ELA B
2nd and 3rd grade reading skills:
- Ask and answer who, what, where, when, and how to demonstrate understanding of key details in a text.
- Recount stories and determine their central message, lesson, or moral.
- Describe how characters in a story respond to major events and challenges.
- Describe characters in a story and explain how their actions contribute to the sequence of events.
- Determine the meaning of words/phrases based on how they are used in a text.
- Distinguish between literal and non literal language.
- Describe the overall structure of a story, including beginning, middle, and end.
- Acknowledge and understand different character points of view.
- Distinguish own point of view from that of narrator or characters.
- Use text evidence to support comprehension and understanding of characters, setting, and/or plot.
- Make connections between self, text, and world.
2nd and 3rd grade writing skills:
- Write opinion pieces on topics or texts, supporting a point of view with reasons.
- Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
- Provide reasons that support the opinion.
- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
- Provide a concluding statement or section.
- Write informative/explanatory texts to examine a topic and convey ideas and information clearly:
- Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
- Develop the topic with facts, definitions, and details.
- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
- Provide a concluding statement or section.
- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:
- Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
- Use temporal words and phrases to signal event order.
- Provide a sense of closure.
- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
- Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
- Recall information from experiences or gather information from provided sources to answer a question.
- Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed.
- With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.