubric

1

SL.2.1c Ask for clarification

and further explanation as

needed about the topics and

texts under discussion.

Ask the speaker for understanding

explanations about the topic being discussed Rubric

Extended partner/small group

practice with repeated practice

and repeated modeling

1


17


Comprehension and Collaboration


Focus

SL.2.2 Recount or

describe key ideas or

details from a text read

aloud or information

presented orally or through

other media.

Retell details from the story

Explain ideas from information on the computer

Retell the main idea and details from an oral

presentation.

Observational Data- create

rubric

Small group discussion

Student presentations

Use Journeys Re-Tell cards on

white board

1

SL.2.3 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.

Ask questions to gather information about a topic

(for clarification —see standard)

(1,*2, 3, 4)SL .2.3

Ask a question about someone’s presentation. (1,

2,*3,*4)SL.2.3

Observational Data- Create

rubric

Small group discussion

Student presentations

Give students post it notes to

write questions they may have

during the presentation or story.

1


Presentation of Knowledge and Ideas


Focus

SL.2.4 Tell a story or

recount an experience with

appropriate facts and

relevant, descriptive

details, speaking audibly in

coherent sentences.

Identify relevant descriptive details in a story.

Tell a story with relevant descriptive details.

Tell a story using descriptive details about an

experience I had using complete sentences

Present information clearly and precisely.

Small group discussion/partner

work; observational data

1


18

SL.2.5 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.

Record stories or poems in an audio format.

Illustrate or create displays to express ideas,

thoughts, or feelings.

Classroom

microphones/computer audio

program (need training)

NEED Ipads

1

SL.2.6 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 on page 26 for specific

expectations.)

Speak in a complete sentence

Speak in a complete sentence using details

Answer questions in complete sentences

Speak in complete sentences to provide detail

and clarification

Observational data

Need to create rubric

1


19

Language

Conventions of Standard English


Focus

LS.2.1 Demonstrate

command of the

conventions of standard

English grammar and

usage when writing or

speaking.

Identify nouns. (singular, plural,

common, proper, possessive)

Readers Notebook

Need additional supplemental

grammar book for practice

Weekly Grammar

tests

LS.2.1a Use collective

nouns (e.g., group).

Use collective nouns

Use reflexive pronouns

Readers Notebook

Weekly Grammar

tests

1

LS.2.1b Form and use

frequently occurring

irregular plural nouns (e.g.,

feet, children, teeth, mice,

fish).

Spell and use irregular plural nouns (e.g., feet,

children, teeth, mice, fish).

Readers Notebook

Weekly Grammar

tests

1

LS.2.1c Use reflexive

pronouns (e.g., myself,

ourselves).

I Identify reflexive pronouns

(e.g., myself, ourselves).

Identify/use reflexive pronouns

Readers Notebook

Weekly Grammar

tests

3

LS.2.1d Form and use the

past tense of frequently

occurring irregular verbs

(e.g., sat, hid, told).

Identify, form and use past tense irregular

verbs (e.g., sat, hid, told).

For m and use irregular verbs.

Readers Notebook

Weekly Grammar

tests

1,3

LS.2.1e Use adjectives

and adverbs, and choose

between them depending

on what is to modified.

Identify an adverb

Use an adjective and adverb correctly

Readers Notebook

Weekly Grammar

tests

4

LS.2.1f Produce, expand,

and rearrange complete

simple and compound

sentences (e.g., The boy

watched the movie; The

little boy watched the

Write a simple and compound sentence

Expand and rearrange a simple and

compound sentence (e.g., The boy watched the

movie; The little boy watched the movie; The

action movie was watched by the little boy)

Readers Notebook

Weekly Grammar

tests

1,2,3,4


20

movie; The action movie

was watched by the little

boy).

LS.2.2 Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and spelling

when writing.

Readers Notebook

Weekly Grammar

tests

1

LS.2.2a Capitalize

holidays, product names,

and geographic names.

Identify proper nouns (holidays, product

names, and geographic names).

Weekly Grammar

tests

LS.2.2b Use commas in

greetings and closing of

letters.

Identify greetings and closings in a letter

Use commas in greetings and closings of letters

Readers Notebook

Weekly Grammar

tests

LS.2.2c Use an

apostrophe to form

contractions and frequently

occurring possessives.

Form a contraction using an apostrophe

Form a possessive using an apostrophe

Tell the difference between a contraction and a

possessive.

Readers Notebook

Weekly Grammar

tests

4

LS.2.2d Generalize

learned spelling patterns

when writing words (e.g.,

cage→ badge; boy→ boil).

Use spelling patterns correctly to write

words(e.g., cage → badge; boy → boil).

Generate words from learned spelling patterns

Weekly spelling tests 1,2,3,4

LS.2.2e Consult reference

materials, including

beginning dictionaries, as

needed to check and

correct spellings.

Use reference materials (such as a dictionary—

print and digital) to check and correct spelling

Student dictionary


21

Language

Knowledge of Language


Focus

LS.2.3 Use knowledge of

language and its

conventions when writing,

speaking, reading, or

listening.

Know when to use formal and informal English

Create a formal and informal writing example

Create an informal writing example

*Need a formal writing

program*

LS.2.3a Compare formal

and informal uses of

English.

Identify formal and informal writing.

Compare two passages on the same topic —one

written formally and one written informally

*Need a formal writing

program*

Language

Vocabulary Acquisition and Use


Focus

LS.2.4 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.

LS.2.4a Use sentence-

level context as a clue to

the meaning of a word or

phrase.

Use context clues to understand the meaning of

unknown words and phrases

Journeys text book and Readers

notebook

3


22

LS.2.4b Determine the

meaning of the new word

formed when a known

prefix is added to a known

word (e.g., happy /

unhappy, tell retell.)

Identify prefixes

Add a prefix to create a new word

Determine the meaning of a new word when a

prefix is added (e.g., happy/unhappy, tell/retell)

Readers Notebook

Interactive White Board lessons

Vocab Readers

Weekly Grammar

Tests

3

LS.2.4c Use a known root

word as a clue to the

meaning of an unknown

word with the same root

(e.g., addition, additional).

Determine the meaning of the new word when

a known affix is added to a known word. (e.g.

fearless, unable, preheat, quietly, retie, careful,

misspell, dishonest .

Identify root/base words

Use root words to determine the meaning of an

unknown word with the same root (e.

g., addition, additional).

Readers Notebook


Vocab Readers

3,4

LS.2.4d Use knowledge

of the meaning of

individual words to predict

the meaning of compound

words (e.g., birdhouse,

lighthouse, housefly;

bookshelf, notebook,

bookmark),

Form a compound word

Predict the meaning of a compound word using

the meaning of the individual words (e.g.,

birdhouse, lighthouse, housefly; bookshelf,

notebook, bookmark).

Readers Notebook


Vocab Readers

NEED Ipads

LS.2.4e Use glossaries

and beginning dictionaries,

both print and digital, to

determine or clarify the

meaning of words and

phrases.

Know the difference between a glossary and a

dictionary (print and digital)

Use a glossary and beginning dictionary to

understand words

Student Dictionaries

Student Text

Computer Lab

LS.2.5 Demonstrate

understanding of word

relationships and nuances

in word meanings.

Demonstrate (through descriptive writing) how

to use appropriate words forming exact images,

and appropriate word relationships/nuances

(see standard)

.

Student Journals

LS.2.5a Identify real-life

connections between words

and their use (e.g., describe

foods that are spicy or

juicy).

Apply real -life situations between words and

their use (e.g., describe foods that are spicy or

juicy).

Student Journals

Readers Notebook

Small group


23

LS.2.5b Distinguish

shades of meaning among

closely related verbs (e.g.,

toss, throw, hurl) and

closely related adjectives

(e.g., thin, slender, skinny,

scrawny).

Identify and use synonyms.

Identify and use antonyms.

Identify and use homonyms

Readers Notebook

Interactive Whiteboard Lessons

Weekly Grammar

Tests

LS.2.6 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).

Use descriptive vocabulary to communicate

(through conversations, reading, and being read

to) (e.g., When other kids are happy that makes

me happy).

Student Journals

Teacher Led Discussions and

modeling of writing process

NEED:

Grade Level Subscription for Reading A-Z (for fiction and non fiction supplementals- for SS/Science/ cross curricular)

2nd Grade team is in NEED of class sets of IPADS….

Grade Level Subscription to Storycove.com (to share)- addresses standards for folk tales/fables, etc

reading standards for literature

Documents