gr. 2 ccgps crosswalk

Georgia Department of Education


Dr. John D. Barge, State School Superintendent

June 2011 of 13

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DRAFT DOCUMENT Updated August 2011

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2nd CCGPS 2nd GPS

READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand

ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student c. Generates questions before, during, and after reading.

ELACC2RL2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student e. Summarizes text content. m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales). ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Identifies themes and lessons in folktales, tall tales, and fables.

ELACC2RL3: Describe how characters in a story respond to major events and challenges. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.

ELACC2RL4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (G)

ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems

ELACC2RL5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (G)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student d. Recall explicit facts and infers implicit facts. ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning,

middle, and end with details from the text). ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.

ELACC2RL6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (E) *This CCGPS aligns with 6

th grade GPS.

ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: f. Identifies the speaker and recognizes the difference between first-and third-person narration.

ELACC2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.

ELACC2RL8: (Not applicable to literature)

ELACC2RL9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts. m. Recognizes the basic elements of a variety of genres




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ELACC2RL10: By 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. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. a. Reads a variety of texts for information and pleasure

Alignment:

(W) Weak: Only minor aspects of Common Core were noted in GPS.

(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.

(E) Excellent: Both Common Core and GPS match in nearly all aspects.




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2nd CCGPS 2nd GPS

READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strand

ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student c. Generates questions before, during, and after reading.

ELACC2RI2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student i. Identifies and infers main idea and supporting details.

ELACC2RI3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (G) *There is not a 2

nd grade GPS in ELA for this standard.

2nd grade science GPS: S2CS5. Students will communicate scientific ideas and activities clearly. 2nd grade social studies GPS: Informational processing skills chart: Identify main idea, detail, sequence of events, and cause and effect in a social studies context. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. e. Distinguishes cause from effect in context.

ELACC2RI4: Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area. (E)

ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student a. Reads a variety of texts and uses new words in oral and written language. b. Recognizes grade appropriate words with multiple meanings.

ELACC2RI5: 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. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student n. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. q. Uses dictionary, thesaurus, and glossary skills to determine word meanings. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student k. Begins to use dictionary and glossary skills to determine word meanings.

ELACC2RI6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student i. Identifies and infers main idea and supporting details. o. Recognizes the author’s purpose.

ELACC2RI7: Explain how specific images (e.g., a

diagram showing how a machine works) contribute to

and clarify a text. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.

ELACC2RI8: Describe how reasons support specific points the author makes in a text. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student i. Identifies and infers main idea and supporting details. o. Recognizes the author’s purpose

ELACC2RI9: Compares and contrast the most important points presented by two texts on the same topic. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Makes connections between texts and/or personal experiences.

ELACC2RI10: By the end of the 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. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student a. Reads a variety of texts for information and pleasure.

Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS. (G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.





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2nd CCGPS 2nd

GPS

READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand

ELACC2RF3. Know and apply grade-level phonics and word analysis skills in decoding words.(E)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Applies letter-sound knowledge to decode quickly and accurately.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. (E)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. g. Applies learned phonics skills when reading and writing words, sentences, and stories. ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student d. Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane).

b. Know spelling-sound correspondences for additional common vowel teams. (E)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student a. Reads words containing blends, digraphs, and diphthongs. d. Read and spells words containing r-controlled vowels and silent letters. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student f. Reads words containing vowel digraphs and r-controlled vowels.

c. Decode regularly spelled two-syllable words with long vowels. (E)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student f. Reads multisyllabic words.

d. Decode words with common prefixes and suffixes. (E)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. g. Applies learned phonics skills when reading and writing words, sentences, and stories. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student d. Reads words with inflectional endings. g. Uses spelling patterns to recognize words.

e. Identify words with inconsistent but common spelling-sound correspondences. (E)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student e. Reads and spells words containing irregular vowel patterns. g. Applies learned phonics skills when reading and writing words, sentences, and stories. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student g. Uses spelling patterns to recognize words.

f. Recognize and read grade-appropriate irregularly spelled words. (E)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student e. Reads and spells words containing irregular vowel patterns.

ELACC2RF4. Read with sufficient accuracy and fluency to support comprehension. (E)

ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression.

a. Read on-level text with purpose and understanding. (E)

ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. A.

b. Read on-level text orally with accuracy, appropriate ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression.




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rate, and expression on successive readings. (E)

a. Applies letter-sound knowledge to decode quickly and accurately. b. Automatically recognizes additional high frequency and familiar words within texts. c. Reads familiar text with expression. d. Reads second grade texts at a target rate of 90 words correct per minute.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (E)

ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. d. Reads second-grade texts at a target rate of 90 words correct per minute.

e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student j. Self-monitors comprehension and attempts to clarify meaning. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student h. Self-monitors comprehension and rereads when necessary.

Alignment:







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2nd CCGPS 2nd

GPS

WRITING (W) Color key: different grade level/ Color key: different domain or strand

ELACC2W1: Write opinion pieces in which they introduce the topic or book they are writing about, state 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. (E)

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a persuasive piece of writing that: a. Captures a reader’s interest by stating a clear position/opinion. b. Begins to sustain a focus. c. Includes the appropriate purpose, expectations, and length for audience and the genre. d. Adds supportive details throughout. e. Uses appropriate formats (letter, list of pros and cons, advertisement). f. Develops a sense of closure. The student produces a response to literature that: a. Captures a reader’s interest by stating an opinion about a text. e. Develops a sense of closure. ELA2W1 The student begins to demonstrate competency in the writing process. The student a. Writes text of a length appropriate to address a topic and tell the story. c. Use transition words and phrases. f. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion. g. Begins to write a persuasive piece that states and supports an opinion.

ELACC2W2: Write informative/explanatory texts in

which they introduce a topic, use facts and

definitions to develop points, and provide a

concluding statement or section. (E)

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing that: a. Captures a reader’s interest. b. Begins to sustain a focused topic. c. Includes the appropriate purpose, expectations, and length for the audience and genre. d. Adds facts and details. e. Uses organizational structures for conveying information (chronological order, similarities and differences, questions and answers). f. Uses graphic features (charts, tables, graphs). g. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. h. Develops a sense of closure. ELA2W1 The student begins to demonstrate competency in the writing process. The student b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions). ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student e. Distinguishes fact from fiction in a text.

ELACC2W3: Write narratives in which they 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. (E)

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: a. Captures a reader’s interest by writing a personal story in first or third person consistently. b. Begins to write fantasy/imaginary stories. c. Begins to sustain a focus. d. Includes the appropriate purpose, expectations, and length for the audience and genre. e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs). f. Uses organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue words). g. Begins to develop characters through action and dialogue.




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h. Develops a sense of closure. ELA2W1 The student begins to demonstrate competency in the writing process. The student a. Writes text of a length appropriate to address a topic and tell the story. c. Use transition words and phrases.

4. (Begins in grade 3)

ELACC2W5: With guidance and support from adults

and peers focus on a topic and strengthen writing

as needed by revising and editing. (E)

a. May include prewriting. *Adopted from GPS

ELA2W1 The student begins to demonstrate competency in the writing process. The student a. Writes text of a length appropriate to address a topic and tell the story. h. Pre-writes to generate ideas orally. i. Uses planning ideas to produce a rough draft. j. Rereads writing to self and others, revises to add details, and edits to make corrections. ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: i. May include pre-writing. j. May include a revised and edited draft. The student produces informational writing that: i. May include pre-writing. j. May include a draft that is revised and edited. The student produces a persuasive piece of writing that: g. May include pre-writing. h. May include a revised and edited draft. The student produces a response to literature that: f. May include pre-writing. g. May include a draft that is revised and edited.

ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (E)

ELA4W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). ELA3W1 The student demonstrates competency in the writing process. The student n. Publishes by presenting an edited piece of writing to others. ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: k. May be published. The student produces informational writing that: k. May be published. The student produces a persuasive piece of writing that: i. May be published. The student produces a response to literature that: h. May be published.

ELACC2W7: Participate in shared research and writing projects (e.g., read a number of books on a

ELA2W1 The student begins to demonstrate competency in the writing process. The student t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.




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single topic to produce a report; record science observations). (G)

ELACC2W8: Recall information from experiences or

gather information from provided sources to

answer a question. (E)

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: b. Demonstrates understanding of the text and expresses and supports an opinion. c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection. ELA2W1 The student begins to demonstrate competency in the writing process. The student t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.



Alignment:







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2nd

CCGPS 2nd

GPS

SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand

ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (G)

ELA2LSV1 The student uses oral and visual strategies to communicate.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (G)

ELA3LSV1 The student uses oral and visual strategies to communicate. The student a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.

b. Build on others’ talk in conversations by linking their comments to the remarks of others. (E)

ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. (E)

ELA2LSV1 The student uses oral and visual strategies to communicate. The student a. Interprets information presented and seeks clarification when needed.

ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media. (G)

ELA2LSV1 The student uses oral and visual strategies to communicate. The student a. Interprets information presented and seeks clarification when needed. ELA1LSV1 The student uses oral and visual strategies to communicate. The student b. Recalls information presented orally. ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELACC2SL3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (E)

ELA2LSV1 The student uses oral and visual strategies to communicate. The student a. Interprets information presented and seeks clarification when needed. ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”). e. Confirms understanding by paraphrasing the adult’s directions or suggestions. i. Responds appropriately to comments and questions.

ELACC2SL4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (G)

ELA2LSV1 The student uses oral and visual strategies to communicate. The student b. Begins to use oral language for different purposes: to inform, to persuade, and to entertain. ELA2LSV1 The student uses oral and visual strategies to communicate. The student e. Increases vocabulary to reflect a growing range of interests and knowledge.

ELACC2SL5: Create audio recordings of stories or

poems; add drawings or other visual displays to stories

or recounts of experiences when appropriate to clarify

ideas, thoughts, and feelings.

(G)

ELA2LSV1 The student uses oral and visual strategies to communicate. The student d. Listens to and views a variety of media to acquire information. ELA2W1 The student begins to demonstrate competency in the writing process. The student d. Begins to create graphic features (charts, tables, graphs). ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces informational writing that: e. Begins to use graphic features (charts, pictures, headings). ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.




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When delivering or responding to presentations, the student: a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation.

ELACC2SL6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) (E)

ELA2LSV1 The student uses oral and visual strategies to communicate. The student c. Uses increasingly complex language patterns and sentence structure when communicating. ELA2W1 The student begins to demonstrate competency in the writing process. The student l. Consistently writes in complete sentences with correct subject/verb agreement.

Alignment:







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2nd

CCGPS 2nd

GPS

LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand

ELACC2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (E)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

a. Use collective nouns (e.g., group). (E) ELA2W1 The student begins to demonstrate competency in the writing process. The student m. Uses nouns (singular, plural, and possessive) correctly. ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. i. Identifies and uses nouns – abstract, common, collective, plural, and possessive.

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). (E)

ELA2W1 The student begins to demonstrate competency in the writing process. The student m. Uses nouns (singular, plural, and possessive) correctly. ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.

c. Use reflexive pronouns (e.g., myself, ourselves). (G) ELA2W1 The student begins to demonstrate competency in the writing process. The student m. Uses nouns (singular, plural, and possessive) correctly. ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. ii. Identifies and uses pronouns – personal, possessive, interrogative, demonstrative, reflexive, and indefinite.

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (W)

ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies verb phrases and verb tenses.

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. (G)

ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb). ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). d. Recognizes that a word performs different functions according to its position in the sentence.

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (G)

ELA2W1 The student begins to demonstrate competency in the writing process. The student p. Uses increasingly complex sentence structure. ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences).

g. Creates documents with legible handwriting. This element was added to CCGPS following the precision review process.

ELA2W1 The student begins to demonstrate competency in the writing process. The student g. Creates documents with legible handwriting.

ELACC2L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (E)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.




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a. Capitalize holidays, product names, and geographic names. (E)

ELA2W1 The student begins to demonstrate competency in the writing process. The student r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory; simple and compound). ELA1W1 The student begins to understand the principles of writing. The student l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months).

b. Use commas in greetings and closings of letters. (E) ELA2W1 The student begins to demonstrate competency in the writing process. The student e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing). s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade-appropriate abbreviations.

c. Use an apostrophe to form contractions and frequently occurring possessives. (E)

ELA2W1 The student begins to demonstrate competency in the writing process. The student m. Uses nouns (singular, plural, and possessive) correctly. ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Identifies and uses contractions correctly.

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). (E)

ELA2W1 The student begins to demonstrate competency in the writing process. The student q. Uses common rules of spelling. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student g. Uses spelling patterns to recognize words.

e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student q. Uses dictionary, thesaurus, and glossary skills to determine word meanings. ELA2W1 The student begins to demonstrate competency in the writing process. The student v. Uses the dictionary and thesaurus to support word choices.

ELACC2L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (E)

ELA2LSV1 The student uses oral and visual strategies to communicate. ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

a. Compare formal and informal uses of English. (E) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).

ELACC2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (E)

ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student b. Recognizes grade appropriate words with multiple meanings. ELA2LSV1 The student uses oral and visual strategies to communicate. The student e. Increases vocabulary to reflect a growing range of interests and knowledge.

a. Use sentence-level context as a clue to the meaning of a word or phrase. (G)

ELA2R3 The student acquires and uses grade-level words to communicate effectively. d. Determines the meaning of unknown words on the basis of context.

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (G)

ELA2R3 The student acquires and uses grade-level words to communicate effectively. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student p. Uses word parts to determine meanings.

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student p. Uses word parts to determine meanings. ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student




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e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student p. Uses word parts to determine meanings. ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student c. Reads compound words and contractions in grade appropriate texts.

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student q. Uses dictionary, thesaurus, and glossary skills to determine word meanings. ELA2W1 The student begins to demonstrate competency in the writing process. The student v. Uses the dictionary and thesaurus to support word choices.

ELACC2L5: Demonstrate understanding of word relationships and nuances in word meanings. (W)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text.

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (E)

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. h. Makes connections between texts and/or personal experiences.

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (E)

ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.

ELACC2L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (E)

ELA2LSV1 The student uses oral and visual strategies to communicate. The student c. Uses increasingly complex language patterns and sentence structure when communicating.

Alignment:


