Grade 2 ela cst standards alignment draft june 2010

DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 2 English Language Arts

Themes CST Suppl.
CST
2009 Assess.
CALIFORNIA CONTENT STANDARDS: READING # of
Rel. Form A
Items 1 2 3 4 5 6
Quest. Quest.
1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC
VOCABULARY DEVELOPMENT: Students understand the
basic features of reading. They select letter patterns and
22
know how to translate them into spoken language by
using phonics, syllabication, and word parts. They apply
this knowledge to achieve fluent oral and silent reading.
1.1 Decoding and Word Recognition: recognize and use
1, 5, 6,
knowledge of spelling patterns (e.g., diphthongs, special vowel 3 S All S All S All S All S All S All 1-7
8
spellings) when reading
1.2 Decoding and Word Recognition: apply knowledge of basic
3, 4, 7,
syllabication rules when reading (e.g., v/cv = su/per, vc/cv = 3 S All S All S All S All S All S All 8 - 10
9
sup/per)
1.3 Decoding and Word Recognition: decode two-syllable
nonsense words and regular multi-syllable words 3 S All S All S All S All S All S All 2, 4, 5 11 - 15

1.4 Decoding and Word Recognition: recognize common I1,3
abbreviations (e.g., Jan., Sun., Mr., St.) 1 S1 55 16 - 18
S2
1.5 Decoding and Word Recognition: identify and correctly use
47, 51,
regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., 2 S3,4 S2 S4 19 - 22
56
fly/flies, wife/wives)
1.6 Decoding and Word Recognition: read aloud fluently and S All S All
accurately, and with appropriate intonation and expression NA* S All S All S All S All NA*
FO L1
1.7 Vocabulary and Concept Development: understand and S2 S2 S2 28, 33,
explain common antonyms and synonyms 3 43
23 - 28
(Syn) (Ant) (Syn)
1.8 Vocabulary and Concept Development: use knowledge of
48, 52,
individual words in unknown compound words to predict their 2 S1 S2 29 - 31
60
meaning
1.9 Vocabulary and Concept Development: know the meaning 49, 53,
of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly)
2 S1,3 S2 S1,3 S1,3,4 S1,3 57, 59
32 - 36
1.10 Vocabulary and Concept Development: identify simple S2,3 32, 42,
multiple-meaning words 3 S2,3 S2,3 S2 37 - 39
L3 58

* Not assessable in multiple-choice format 1
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6-23-10


Themes CST Suppl.
CST
2009 Assess.
Rel. Form A
Items 1 2 3 4 5 6
Quest. Quest.
2.0 READING COMPREHENSION: Students read and
understand grade-level-appropriate material. They draw
upon a variety of comprehension strategies as needed
(e.g., generating and responding to essential questions,
15
making predictions, comparing information from several
sources).
2.1 Structural Features of Informational Materials: use titles, S2 L3
S2
tables of contents, and chapter headings to locate information 1 L1,2 RT2 I2 I2,3 50, 61 1-3
in expository text L1,2
L3 FO
2.2 Comprehension and Analysis of Grade-Level-Appropriate RT3
S3 S1,3
Text: state the purpose in reading (i.e., tell what information is NA* FO L2,3 L2,3 N/A* NA*
sought) L2 L All
FO
2.3 Comprehension and Analysis of Grade-Level-Appropriate RT1
13, 18,
Text: use knowledge of the author’s purpose(s) to 2 L1 L1 L3 L2 36, 41
4 - 12
comprehend informational text FO
2.4 Comprehension and Analysis of Grade-Level-Appropriate S1 S2 S All 25, 27,
L2,3 L1
Text: ask clarifying questions about essential textual elements 2 + L3 L2 L3 30, 39,
of exposition (e.g., why, what-if, how) + + 40
+ + +
S All
S All S All S All
2.5 Comprehension and Analysis of Grade-Level-Appropriate S All RT All S All
L1 RT1,3 RT1,2 20, 24,
Text: restate facts and details in the text to clarify and 3 RT All L2,3 RT All 34, 25
organize ideas RT 1,2 L1,2 I1
L1,3 I4 L1,2
RWW FO L2
FO
S3
2.6 Comprehension and Analysis of Grade-Level-Appropriate L2 S2,3 S1 10, 26,
Text: recognize cause-and-effect relationships in a text
3 RT1,3 RT All 37, 62
FO RT3 RT2
L3
2.7 Comprehension and Analysis of Grade-Level-Appropriate L1,2 RT3 I1
Text: interpret information from diagrams, charts, and graphs
2 I1,2 I1 S2 31 13 - 15
I1,3 L1,3 FO
2.8 Comprehension and Analysis of Grade-Level-Appropriate
S2 11, 12,
Text: follow two-step written instructions
2 L1,4 I3 RT2,4 RT3 19, 21, 16 - 18
L2 38



Themes CST Suppl.
CST
2009 Assess.
Rel. Form A
Items 1 2 3 4 5 6
Quest. Quest.
3.0 LITERARY RESPONSE AND ANALYSIS: Students
read and respond to a wide variety of significant
works of children’s literature. They distinguish
between the structural features of the text and the 6
literary terms or elements (e.g., theme, plot, setting,
characters).
3.1 Narrative Analysis of Grade-Level-Appropriate Text: S1
16, 17,
compare and contrast plots, settings, and characters 2 RT1 L1,3 FO 45, 46
presented by different authors FO
3.2 Narrative Analysis of Grade-Level-Appropriate Text: 1–5
S3
generate alternative endings to plots and identify the 1 RT4 RT3 15 and
RT3 6 - 13
reason or reasons for, and the impact of, the alternatives
3.3 Narrative Analysis of Grade-Level-Appropriate Text:
compare and contrast different versions of the same 1 FO 14, 44
stories that reflect different cultures
3.4 Narrative Analysis of Grade-Level-Appropriate Text:
22, 23,
identify the use of rhythm, rhyme, and alliteration in 2 RT3 L3 S2 L1 14 - 15
29
poetry

S = Selection
RT = Revisiting the Text
+ = QAR Strategies (using side margin questions)
L = Link
I = Informational Study Skills
RWW = Reading Writing Workshop
FO = Focus On



Themes Suppl.
CST CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING # of Rel.
1 2 3 4 5 6 Form A
Items Quest.
Quest.
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE
CONVENTIONS: Students write and speak with a
14
command of standard English conventions appropriate
to this grade level.
1.1 Sentence Structure: distinguish between complete and S1,2 S1 69, 73,
2 S All S1 1-3
incomplete sentences RWW RT2 80, 92

1.2 Sentence Structure: recognize and use the correct word S1
0 S1,2 RWW S1 none 4-6
order in written sentences RWW

1.3 Grammar: identify and correctly use various parts of S S All 64, 74,
2 S All S1,2 S All S All 7 - 12
speech, including nouns and verbs, in writing and speaking All RWW 87, 93

1.4 Punctuation: use commas in the greeting and closure of a S1 13, 14,
2 S2,3 75, 91
letter and with dates and items in a series RWW 25, 26

S4 63, 72,
1.5 Punctuation: use quotation marks correctly 2 L3 RT3
88, 96
15, 16
FO
1.6 Capitalization: capitalize all proper nouns, words at the S2,3
68, 79,
beginning of sentences and greetings, months and days of 2 S All S All I3 S4 17 - 24
82, 94
the week, and titles and initials of people RWW

1.7 Spelling: spell frequently used, irregular words correctly S All S All S S All 67, 76,
2 S All S All 27 - 30
(e.g., was, were, says, said, who, what, why) RWW RWW All RWW 85, 89

1.8 Spelling: spell basic short-vowel, long-vowel, r-controlled, S All S All S
2 S All S All S All 65, 90 31 - 36
and consonant-blend patterns correctly RWW RWW All


Themes Suppl.
CST CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING # of Rel.
1 2 3 4 5 6 Form A
Items Quest.
Quest.
1.0 WRITING STRATEGIES: Students write clear and
coherent sentences and paragraphs that develop a
central idea. Their writing shows they consider the
audience and purpose. Students progress through the 8
stages of the writing process (i.e., pre-writing, drafting,
revising, editing successive versions).
1.1 Organization and Focus: group related ideas and S2 S1,2,3 66, 70,
maintain a consistent focus S1,2 S4
3 RWW S3 RWW S All 77, 83,
RWW RWW 95
FO FO
1.2 Penmanship: create readable documents with legible S2,3 S All
S All S All S
handwriting NA* RWW RWW S All N/A* NA*
RWW RWW All
FO
1.3 Research: understand the purposes of various reference S S2,3,4
materials (e.g., dictionary, thesaurus, atlas) S1 S2,4
2 I3 All I3 I1 71, 86 1-3
I3 I2,4
I2 FO
1.4 Evaluation and Revision: revise original drafts to improve
sequence and provide more descriptive detail S2,3
S1,3,4 RWW 78, 81,
3 RWW RWW S3 S3 4
RWW FO 84
FO

TOTALS 65

S = Selection
L = Link
FO = Focus On



Themes CST Suppl.
CST
Rel. Assess.
CALIFORNIA CONTENT STANDARDS: WRITING # of
1 2 3 4 5 6 Quest Form A
Items
. Quest.
1.0 WRITING APPLICATIONS (Genre and Their
Characteristics: Students write compositions that
describe and explain familiar objects, events, and
experiences. Student writing demonstrates a command of NA NA
NA
standard American English and the drafting, research,
and organizational strategies outlined in Writing Standard
1.0. Using the writing strategies of grade two outlined in
Writing Standard 1.0 students:
2.1 Write brief narratives based on their experiences:
S2
a. Move through a logical sequence of events. S3 S1,3
NA RWW S3 RWW S3 NA NA
b. Describe the setting, characters, objects, and events in RWW RT4
FO
detail.
2.2. Write a friendly letter complete with the date, salutation, body,
NA RWW NA NA
closing and signature.

S = Selection
L = Link
FO = Focus On


Themes CST Suppl.
CST
CALIFORNIA CONTENT STANDARDS: LISTENING AND Rel. Assess.
# of
SPEAKING 1 2 3 4 5 6 Quest Form A
Items
. Quest.
1.0 LISTENING AND SPEAKING STRATEGIES Students listen
critically and respond appropriately to oral communication.
They speak in a manner that guides the listener to NA NA NA
understand important ideas by using proper phrasing, pitch,
and modulation.
1.1 Comprehension Determine the purpose or purposes of
S2
listening (e.g., to obtain information, to solve problems, for NA S3 S3,4 NA NA
I1
enjoyment).
1.2 Comprehension Ask for clarification and explanation of stories S2
NA S2 NA NA
and ideas. I1
1.3 Comprehension Paraphrase information that has been shared
NA L4 I1 NA NA
orally by others.
1.4 Comprehension Give and follow three-and four-step oral
NA S3 NA NA
directions.
1.5 Organization and Delivery of Oral Communication Organize
presentations to maintain a clear focus. NA S1,2 S2 S4 S1,2 S1-3 S1 NA NA

1.6 Organization and Delivery of Oral Communication Speak
clearly and at an appropriate pace for the type of communication S All
NA S2,3 S1,2 S1-3 S1,2 1,3 NA NA
(e.g., informal discussion, report to class). L4

1.7 Organization and Delivery of Oral Communication Recount
experiences in a logical sequence. NA S1 S1 NA NA

1.8 Organization and Delivery of Oral Communication Retell
stories, including characters, setting, and plot. NA S1 S3 NA NA

1.9 Organization and Delivery of Oral Communication Report
NA S2 S1 S1 S3 NA NA
on a topic with supportive facts and details.
*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.



Themes Suppl.
CST CST
Assess.
CALIFORNIA CONTENT STANDARDS: LISTENING AND SPEAKING # of Rel.
1 2 3 4 5 6 Form A
Items Quest.
Quest.
2.0 SPEAKING APPLICATIONS (GENRES AND THEIR
CHARACTERISTICS) Students deliver brief recitations and oral
presentations about familiar experiences or interests that are
organized around a coherent thesis statement. Student speaking dem- NA NA NA
onstrates a command of standard American English and the
organizational and delivery strategies outlined in Listening and
Speaking Standard 1.0.
2.1 Using the speaking strategies of grade two outlined in Listening and
Speaking Standard 1.0, students: Recount experiences or present
NA S1 S1 S3,4 S3 NA NA
stories: a. Move through a logical sequence of events. b. Describe story
elements (e.g., characters, plot, setting).
2.2 Using the speaking strategies of grade two outlined in Listening and
Speaking Standard 1.0, students: Report on a topic with facts and details, NA S2 NA NA
drawing from several sources of information.

*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.

S = Selection
L = Link
FO = Focus On


Grade 2 ela cst standards alignment draft june 2010

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à Grade 2 ela cst standards alignment draft june 2010

Similaire à Grade 2 ela cst standards alignment draft june 2010 (20)

Plus de teamteach

Plus de teamteach (20)

Grade 2 ela cst standards alignment draft june 2010