R.WS.02.01 demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
R.WS.02.02 recognize that words are composed of sounds blended together and carry meaning.
R.WS.02.03 understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.
R.WS.02.04 use structural cues to recognize and decode words with long and short vowels, consonant digraphs, and irregular vowels in isolation and in context including: letter sound, onset and rimes, whole word chunks, word families, long and short vowels, digraphs wh, ph, irregular vowels ei, ie, ea, ue.
R.WS.02.05 automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.
R.WS.02.06 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.
R.WS.02.07 make progress to automatically read by sight the Dolch First 1000 Words for mastery in fifth grade.
R.WS.02.08 use previously learned and new strategies to identify unknown words and construct meaning by re-reading a sentence or paragraph when meaning is unclear, using context as a basis for predicting meaning of unfamiliar words, sub-vocalization, and/or sounding out unknown words.
R.WS.02.09 know the meanings of words encountered frequently in grade-level reading and oral language contexts.
R.WS.02.10 use syntactic and semantic cues including reading context; picture clues; prefixes re-, un-; and suffixes -s, -ed, -ing to determine the meaning of words in grade-appropriate texts.
R.WS.02.11 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.
R.FL.02.01 automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.
R.FL.02.02 use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis
R.FL.02.03 read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.
R.NT.02.04 identify and explain how authors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters’ thoughts and actions.
R.NT.02.05 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.
R.IT.02.01 identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, personal correspondence, science and social studies magazines.
R.IT.02.02 discuss informational text patterns including descriptive, sequential, enumerative, and compare/contrast.
R.IT.02.04 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.
R.CM.02.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.
R.CM.02.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.
R.MT.02.01 self-monitor comprehension by recognizing when meaning is breaking down and use strategies including making credible predictions to increase comprehension when reading or listening to text.
R.MT.02.02 self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.
R.MT.02.03 self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text.
R.MT.02.04 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., using context to predict meaning of unfamiliar words), and discuss which comprehension strategies worked and did not work.
R.MT.02.05 self-monitor comprehension by using graphic organizers such as a Venn diagram and paragraphs to compare and contrast or indicate a sequence of ideas.
R.MT.02.06 determine which resources contain appropriate information for the intended task using teacher/student generated criteria.
R.CS.02.01 develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others.
R.AT.02.01 be enthusiastic about reading and learning how to read.
R.AT.02.02 do substantial reading and writing on their own during free time in school and at home.
W.PR.02.01 set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.
W.PR.02.02 develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/solution, sequence, description, or compare/contrast).
W.PR.02.05 draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings.
W.PR.02.06 revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience.
W.HW.02.01 fluently and legibly write upper and lower case manuscript letters and begin to write the cursive alphabet.
S.CN.02.05 understand, providing examples of how language differs from school and home as a function of linguistic and cultural group membership.
S.DS.02.03 respond to multiple text types by reflecting, making connections, taking a position, and/or showing understanding.
