The Letter and Spirit of 2nd Grade…..
Reading/Listening to a range of texts and Foundational Reading Skills
Participate in interactive whole group read alouds and shared reading experiences (RL/RI.2.10).
Read grade-appropriate complexpoetry, literature and informational text (RL/RI.2.10) such that students can ask and answer questions by referring explicitly to a text (RL/RI.2.1).
Analyze texts to describe how characters respond to major events and challenges and to acknowledge differences in points of view (RL.2.3, RL.2.6).
Compare and contrast two or more versions of the same story and the most important points presented by two texts on the same topic (RL/RI.2.9).
Know and apply phonological awareness, phonics, and word recognition in small group, teacher directed instruction. (RF.2.3-4)
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area (RL/RI.2.4).
Speaking/Listening
Participate in collaborative discussions about topics and texts under study (SL.2.1)
Follow agreed-upon rules for discussion (SL.2.1). Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, and deepen understanding (SL.2.3)
Use skills and grade appropriate vocabulary from 1-2 to participate in collaborative conversations about grade 2 topics to deepen understanding and comprehension.
Use knowledge of language and its conventions when writing, speaking, reading, or listening (L.2.3).
Emerge from grade 2 with an ever-expanding academic vocabulary that they use in their writing and speaking.
Responding to Texts Orally and In Writing
Develop and organize writing in a manner appropriate to the task and purpose through introductions, supporting points, and conclusions. (W.2.1-3)
Write to inform/explain, write narratives, (W.2.2–3) or to express an opinion(W.2.1). To assist students in developing these skills, reading of history and science texts will provide models of connecting and sequencing of ideas.
Students should tell a story, recount an experience, or report on a topic or text (SL.2.4–6).
Students determine the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content (L.2.4)
Use of specific facts and descriptive details is emphasized, as is correct spelling and punctuation. (See Language standards for detailed expectations).
Include a balance of shared or collaborative writing experiences that support moving toward independent writing and short, focused research projects. Teachers should incorporate digital texts where appropriate and use technology and media to deepen learning and draw attention to evidence and texts as appropriate.
Language
Demonstrate increasing command of the conventions of standard English grammar and usage when writing or speaking (L.2.1).
Use words and phrases acquired through conversations, reading, and being read to, and through opportunities to respond to texts (L.2.6).
Word Analysis & Fluency
Build word analysis skills so that students can demonstrate awareness and competencein grade appropriate phonics and decoding (RF.2.3).
Read with sufficient accuracy and fluency to support comprehension (RF.2.4).
*Please note this tool is only one possible outline for Common Core State Standard (CCSS) classroom practice and is not intended to serve as a guide for replacing a full incorporation and implementation of the CCSS.
Model Content Frameworks
At the time of creating this document, PARCC had just released newly designed K-2 Model Content Frameworks. The following information will assist district staff in understanding a summary of these tools for second gradebased on the PARCC information. Unlike their later-grade counterparts, the Model Content Frameworks for K-2 are not focused on connections to summative assessments. Rather, they are designed to support the development of classroom-level, non-summative tools like PARCC’s formative tasks and diagnostic assessments.
The PARCC Model Content Frameworks are voluntary resources offered by PARCC to help curriculum developers and teachers as they work to implement the standards in their states and districts. The Model Content Frameworks offer one way of organizing the standards — in this instance into quarterly modules. Equally successful models could be based around semesters, trimesters or other school schedules. Model Content Frameworks allow educators the flexibility to order the modules and the content within the modules in any way that suits their desired purposes. Because the knowledge and skills embedded across the four modules address all the standards for a given grade level, the order in which the four modules may be used is not critical. The Model Content Frameworks are designed with the following purposes in mind:
- Supporting implementation of the Common Core State Standards,
- Informing the development of item specifications and blueprints for the PARCC diagnostics in grades K-2,
- Address areas of emphasis that develop college and career readiness in early grades; and
- Guide the development of diagnostic tools and formative tasks that align to the CCSS.
The proposed PARCC Assessment System(Grades 3-11) will be designed to measure knowledge, skills and understandings essential to achieving college and career readiness. In ELA/Literacy, these include the following areas as defined by the standards:
Reading complex texts (although complex texts are not assigned to K-2):
- This requires students to read and comprehend a range of grade-level complex texts, including texts from the domains of ELA, science, history/social studies, the arts and physical education.
- Because vocabulary is a critical component of reading comprehension, it will be assessed in the context of reading passages.
- Students are expected to conduct close, analytic readings as well as compare and synthesize ideas across texts.
The modules for second grade suggest both the number and types of texts that students should read and analyze. Students then write about these texts either to express an opinion or to inform/explain. In addition, research and narrative writing tasks appear in each module.
Writing effectively when using and/or analyzing sources:
Students are expected to conduct text-focused discussions and produce, both collaboratively and independently, written work aligned with the standards.This requires students to demonstrate the interrelated literacy activities of reading, gathering evidence about what is read, as well as analyzing and presenting that evidence orally and in writing. Building student competence and confidence through opportunities to observe teacher modeling and to participate in collaborative group writing experiences, for all three purposes in writing, is necessary to encourage and support increasing independence at this level.
Conducting and reporting on research:
This expands on “writing when analyzing sources” to require students to demonstrate their ability to
- gather resources,
- evaluate their relevance, and
- report on information and ideas they have investigated (i.e., conducting research to answer questions or to solve inquiry based projects).
Speaking and listening:
This requires students to demonstrate a range of interactive oral communication and interpersonal skills, including (but not limited to) skills necessary for making formal presentations, working collaboratively, sharing findings and listening carefully to the ideas of others.
Language use for reading, writing and speaking:This requires students to have a strong command of grammar and spoken and written academic English. Students are asked to read and/or listen to texts read aloud andrespond critically through discussion and in writing. Response may take the form of written ororal explanation and opinion. Emphasis is placed on critical thinking, problem solving, andcollaboration with peers.
The importance of the skills below is reflected in the emphasis the Model Content Frameworks place on students’ needing regular opportunities to grapple with the close, analytic reading of grade-level complex texts and to construct increasingly sophisticated responses in writing. The Model Content Frameworks therefore provide a helpful guide in preparing students for future PARCC assessments.
Skills to Be Woven Throughout the Year
2ndGrade Illinois Model Content Frameworks
Optional model to consider when constructing a yearlong course of instruction.
PARCC suggests 6 week length modules however school districts are encouraged to modify the number of texts and writing tasks to fit a school’s reporting calendar or schedule needs (i.e. quarter length or trimester length modules).
1stSix Week Length Module
Reading and Listening to Texts
Read grade level texts of appropriate complexity to ask and answer questions about texts.
Short Texts
Literature - 50%
Informational – 50%
Extended Text
Literature - (novel, play or longer story)
Writing about Texts – Balance of Opinion & Informative/Explanatory
Mix of on-demand, review, and revisions writing tasks
Build confidence and competence with technology
Writing Routinely
Write short constructed-responses to text-dependent questions
Write to build content knowledge
Write to reflect upon text(s)
Writing Piece–One-TwoPieces That Focus on Opinion
Introduce a topic
State an opinion
Supply reasons that support the opinion
Use linking words (e.g., because, and, also) to connect opinion and reasons
Provide a concluding statement or section
With guidance and support from adults, respond to questions and suggestions and add details to strengthen
writing.
Writing Extended Research Projects
Participate in a shared research and writing project
Write 1 research project to address an inquiry based topic
Integrate knowledge about a topic drawn from one or more texts
Answer a question from provided sources or record scientific observations
Present findings in a variety of modes including in collaboration with peers
Writing Narratives
Write one-twoseparate narratives to recount a well elaborated or short sequence of events
Include details to describe actions, thoughts and feelings
Use temporal words to signal event order
Provide a sense of closure
With guidance and support from adults, respond to questions and suggestions and add details to strengthen
writing.
Present findings in a variety of modes, including in collaboration with peers.
2ndGrade Illinois Model Content Frameworks
Optional models to consider when constructing a yearlong course of instruction.
PARCC suggests 6 week length modules however school districts are encouraged to modify the number of texts and writing tasks to fit a school’s reporting calendar or schedule needs (i.e. quarter length or trimester length modules).
2nd Six Week Length Module
Reading and Listening to Texts
Read grade level texts of appropriate complexity to ask and answer questions about texts.
Short Texts
Literature - 50%
Informational – 50%
Extended Text
Informational (e.g., science or social studies
or “how to” technical text)
Writing about Texts - Balance of Opinion and Informative/Explanatory
Mix of on-demand, review, and revision writing tasks
Build confidence and competence with technology
Writing Routinely
Write short constructed-responses to text-dependent questions
Write to build content knowledge
Write to reflect upon text(s)
Writing Piece–One-Two Pieces That Focus on Informing/Explaining
Introduce a topic
Use facts and definitions to develop points
Provide a concluding statement or section
With guidance and support from adults, respond to questions and suggestions and add details to strengthen
writing.
Writing Extended Research Projects
Participate in a shared research and writing project
Write one research project to address a topic/problem/issue
Integrate knowledge about a topic drawn from one or more texts
Answer a question from provided sources or record science observations
Present findings in a variety of modes including in collaboration with peers
Writing Narratives
Write two separate narratives to recount a well elaborated or short sequence of events
Include details to describe actions, thoughts and feelings
Use temporal words to signal event order
Provide a sense of closure
With guidance and support from adults, respond to questions and suggestions and add details to strengthen
writing.
Present findings in a variety of modes including in collaboration with peers
2ndGrade Illinois Model Content Frameworks
Optional models to consider when constructing a yearlong course of instruction.
PARCC suggests 6 week length modules however school districts are encouragedto modify the number of texts and writing tasks to fit a school’s reporting calendar or schedule needs (i.e. quarter length or trimester length modules).
3rdSix Week Length Module
Reading and Listening to Texts
Read grade level texts of appropriate complexity to ask and answer questions about texts.
Short Texts
Literature - 50%
Informational – 50%
Extended Text
Literature- (novel, play or longer story)
Writing about Texts - Balance of Opinion and Informative/Explanatory
Mix of on-demand, review, and revision writing tasks
Build confidence and competence with technology
Writing Routinely
Write short constructed-responses to text-dependent questions
Write to build content knowledge
Write to reflect upon text(s)
Writing Piece – TwoSeparate Pieces That Focus on Opinion
Introduce a topic
State an opinion
Supply reasons that support the opinion
Use linking words (e.g., because, and, also) to connect opinion and reasons
Provide a concluding statement or section
With guidance and support from adults, respond to questions and suggestions and add details to strengthen writing.
Writing Extended Research Projects
Participate in a shared research and writing project
Write one research project to address an inquiry based topic
Integrate knowledge about a topic drawn from one or more texts
Answer a question from provided sources or record science observations
Present findings in a variety of modes including in collaboration with peers
Writing Narratives
Write two separate narratives to recount a well elaborated or short sequence of events
Include details to describe actions, thoughts and feelings
Use temporal words to signal event order
Provide a sense of closure
With guidance and support from adults, respond to questions and suggestions and add details to strengthen
writing.
2ndGrade Illinois Model Content Frameworks
Optional models to consider when constructing a yearlong course of instruction.
PARCC suggests 6 week length modules however school districts are encouraged to modify the number of texts and writing tasks to fit a school’s reporting calendar or schedule needs (i.e. quarter length or trimester length modules).
4thSix Week Length Module
Reading and Listening to Texts
Read grade level texts of appropriate complexity to ask and answer questions about texts.
Short Texts
Literature - 50%
Informational – 50%
Extended Text
Informational (e.g., science or social studies
or “how to” technical text)
Writing about Texts - Balance of Opinion & Informative/Explanatory
Mix of on-demand, review, and revision writing tasks
Build confidence and competence with technology
Writing Routinely
Write short constructed-responses to text-dependent questions
Write to build content knowledge
Write to reflect upon text(s)
Writing Piece–Two SeparatePieces That Focus on Informing/Explaining
Introduce a topic
Use facts and definitions to develop points
Provide a concluding statement or section
With guidance and support from adults, respond to questions and suggestions and add details to strengthen
writing.
Writing Extended Research Projects
Participate in a shared research and writing project
Write one research project to address a topic/problem/issue
Integrate knowledge about a topic drawn from one or more texts
Answer a question from provided sources or record science observations
Present findings in a variety of modes including in collaboration with peers
Writing Narratives
Write twoseparate narratives to recount a well elaborated or short sequence of events
Include details to describe actions, thoughts and feelings
Use temporal words to signal event order
Provide a sense of closure
With guidance and support from adults, respond to questions and suggestions and add details to strengthen
writing.
2ndGrade Illinois Model Content Frameworks
Optional models to consider when constructing a yearlong course of instruction.
PARCC suggests 6 week length modules however school districts are encouraged to modify the number of texts and writing tasks to fit a school’s reporting calendar or schedule needs (i.e. quarter length or trimester length modules).
5th Six Week Length Module
Reading and Listening to Texts
Read grade level texts of appropriate complexity to ask and answer questions about texts
Short Texts
Literature - 50%
Informational – 50%
Extended Text
Literature (novel, play, or longer story)
Writing about Texts - Balance of Opinion & Informative/Explanatory
Mix of on-demand, review, and revision writing tasks
Build confidence and competence with technology
Writing Routinely
Write short constructed-responses to text-dependent questions
Write to build content knowledge
Write to reflect upon text(s)
Writing Piece – Two Separate Pieces That Focus on Opinion
Introduce a topic
State an opinion
Supply reasons that support the opinion
Use linking words (e.g., because, and, also) to connect opinion and reasons
Provide a concluding statement or section
With guidance and support from adults, respond to questions and suggestions and add details to strengthen writing.
Writing Extended Research Projects
Participate in a shared research and writing project
Write one research project to address a topic/problem/issue
Integrate knowledge about a topic drawn from one or more texts
Answer a question from provided sources or record science observations
Present findings in a variety of modes including in collaboration with peers
Writing Narratives
Write twoseparate narratives to recount a well elaborated or short sequence of events
Include details to describe actions, thoughts and feelings
Use temporal words to signal event order
Provide a sense of closure
With guidance and support from adults, respond to questions and suggestions and add details to strengthen writing.
2ndGrade Illinois Model Content Frameworks
Optional models to consider when constructing a yearlong course of instruction.
PARCC suggests 6 week length modules however school districts are encouragedto modify the number of texts and writing tasks to fit a school’s reporting calendar or schedule needs (i.e. quarter length or trimester length modules).
6th Six Week Length Module
Reading and Listening to Texts
Read grade level texts of appropriate complexity to ask and answer questions about texts