Essential Standards RTIEG · Essential Standards Chart for Second-Grade Writing Description of Standard Example of ... of irregular verbs. Students can determine that the past tense

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REPRODUCIBLE

Essential Standards Chart for Second-Grade Reading

Description of

Standard

Example of

Rigor

Prerequisite

Skills

When Taught? Common

Summative

Assessment

Extension

Standards

What is the essential

standard to be

learned? Describe in

student-friendly

vocabulary.

What does proficient

student work look

like? Provide an

example or

description.

What prior knowledge,

skills, or vocabulary

are needed for a

student to master this

standard?

When will this

standard be taught?

What assessment(s)

will be used to

measure student

mastery?

What will we do when

students have learned

this standard?

I can read one-syllable

and two-syllable words

Students can read the

following words: return,

I can read one-syllable

words with consonant

Monthly Students will read

isolated second-grade

I can read multisyllable

words with Latin

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with short vowels, long

vowels, and common

prefixes and suffixes.

later, chapter, plugging.

Students can read a

second-grade passage

at a rate of 110 words

correct per minute.

digraphs, long vowels,

and inflectional endings.

I can read the following

words: chat, play, cave,

deeply.

words and second-

grade passages that

include one-syllable

and two-syllable

words with short

vowels, long vowels,

and common prefixes

and suffixes while the

teacher tracks running

records every month.

suffixes.

I can see patterns when

reading and use the

patterns to read and

write new words.


following words: peach,

paw.

Students can read a


I know vowel and

spelling patterns.


grade-level passages

on a monthly basis.

Teachers will take

running records and

I can produce a

portfolio of words with

diphthongs and other

special vowel spellings.

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correct per minute.

analyze patterns of

errors.

I can use syllabication

rules when reading.


following words: v/cv =

su/per; vc/cv = sup/per.

Students can read a



correct per minute.

I can identify vowels

and consonants. I can

understand and apply

syllabication rules.



on a monthly basis.

Teachers will take

running records and

analyze patterns of

errors.

I can consistently use

all six syllable types in

decoding words.

I can decode two-

syllable nonsense

words and regular

multisyllable words.


following words:

map/pet, sit/ten,

nal/low.

Students can read a

I can identify vowels

and consonants. I can

understand and apply

syllabication rules.



on a monthly basis.

Teachers will take

running records and

I can decode and read

irregular multisyllable

words.

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correct per minute.

analyze patterns of

errors.

I can describe how

characters behave

throughout a story after

key events or

challenges.

When reading Frog and

Toad Together,

students can give three

details about how Frog

changes from the

beginning to the end of

the story.

I can describe

characters, setting, and

events.

For example, after

listening to the teacher

read Matilda, students

can describe one

character, one setting,

and one key event.

October CFAs designed by the

second-grade team

will be administered

halfway through and

at the completion of

the unit.

I can describe

characters’ motivation

and feelings throughout

a story, and I can

explain how characters’

actions affect key

events.

I can identify and use

regular and irregular


following words (with -s,

I can recognize roots

and bases. I know rules

November CFAs designed by the

second-grade team

I can produce a

portfolio of irregular

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plurals. -es, -ies): fly/flies,

wife/wives.

for regular and plurals. will be administered

halfway through and


the unit. In addition,

students will read


on a monthly basis—

in this case, passages

that contain plurals.

Teachers will take

running records and

analyze patterns of

errors.

plurals drawn from my

experiences and

independent reading.

I can understand and

explain antonyms and

Students can identify an

antonym for scared

I know the meaning of

antonym and synonym.

December CFAs designed by the

second-grade team

I can produce a

collection of vocabulary

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synonyms. (brave) and a synonym

for full (stuffed).

Students can identify

the opposite of loud

(quiet).


halfway through and


the unit.

graphic organizers that

include antonyms and

synonyms for each

word.

I can determine the

meaning of compound

words.

Students can determine

the meaning of the word

bookcase.

I know the meaning of

each word in a

compound word.

January CFAs designed by the

second-grade team


halfway through and


the unit.

I can produce an

illustrated portfolio of

abbreviations drawn

from my experiences

and independent

reading.

I can recognize

common abbreviations.

Students can give the

abbreviations for the

following: doctor (Dr.),

I understand what an

abbreviation is. I can

use the correct

March CFAs designed by the

second-grade team


I can produce a

portfolio of

abbreviations drawn

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January (Jan.); and

mister (Mr.). Students

know that St. is an

abbreviation for the

word street.

punctuation when

abbreviating.

halfway through and


the unit. In addition,

students will read


that contain

abbreviations on a

monthly basis.

Teachers will take

running records and

analyze patterns of

errors.

from my experiences

and independent

reading.

I can determine the

meaning of simple

prefixes and suffixes.


what the pre in preheat

means (before).

I can identify the base

word and affixes in

words. I know the

April CFAs designed by the

second-grade team


I can produce a

portfolio of affixes

drawn from my

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Students can use and

recognize the following

affixes: over-, un-, -ing,

and -ly.

meaning and placement

of prefixes and suffixes.

halfway through and


the unit.

experiences and


I can identify simple

multiple-meaning

words.

Students can give the

meanings of the word

ring (jewelry or a ring

tone of a phone).


in which sentence ring

is used in the same

way: The girl had on a

beautiful ring. The ring

of the doorbell woke me

up. I still hear ringing in

I know some words

have more than one

meaning.

June CFAs designed by the

second-grade team


halfway through and


the unit.

I can produce a

portfolio of homonyms

drawn from my

experiences and


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my ear after the ball hit

me.

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REPRODUCIBLE

Essential Standards Chart for Second-Grade Writing

Description of

Standard

Example of

Rigor

Prerequisite

Skills

When Taught? Common

Summative

Assessment

Extension

Standards


standard to be


student-friendly

vocabulary.


student work look

like? Provide an

example or

description.



are needed for a


standard?

When will this

standard be taught?

What assessment(s)

will be used to

measure student

mastery?



this standard?

I can write a narrative

story that tells about

several events; includes

See the attached

anchor paper.

I can write a narrative

story that tells about

two events that includes

September through

December

Students’ stories will be

collaboratively

assessed to ensure

I can enhance my

narrative story to

include multiple

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details that describe my

actions, thoughts, and

feelings; uses special

words to signal that

time is passing; and

closes with an effective

ending.

a few details. inter-rater reliability and

to determine the need

for mini-lessons using

the attached analytic

rubric.

characters and

dialogue.

I can use the past tense

of irregular verbs.


that the past tense of sit

is sat, the past tense of

hide is hid, the past

tense of tell is told, and

the past tense of blow is

blew.

I know the past tense of

regular verbs, such call

(called), file (filed), and

nail (nailed).

December through

March

Teachers will assess

students’ use of the

past tense of irregular

verbs in journal and

process writing pieces.

In addition, CFAs

designed by the

second-grade team will

I can create a portfolio

of irregular past-tense

verbs that are

organized by similar

patterns.

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be administered

halfway through and at

the completion of the

unit.

I can revise and expand

my sentences, adding

more details with

adjectives and adverbs.

Students can write

sentences such as,

“The boy watched the

movie. The little boy

watched the movie. The

little boy intently

watched the action

movie.”

I can write complete

sentences with a

subject and a predicate.

Monthly Teachers will assess




process-writing pieces.

In addition, CFAs

designed by the


be administered within

each unit.

I can write compound

and complex sentences

and can vary the voice

of sentences using

methods such as

switching subjects and

objects.

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REPRODUCIBLE

Essential Standards Chart for Second-Grade Math

Description of

Standard

Example of

Rigor

Prerequisite

Skills

When Taught? Common

Summative

Assessment

Extension

Standards


standard to be learned?

Describe in student-

friendly vocabulary.


student work look like?

Provide an example or

description.


skills, or vocabulary are

needed for a student to

master this standard?

When will this standard

be taught?

What assessment(s)

will be used to measure

student mastery?

What will we do

when students

have learned this

standard?

I can compare whole

numbers to 1,000 by using

the symbols <, =, and >.


what goes in the blank to

make this problem correct

(<, >, =, or +):

I know the place value of

digits from one to 1,000. I

understand key words like

greater than, less than,

September CFAs designed by the


be administered halfway

through and at the

I can compare

money written in

decimal form.

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62 __ 21 + 31 fewer, least, and most. completion of the unit.

I can use the commutative

and associative rules to

simplify addition and to

check my answers.


which problem to use to

check their answer:

9 + 5 = 14

(a) 13 – 5 = 9

(b) 14 – 9 = 5

(c) 5 + 9 = 14

I understand the

relationships within fact

families.

October CFAs designed by the



through and at the

completion of the unit.

I can use the

commutative and

associative rules to

simplify

multiplication and to

check my answers.

I can add and subtract

multidigit numbers with

regrouping.

Students can solve the

following:

638 + 734 =____

I can follow steps when

regrouping. I can count

on and back. I can

recognize when

October and November CFAs designed by the



through and at the

I can solve

multiplication and

division problems

and apply my

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Jose gathered 714 stickers

and then gave 476 away to

his friends. How many

stickers does he have left?

345 387

+ 465 – 149

regrouping is necessary. I

can add and subtract

sums to twenty and

differences from twenty,

and I relate addition and

subtraction facts.

I can solve the following:

8 + 7 =

8 + ____ = 15

completion of each unit. addition and

subtraction skills to

multistep problems

involving multiple

operations.

I can solve problems

using combinations of

coins and bills.

Students can determine the

total value of the following:

I know the value of bills

and coins. I can add coins

and bills together. I know

the symbols to use when

writing money.

December CFAs designed by the



through and at the


I can create budgets

for my classroom

and determine how

much money would

be necessary to

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(a) $6.06; (b) $6.36;

(c) $6.26

purchase supplies.

I have memorized the

products of 2, 5, and 10,

multiplying by digits from

Students can find the

following products:

7 x 2 = ___

I can use repeated

addition, arrays, and skip

counting to multiply.

February CFAs designed by the



I have memorized

the products of all

digits.

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1–9. 5 x 6 = ___

5 x 10 = ____

through and at the

completion of each unit.

I can recognize, name,

and compare unit fractions

from 1/12 to 1/2.

Students know which

fraction has the greatest

value:

(a) 1/2; (b) 1/5; (c) 1/7;

(d) 1/12

I understand the value of

fractions. I can visualize

different fractions.

March CFAs designed by the



through and at the


I can add fractions

with like

denominators and

create pictures that

represent the

problem.

I can measure objects in

inches to the nearest

quarter inch.

Measure this line

________________

to the nearest quarter inch.

I can describe the length

of objects using familiar

objects, like paperclips.

May CFAs designed by the



through and at the


I can solve problems

involving the

measurement of

volume and mass.

I can put shapes together Students can arrange two I can recognize and name May CFAs designed by the I can measure and

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and take them apart to

form other shapes.

right triangles to form a

rectangle.

shapes. I know how many

vertices, edges, and sides

a shape has.



through and at the


compute the

perimeters of

shapes, both when

separate and when

put together.

I can represent the same

data set in more than one

way.

Students can create two

graphs that represent this

data: a class has 3 apples, 4

oranges, and 6 bananas.

I can read graphs. I can

interpret tally marks.

June CFAs designed by the



through and at the


I can plan and

implement a class

survey, gather

results, and graph

and display the

data.

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REPRODUCIBLE

Essential Standards Chart for Second-Grade English Language Development

Description of

Standard

Example of

Rigor

Prerequisite

Skills

When Taught? Common

Summative

Assessment

Extension

Standards


standard to be


student-friendly

vocabulary.


student work look

like? Provide an

example or

description.



are needed for a


standard?

When will this

standard be taught?

What assessment(s)

will be used to

measure student

mastery?



this standard?

I can express

preferences for recess

using like, want, and

Students can answer

the following prompts:

Teacher prompt—What

I know conjunctions,

like because and when,

that I can use to explain

October

Teachers will assess



I can use complex

sentences and adverbs

to express preferences:

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enjoy. do you like to play at

recess?

Student responses—I

like to play on the

playground at recess

because it’s fun.

I don’t like to play on

the playground at

recess because it’s

boring.

Teacher prompt—

Where do you enjoy

playing at recess?

Student responses—I

my thoughts. verbs in journal and


In addition, CFAs

designed by the


be administered



unit.

When I’m at recess, I

often like to play on the

swings. When it’s cold, I

don’t like to play on the

swings.

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enjoy playing on the

swings at recess when

it’s sunny.

I don’t enjoy playing on

the swings at recess

when it’s cold.

I can describe ongoing

events using the past

progressive.

Students can answer


Teacher prompt—Were

you in the cafeteria

before school?

Student response—

Yes, I was in the

cafeteria before school.

I know prepositions that

describe when I

completed activities.

February CFAs designed by the


be administered



unit.

I can describe my

changes in location

over time: After I left the

cafeteria, I went to my

classroom. After I left

the classroom, I went to

the library.

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Teacher prompt—

Where were you before

school?

Student response—I

was in the cafeteria

before school.

I can use did and didn’t

and was and wasn’t to

explain the causes and

effects of my actions.

Students can answer


Teacher prompt—Why

didn’t you complete

your work?


didn’t complete my work

I know conjunctions,

like so and because,

that I can use to

connect my thoughts.

May Teachers will assess





In addition, CFAs

designed by the


I can use the perfect

tenses of verbs to

describe the future: If I

had completed my

homework, I wouldn’t

have gotten in trouble.

If I hadn’t played after

school, I would have

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because I was playing.

Teacher prompt—Why

did you complete your

work?


completed my work so I

could read my book.

be administered



unit.

completed my

homework.

Documents

Essential Standards RTIEG · Essential Standards Chart for Second-Grade Writing Description of Standard Example of ... of irregular verbs. Students can determine that the past tense