• Reading- Foundational Skills 

  •  Know and apply grade-level phonics and word analysis skills in decoding words.

  • Read with sufficient accuracy and fluency to support comprehension.

• Reading - Informational

  • ​Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

  • Analyze informational text development.

  • Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

  •  Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

  •  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.

  • Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

  • Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

  • Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.

  • Compare and contrast the most important points presented by two texts on the same topic.

  • 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.

• Reading - Literature 

  •  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

  • Analyze literary text development.

  • Describe how characters in a story respond to major events and challenges.

  • Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

  • Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.

  • Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

  • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

  • y 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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

• Writing 

  •  Write opinion pieces that introduce the topic or book being written about, express 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.

  • Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

  • Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

  •  With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

  • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

  • 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).

  • Recall information from experiences or gather information from provided sources to answer a question.

Mathematics