Chicopee Public Schools
Language Strand
Grade 2
1. Students will use agreed-upon rules for informal and formal discussion in small and large groups.
2.
Students will pose questions, listen to the ideas of others, and
contribute their own information or
ideas in group discussions or interviews in order to acquire knowledge.
3.
Students will make oral presentations that demonstrate appropriate
consideration of audiences,
purposes, and the information to be conveyed.
4. Students will understand and acquire new vocabulary and use it correctly in reading and writing.
5.
Students will analyze Standard English grammar and usage and recognize
how its vocabulary has
developed and been influenced by other languages.
6. Students will describe, analyze, and use appropriately formal and informal English.
7. Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech.
them as the basis for interpretation.
9 Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.
10. Students will identify, analyze, and apply knowledge of the characteristics of different genres.
11. Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding.
12 Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding.
13. Students will identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding.
14. Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding.
15. Students will identify, analyze how an author’s words appeal to the senses, create imagery, suggest mood, and set tone and provide evidence from the text to support their understanding.
16. Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding.
17. Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding.
18. Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose.
19. Students will write with clear focus, coherent organization, and sufficient detail.
20. Students will write for different audiences and purposes.
21.
Students will demonstrate improvement in organization, content,
paragraph development, level of detail, style,
tone, and word choice (diction) in their compositions after revising them.
22. Students will use knowledge of Standard English conventions in their writing, revising, and editing.
23. Students will organize ideas in writing in a way that makes sense for their purpose.
24.
Students will gather information from a variety of sources, analyze
and evaluate the quality of the information
they obtain, and use it to answer their own questions.
25.
Students will develop and use appropriate rhetorical, logical, and
stylistic criteria for assessing final versions
of their compositions or research projects before presenting them to varied
audiences.
Chicopee Public
Schools
Media Strand
Grade 2
26.
Students will identify, analyze, and apply knowledge of the conventions,
elements, and techniques of film, radio, television,
multimedia productions, the Internet, and emerging technologies, and provide
evidence from the works to support their
understanding.
27.
Students will identify, analyze, and apply knowledge of the conventions,
elements, and techniques of film, radio, video
television, multimedia productions, the Internet, and emerging technologies, and
provide evidence from the works to
support their understanding.
First Term Benchmarks
Language Strand
Grade 2
Students will be able to:
1.1 Follow agreed upon rules for discussion.
Waiting one’s turn
Speaking one at a time
Active Listening
4.16 Identify common homophones.
i.e. hole/whole, know/no, ate/eight, meet/meat, bear/bare, flour/flower,
pear/pair
4.4 Identify base words and their inflectional forms.
i.e. look, looks, looked, looking
4.6 Identify common antonyms and synonyms.
i.e. Antonyms ~ asleep/awake, sad/happy, lost/found, never/always,
thick/thin, below/above, start/finish, front/back, soft/hard, dark/light
i.e. Synonyms ~ small/tiny, sick/ill, friends/pals, quick/fast, grin/smile, jump/leap
4.7 Use knowledge of the meaning of individual words to predict the meaning of unknown compound words.
Students will be able to identify a compound word in a sentence and determine
what two smaller words
make up the compound word and therefore determine the meaning of the compound
word.
5.1 Use language to express spatial and temporal relationships.
Use words such as up, down, before and after, in written and oral language
5.2 Recognize that the names of things can also be the names of actions.
Students will be able to identify words with multiple meanings, such as fish,
dream and run, and know the
meaning based on the context the word is used.
5.3 Identify correct capitalization for names and places.
beginning of sentence
pronoun “I”
dates, days, months
5.4 Identify appropriate end marks for sentences.
interrogative sentences.
5.5 Recognize the subject-predicate relationship in sentences.
Students will be able to identify the naming and action parts of sentences.
Students will be able to:
7.4 Demonstrate understanding of the various features of written English.
Know the order of the letters in the alphabet and recite it.
Understanding that spoken words are represented in written English by sequences
of letters.
Match oral words to printed words.
Recognize that there are correct spellings for words.
Use
correct spelling of appropriate high-frequency words, whether irregularly or
regularly spelled.
Read high frequency words with automaticity.
Recognize the distinguishing features of a sentence
(capitalization, end punctuation) and a paragraph
(indentation, spacing).
Identify the author and title of a book, and use a table of contents.
Blend sounds to make words.
7.5 Demonstrate orally that phonemes exist.
Identify letter sounds as initial, medial, or final.
Consonant sounds – VCCV Pattern
Review short vowel sounds
Long vowels – CVCe, Vce Patterns
Initial Consonant Blends – st, br, tr, cl, fl, gl, pl, sw
Final Consonant Blends – st, sk
7.6 Recognize
common irregularly spelled words by sight (See Dolch List)
Students will read sight words with automaticity
7.7
Use letter-sounds
knowledge to decode written English.
Decode accurately phonetically regular
one-syllable and multi-syllable
real words and nonsense words. Read accurately
many irregularly spelled words,
special vowel spellings and common word
ending.
Know and use more difficult word families and known words decode
8.6 Make
predictions about what will happen next in an imaginative story, and explain
whether they
were confirmed or disconfirmed and why.
Students will read a section of an
imaginative text and predict, orally or in
writing, what will happen next. Students will then read on and confirm or
disconfirm predictions.
8.7
Retell a story’s beginning, middle, and end.
Student’s will read an imaginative text and retell in sequence what happens in
the story.
8.8 Distinguish
cause from effect.
Students will identify cause and effect relationships in imaginary texts.
8.9 Make predictions about content of expository
text using prior knowledge and
text
features, and explain whether they were confirmed or disconfirmed and why.
Students will preview expository text
features and predict what the text is
about and then confirm or disconfirm predictions.
8.10
Restate main ideas in expository text.
Students will read and summarize main ideas of text.
8.17
Distinguish fact from opinion and fantasy from realism.
Students will identify fantasy details in a story.
Students will identify facts that are true and facts that are untrue in a story.
11.1
Relate themes in works of fiction and nonfiction to personal experience.
Students will share their personal experiences to better understand the
theme of a story.
12.1 Identify the elements of plot, character, and setting in a favorite story.
Students will identify the main characters of a story and compare and contrast them.
13.2 Identify and use knowledge of common graphic features.
Students will use pictures, graphs, tables, and maps to assist in the understanding of the text.
13.3 Make
predictions about the content of a text using prior knowledge and text and
graphic features.
Students will preview the text and predict what
the selection will be about.
13.4 Explain whether
predictions about the content of a text were confirmed or disconfirmed and
why.
Students will read and then discuss and
determine why their predictions were confirmed or disconfirmed.
13.5
Restate main ideas and important facts from a text heard or read.
Students will summarize the main ideas and important details either orally
or in writing. Writing may be
interactive.
15.1 Identify the
senses implied in words appealing to the senses in literature and spoken
language.
Students will
listen to poems and decide what senses were used to help them understand the
poem.
Students will be able to:
For imaginative/literary writing:
19.5 Write or dictate stories that have a beginning, middle, and end.
Write a narrative or descriptive story emphasizing a beginning, middle, and end..
20.1 Use a variety of forms or genres when writing for different purposes.
Students will write an autobiography.
21.1
After
writing or dictating a composition, identify words and phrases that could be
added to make the thought clearer,
more logical, or more expressive.
Students will read back and edit their own writing for more details and better word choice.
Print using one finger spacing between words and using the entire line.
Use correct spelling for sight words and spelling words (can also use Dolch list)
Edit for capitalization.
Edit for end marks of punctuation, and commas in the date.
Edit for word usage and sentence structure.
23.1 Arrange events in order when writing or dictating.
Use detail and logical sequence in their own writing.
23.2 Arrange ideas
in a way that makes sense.
Organize ideas before writing using a graphic organizer.
25.1 Support judgments about classroom
activities or presentations.
Listen and respond to the writing of others.
Grade 2
Students will be able to:
4.3 Identify and sort common words into conceptual categories.
Students will put words in alphabetical order up to the third letter.
4.4 Identify base words and their endings.
Students will identify base words with the endings -er, -est.
4.7 Use knowledge of the meaning of individual words to predict the meaning of unknown compound words.
Students will use their knowledge of smaller words to determine the
meaning of a compound word.
4.8 Determine meanings of words by using a beginning dictionary.
Students will become familiar with the beginning, middle and end of the
dictionary and with guide words.
5.2 Recognize that the names of things can also be the names of actions.
Students will recognize that some words have multiple meanings and
decide what meaning the word has based on the context in which it is
used.
5.3 Identify correct capitalization.
5.4 Identify and punctuate sentences.
Students will learn to identify and punctuate imperative and exclamatory sentences.
5.6 Identify the four basic parts of speech.
Students will identify nouns and proper nouns.
Second Term Benchmarks
Students will be able to:
7.4 Demonstrate understanding of the various features of written English.
Identify author, title, and table of contents
Recognize correct spellings for words
Read high frequency words with automaticity
Recognize features of a sentence such as capitalization and end marks
Read sight words with automaticity
Suffixes –ful, -ly
Add –es to words ending in, sh, ss, x, and zz to make them plural
Nouns that change spelling in the plural such as man/men, woman/women,
child/children
7.5 Demonstrate orally that phonemes exist:
Double consonant at ends of words – bb, dd, ff, gg, ll, mm, nn, ss, zz
Long Vowels – VCV Pattern
Vowel Pairs – ai, ay, ee, ea
Vowel Diphthongs – ow, ou, and oi, oy
Consonant Digraphs – ch, tch, sh, th, wh
7.7 Use letter-sound knowledge to decode written English.
Identify words with syllables –tion, -ture
Decode one syllable words
Decode phonetically regular multi-syllable words and nonsense words
Use word families to decode words –igh, -ould, -ought
8.6
Make predictions about what will happen next in an imaginative story, and
explain whether they were
confirmed or disconfirmed and why.
Students will read a section of an imaginative text and predict, orally or in
writing, what will happen next. Students will then read on and confirm or
disconfirm predictions.
8.7
Retell a story’s beginning, middle, and end.
Student’s will read an imaginative text and
retell in sequence what happens in he story.
8.8 Distinguish cause from effect
Students will identify cause and effect relationships in imaginary text.
8.9 Make
predictions about the content of an expository text using prior knowledge and text features
and explain
whether they were confirmed or disconfirmed and why.
Students will preview expository text features
and predict what the text is about and then
confirm
or disconfirm predictions.
8.10 Restate main ideas.
Students will summarize main ideas of expository texts.
11.1
Relate themes in works of fiction and nonfiction
to personal experience.
Students will share their personal experiences
to better understand the theme of a story.
12.1 Identify the elements of plot, character, and setting in a favorite story.
Students will make judgements about the setting of a story.
13.2
Identify and use knowledge of common graphic features.
Students will use pictures, graphs, tables, and
maps to assist in the understanding
of the text.
13.3
Make predictions about the content of a text using prior knowledge and text and
graphic features.
Students will preview the text and
predict what the selection will be about.
13.4 Explain whether
predictions about the content of a text were confirmed or disconfirmed and why.
Students will read and then discuss
and determine why their predictions were confirmed or disconfirmed.
13.5 Restate main ideas
and important facts from a text heard or read.
Students will summarize the main ideas and
important details either orally
or in writing.
Writing may be interactive.
16.1 Identify familiar forms of traditional literature read aloud
Mother Goose, rhymes, fairy tales, lullabies
16.2 Retell or dramatize traditional literature
Students will retell common nursery rhymes or act out fairy tales.
16.3 Identify and predict recurring phrases in traditional literature.
i.e. Once upon a time
Students will be able to:
19.5 Write narrative stories that have a beginning, middle and end.
Students should be working toward the goal of a three paragraph essay.
19.7 Write or dictate letters, directions, or short accounts of personal experiences that follow a logical order.
Write a friendly note focusing on a beginning, middle, and end. All paragraphs
should have a topic sentence,
at least three detail sentences, and a closing
paragraph.
21.1 Read back and edit their own writing for more details and better word choice.
After hearing comments on what is puzzling or missing, students add key pieces of information in an editing.
Print using one finger spacing between words and using the entire line.
Use correct spelling for sight words and spelling words (can also use Dolch list)
Edit for capitalization.
Edit for end marks of punctuation, and commas in the date.
Edit for word usage and sentence structure.
23.1 Arrange events in order when writing or dictating.
Use detail and logical sequence in their own writing.
23.2 Arrange ideas in a way that makes sense.
Organize ideas before writing using a graphic organizer.
25.1 Support judgments about classroom activities or presentations.
Listen and respond to the writing of others.
Students will be able to:
2.1 Contribute knowledge to class discussion in order to develop a topic for a class project.
3.1 Give oral presentations about personal experiences or interests.
3.2 Maintain focus on the topic.
Students will remain on topic during their oral presentation.
4.16 Identify and apply knowledge of homophones.
4.3 Identify and sort common words into conceptual categories.
4.4 Identify base words and their inflectional forms.
i.e. look, looks, looked, looking
4.8 Dictionary skills
Students will look up definitions in a beginning dictionary.
5.3 Identify correct capitalization.
Mr., Mrs. Dr.
Proper nouns
5.6 Recognize the four basic parts of speech.
Pronouns
Verbs – present tense and past tense
Irregular verbs – is/are, was/were
6.1 Identify formal and informal language in stories, poems, and plays.
Students will be able to:
7.4 Demonstrate understanding of the various features of written English.
Singular and plural possessives
A word ending in y; change the y to I and then add –es or –ed
Author, title, table of contents, glossary
Recognize correct spellings for words
Read high frequency words with automaticity
7.5 Say and recognize consonant blends:
Long Vowel – y /e/
Consonant digraphs – gh, nt, ng, nd, kn, mb, mp
7.7 Read accurately many irregularly spelled words, special vowel spellings, and common word endings.
Identify syllables –tion, -ture, and two syllable words with –er, -le at the end
Decode one-syllable words
Decode phonetically regular multi-syllable words and nonsense words
Use word families to decode words
8.6
Make
predictions about what will happen next in an imaginative story, and explain whether they were confirmed
or disconfirmed and why.
Students will read a section of an
imaginative text and predict, orally or in writing, what will happen next.
Students will then read on and confirm or disconfirm predictions.
8.7
Retell a story’s beginning, middle, and end.
Student’s will read an
imaginative text and retell in sequence what
happens in he story.
8.9 Make
predictions about the content of an expository text using prior
knowledge and text features
and explain
whether they were confirmed or disconfirmed and why.
Students will preview expository text features
and predict what the text is about and then confirm or
disconfirm predictions.
8.10 Restate main ideas.
Students will summarize main ideas of expository texts.
11.1
Relate themes in works of fiction and nonfiction
to personal experience.
Students will share their personal experiences
to better understand the
theme of a story.
12.1 Identify the elements of plot, character and setting in a favorite story.
Plot – draw conclusions
13.1 Identify and use knowledge of common textual features.
Headings, captions, key words
13.2
Identify and use knowledge of common graphic features.
Students will use pictures, graphs, tables, and
maps to assist in the understanding of the text.
13.3
Make predictions about the content of a text using prior knowledge and text and
graphic features.
Students will preview the text and
predict what the selection will be about.
13.4 Explain whether
predictions about the content of a text were confirmed or disconfirmed and why.
Students will read and then discuss
and determine why their predictions were confirmed or disconfirmed.
13.5
Restate main ideas and important facts from a text heard or read.
Students will summarize the main ideas and important details either orally
or in writing. Writing may be interactive.
14.1 Identify a regular beat and similarities of sounds in words in responding to rhythm and rhyme in poetry.
17.1 Identify the elements of dialogue and use them in informal plays.
18.1 Rehearse and perform stories, plays, and poems for an audience using eye contact, volume, and clear enunciation appropriate to the selection.
Students will be able to:
19.5 Write narrative stories that have a beginning, middle and an end
19.6 Write or dictate short poems.
19.8 Write or dictate research questions.
Through teacher directed whole class activities:
Define the need for information and formulate open-ended research questions.
Write research questions.
20.1 Use a variety of forms or genres when writing for different purposes.
Write a nonfiction report
21.1 Read back and edit their own writing for more details and better word
choice.
Print using one finger spacing between words and using the entire line.
Use correct spelling for sight words and spelling words (can also use Dolch list)
Edit for capitalization.
Edit for end marks of punctuation, and commas in the date.
Edit for word usage and sentence structure.
23.1 Arrange events in order when writing or dictating.
Use detail and logical sequence in their own writing.
23.2
Arrange ideas in a way that makes sense.
Organize ideas before writing using a graphic organizer.
24.1 Generate questions and gather information from several sources in a classroom, school, or public library.
Make a plan to search for information,
brainstorm ways to find answers, locate resources, use more
than one source to
explore a topic, record information by taking notes.
25.1 Support judgments about classroom activities or presentations.
Develop criteria to judge an effective final copy, evaluate the research project.
4.4 Identify base words and their inflectional forms
i.e. look, looks, looked, looking
5.2 Recognize that the names of things can also be the names of actions
5.6 Identify the four basic parts of speech.
Comparing with adjectives
Students will be able to:
7.4 Demonstrate understanding of the various features of written English.
Double the final consonant of one syllable words when adding –ed or –ing
A word ending in f; the f is changed to v and then add –s or –es
A word that ends in e; drop the final e then add –ed or –ing
Author, title, table of contents, glossary
Recognize correct spellings for words
Read high frequency words with automaticity
7.6 Read sight words with automaticity
8.6 Make predictions about what will happen next in an imaginative story,
and explain whether they were
confirmed or disconfirmed and why.
Students will read a section of an
imaginative text and predict, orally or in writing, what will happen next.
Students will then read on and confirm or disconfirm predictions.
8.7
Retell a story’s beginning, middle, and end.
Student’s will read an
imaginative text and retell in sequence what happens in he story.
8.9 Make
predictions about the content of an expository text using prior
knowledge and text features and
explain
whether they were confirmed or disconfirmed and why.
Students will preview expository text features and predict what the text is
about and then confirm or
disconfirm predictions.
8.10 Restate main ideas.
Students will summarize main ideas of expository texts.
9.1 Identify similarities in plot, setting and character among the works of an author.
9.2 Identify different interpretations of plot, setting, and character in the same work by different illustrators.
10.1 Find similarities/differences between fiction and nonfiction text.
11.1
Relate themes in works of fiction and nonfiction
to personal experience.
Students will share their personal experiences
to better understand the theme of a story.
12.1 Identify the elements of plot, character and setting in a favorite story.
Plot – draw conclusions
13.2
Identify and use knowledge of common graphic features.
Students will use pictures, graphs, tables, and maps to assist in the understanding of the text.
13.3 Make
predictions about the content of a text using prior knowledge and text and
graphic features.
Students will preview the text and
predict what the selection will be about.
13.4 Explain whether
predictions about the content of a text were confirmed or disconfirmed and why.
Students will read and then discuss
and determine why their predictions were
confirmed disconfirmed.
13.5
Restate main ideas and important facts from a text heard or read.
Students will summarize the main ideas and important details either orally
or in writing.
Writing may be interactive.
Fourth Term
Benchmarks
Composition Strand
Grade 2
Students will be able to:
By the fourth term, students should be able to use the writing process to independently write a three-paragraph essay.
19.5 Write stories
21.1 Read back and edit their own writing for more details and better word choice.
Print using one finger spacing between words and using the entire line.
Use correct spelling for sight words and spelling words (can also use Dolch list)
Edit for capitalization.
Edit for end marks of punctuation, and commas in the date.
Edit for word usage and sentence structure.
23.1 Arrange events in order when writing or dictating.
Use detail and logical sequence in their own writing.
23.2
Arrange ideas in a way that makes sense.
Organize ideas before writing using a graphic organizer.
25.1 Support judgments about classroom activities or presentations.
Develop criteria to judge an effective final copy, evaluate the research project.
Students will be able to:
26.1 Identify techniques used in television and use knowledge of these techniques to distinguish between facts and misleading information.
27.1 Create radio scripts, audiotapes, or videotapes for display or transmission.
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